Environmental Chemistry: Grade 9

Time Frame: Approximately 1.5-2 months

Carley Webb

Unit Overview: Critical Essential Question:

How has industrialization impacted and changed our local ecosystems and environments?

Unit Theme/Rationale:

This unit explores the relationship between ecosystems, humans, and chemicals. When discussing and
analyzing our natural environments around us we often focus on the biology of the environment in terms
of ecosystems, animals, and plant-life. Rather than what is essential for life-chemicals. When exploring
the environment from a chemistry stance we take into consideration the crucial role organic and inorganic
compounds and chemicals play in environments. Furthermore, students analyze and explore the
anthropogenic role we play in our environments and the effects industrialization and pollution have had on
natural environments.

Content Standards Curricular Outcomes

Students will:

1. Investigate and describe, in general terms, the role of different substances in the environment in
supporting or harming humans and other living things

2. Identify processes for measuring the quantity of different substances in the environment and for
monitoring air and water quality

3. Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances
within an environment

Essential Questions
Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding.

1. What are organic and inorganic compounds?

a. What are organic compounds made up of?
i. What are carbohydrates, lipids, and proteins?
b. What are inorganic compounds up of?
i. What are minerals and vitamins?
c. Are organic and inorganic compounds necessary for life?
d. What elements are organic compounds made up of (chemically)?
i. Why do organic compounds decay quickly?
2. What is a concentration?
a. What are parts per million?
b. What are parts per billion?
c. What is a high concentration and what is a low concentration?
d. What role does concentration have on ecosystems?
3. How are chemicals introduced to our environment?
a. What types of chemicals are naturally occurring?
b. What role do human-derived chemicals play in our environment?
i. What role do nitrates and phosphates play on our environment?
ii. Where do nitrates and phosphates typically derive from?
c. What are other ways human-derived chemicals make their way into the environment?
i. What is acid rain?
1. What happens to soil and groundwater?

4. What role has non-renewable sources of energy had on our environment?

a. What are fossil fuels?
i. Are fossil fuels human-made or naturally occurring?
 ii. How do we use fossil fuels?
iii. How do we obtain fossil fuels like oil and natural gas?
b. What are greenhouse gases?
i. How are they produced
ii. What chemical compounds are produced that cause greenhouse gases?
c. What negative effects do high GHGs have on ecosystems and our environment?
5. What is pH?
a. How does pH affect the environment?
b. How do we determine pH?
6. What role does precipitation play on biomass and ecosystems?
7. What is air pollution?
a. What causes air pollution?
b. How is air pollution transferred?
c. What is water pollution?
8. What are sources of contamination in our environment?
Knowledge Skills
Students will know Students will be able to

! Identify common organic and inorganic

Initiating and Planning
substances that are essential to the health and
growth of humans and other living things, and ! Ask questions about the relationships
illustrate the roles served by these substances between and among observable variables,
and plan investigations to address those
! Describe, in general terms, the forms of
questions
organic matter synthesized by plants and
animals, including carbohydrates, proteins and ! Identify science-related issues
lipids
! Identify questions arising from practical
! Describe and illustrate processes by which problems and issues
chemicals are introduced to the environment or
! State a prediction and a hypothesis about the
their concentrations are changed
concentration or dispersal of a chemical
! Describe the uptake of materials by living substance within an environment
things through ingestion or absorption, and
! Select appropriate methods and tools for
investigate and describe evidence that some
collecting data and information and for
materials are difficult for organisms to break
solving problems
down or eliminate
! Identify data and information that are relevant
! Identify questions that may need to be to the issue
addressed in deciding what substancesin
what amountscan be safely released into the ! Select and integrate information that is
environment relevant to the issue

! Identify substrates and nutrient sources for ! Use instruments and materials effectively and
living things within a variety of environments accurately for collecting data

! Describe and illustrate the use of biological ! Organize data, using a format that is
monitoring as one method for determining appropriate to the task or experiment
environmental quality
! Use tools and apparatus safely

! Identify chemical factors in an environment Analyzing and Interpreting

that might affect the health and distribution of
living things in that environment
! Apply and interpret measures of chemical
concentration in parts per million, billion or
trillion
! Analyze qualitative and quantitative data,
and develop and assess possible
explanations
! Identify strengths and weaknesses of
different ways of displaying data
! Identify acids, bases and neutral ! Identify and suggest explanations for
substances, based on measures of their pH discrepancies in data

! Investigate, safely, and describe the effects ! Identify the line of best fit on a scatterplot,
of acids and bases on each other and on other and interpolate or extrapolate based on the
substances line of best fit

! Describe effects of acids and bases on ! Apply given criteria for evaluating evidence
living things and sources of information

! Identify new questions and problems that

! Describe mechanisms for the transfer of
arise from what was learned
materials through air, water and soil; and
identify factors that may accelerate or retard Communication and Teamwork
distribution (e.g., wind speed, soil porosity)
! Work collaboratively on problems; and use
! Describe mechanisms for biodegradation, appropriate language and formats to
and interpret information on the biodegradability communicate ideas, procedures and results
of different materials
! Work cooperatively with team members to
! Comprehend information on the biological develop and carry out a plan, and
impacts of hazardous chemicals on local and troubleshoot problems as they arise
global environments, by:
! Receive, understand and act on the ideas of
! Describe and evaluate methods used to others
transport, store and dispose of hazardous
! Defend a given position on an issue or
household chemicals
problem, based on their findings
! Investigate and evaluate potential risks
resulting from consumer practices and
industrial processes, and identify processes
used in providing information and setting
standards to manage these risks

! Identify and evaluate information and

evidence related to an issue in which
environmental chemistry plays a major role

Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are
going?

Where have students been: This unit, Environmental Chemistry builds on the Grade 8 Science, Unit A:
Mix and Flow of Matter, Unit B: Cells and Systems and Unit E: Freshwater and Saltwater Systems.
Where are students headed: This unit, Environmental Chemistry prepares students for Science 10, Unit
C: Flow of Matter in Living Systems and in Science 20, Unit B: Changes in Living

Ensuring students know where they are headed:

To ensure students are engaged in the learning process and recognize where we are and where we are
heading each set of interactive notes includes the objectives that will be covered during a certain
objective. Objectives are categorized on a number scale. In this particular unit there are 3 objectives with
4 sub-categories, which represent the specific learning outcomes. Furthermore, as this unit builds on each
concept formative assessment is utilized frequently. The use of formative assessment through enter/exit
slips, in-class activities, laboratories, and formative projects allows students to take learning risks without
fear of doing poorly and fully engage in the learning process. This also allows students to recognize areas
of the unit that they do not understand and requires more attention. Lastly, D2L allows students to check-
in with what we have completed in class if they miss any classes, as well as print off items they lost and
complete I Can Statements to reflect on their own learning.
 Differentiation/Modifications
To ensure all students success some students will receive modified work. As some students are in K&E I
will always have separate modified work to the K&E Program of Study prepared for these students. These
students will always have access to a computer and access to online resources to ensure they can be
successful.
Some students require assistance in literacy and the interactive notebooks can be challenging and
daunting for them. To ensure their success they will receive interactive notebooks with less reading and
that have been modified to only include necessary information. As well, these students interactive
notebooks will have fewer questions.
Furthermore, all students regardless of learning capabilities will participate in laboratories as lab groups
have been created to ensure all students can be successful and are grouped accordingly.

Learning Activities (Stage 4)

1. Testing for Organic Compounds Laboratory: In this laboratory students test a variety of
substances: water, glucose, cornstarch, egg, and vegetable oil to decipher whether they are
organic compounds (organic compounds are either carbohydrates, lipids, or proteins).
2. DNA Extraction Laboratory: In this laboratory students are using a variety of fruits and
vegetables to extract their DNA; such organic compounds include strawberries, peas, and oranges.
Students extract the DNA by using a variety of means such as dishwasher fluid, alcohol, and a
meat tenderizer.
3. Concentration News Paper Article: Students have been hired by the Calgary Sun to write a
newspaper article that compares the amount of mercury found in the Bow River to the Columbia
River in BC. Students have to scientifically explain why the Bow River is more polluted using
scientific terms like parts per million, etc.
4. pH Laboratory: In this laboratory students are testing the pH for a variety of solutions and
compounds that are both organic and inorganic.
5. Neutralization Laboratory: In this laboratory students are again testing the pH of solutions and
compounds. Next, students are using a variety of basic chemicals to attempt to neutralize acidic
compounds and record whether any neutralizing occurred and how much.
6. Making a pH Indicator: In this laboratory students get to design and create a pH indicator to test
the pH of a variety of solutions.
7. Alien Comic: Students will create a comic illustrating the journey aliens go through in regards to
pH. Students will start at a pH of 1 (acidic) and journey to a pH of 12 along the way recording what
types of compounds would be found at each pH and their properties.
8. Environmental CSI with Horatio: Students will investigate why large amounts of fish are turning
up dead along the Miami shoreline. They will play investigator creating a map of the crime scene,
investigating the role nitrates played in the deaths of the fish, and investigating what other human
causes could be responsible.
9. Soil Porosity and Effect of Soil on Altering Soil pH: In this laboratory students will investigate
and analyze the permeability of different types of soil (clay, sand, and silt) and of these types of soil
which does pH have the biggest effect on.
10. Lake Project: Students will apply their learning from all three objectives and complete an inquiry-
based project to solve the issues of the lake, which is extremely acidic and is experiencing low
aquatic population.

Resources
1. Interactive videos and simulations for science related topics: https://phet.colorado.edu/
2. Multimedia scientific encyclopedia of interactive science videos and simulations:
http://www.edumedia-sciences.com/en/
3. Discovery Education multimedia clips/videos: https://app-discoveryeducation-
ca.ezproxy.alu.talonline.ca
4. Videos and multimedia for Canadian students: http://www.accesslearning.com
5. FNMI database provides lessons and resources to promote the incorporation of FNMI perspectives in
the classroom: http://www.uleth.ca/education/resources/fnmi-collection#
6. Khan Academy provides online tutorials and videos to clarify and tutor students on topics they may
be struggling with: https://www.khanacademy.org
7. BrainPop provides engaging and educational videos & games for students: http://www.brainpop.com
8. EdQuest provides curricula links, presentation, and activities for teachers:
http://www.edquest.ca/component/content/article/104/
9. Focus in Action Learning Pack: A CBE created document with teacher notes, presentations, and
activities: http://schools.cbe.ab.ca/b620/pdfs/science/9_B.pdf
10. University of Lethbridge CurrLab: provides numerous resources for science-related topics in
Alberta: http://www.uleth.ca/education/currlab
11. National Energy Education Project: This is a great resource with PDF links for elementary, junior
high, and high school. Each PDF focuses on different categories of natural gas and oil and includes
excellent information, images, and hands-on activities http://www.need.org/naturalgas
12. Wonders of Oil and Gas: This PDF is a great resource for key topics about oil and gas such as what
it is, formation, drilling, pipelines, etc. Although aimed at grades 5-8 this document has excellent
images, readings, and hands-on activities that can be integrated in the classroom.
http://www.switchenergyproject.com/education/CurriculaPDFs/SwitchCurricula-Elementary-
NaturalGas/SwitchCurricula-Elementary-WondersOfOilAndGas.pdf
13. Energy Use: Based on the Ontario Program of Studies this variety of lesson plans focusing on energy
use in Canada has some great discussion topics, starters, and introduction activities.
http://www.canadiangeographic.com/atlas/LessonPlan_Pdf/ON_9-12_LandofEnergy!.pdf
14. Poll Everywhere: This is a great resource for formative assessment and to utilize technology in the
classroom. Using this website you can pose questions and have students text their response
anonymously https://www.polleverywhere.com
Government of Canada: Environment and Climate Change: This website provides excellent data on
Canada GHG, causes of climate change, environmental impacts, etc. https://www.ec.gc.ca/cc/
15. Learn Alberta: Learn Alberta has great lesson activities, videos, Gizmos, and games related directly
to the Alberta Program of Studies http://www.learnalberta.ca/Home.aspx

Assessment Plan (Stage 5)

Students are assessed for learning, as learning occurs, and of learning in this unit through class
discussions, team activities, laboratories, projects, review activities, and quizzes. The atmosphere of
assessment is one to encourage students to feel confident and capable in their learning journey with more
of a focus on assessment for learning and as learning occurs. The assessment plan is further broken
down in the following chart by each outcome and the assignment used as an assessment piece.
GLO: Investigate and describe, in general terms, the role of different substances in the environment in
supporting or harming humans and other living things
As students exploring this outcome they will first be introduced to the Environmental Science unit. While
exploring this general outcome students will be completing numerous laboratories that will serve as
formative assessment. As well, students will complete three interactive notes and three in-class activities.
Lastly, students will complete one project that will be summatively assessed with a rubric; Concentration
newspaper article.
GLO: Identify processes for measuring the quantity of different substances in the environment and for
monitoring air and water quality
This general outcome has a large emphasis on hands-on, project-based learning and is achieved through
numerous laboratories where students explore pH and projects. All laboratories serve as formative
assessment; however, students will be assessed summatively on two different projects with rubrics; Alien
Comic and CSI Environmental with Horatio.
GLO: Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances within
an environment
The final outcome utilizes formative assessment as well; however, as an inquiry-based project and unit-
wrap-up project students will complete a Lake Project which will be summatively assessed with a given
rubric.

Outcomes Formative Summative

Laboratorie In-class Projects Interactive Quizzes Projects
s Activities notes
Investigate and
describe, in general X X X X X
terms, the role of
different substances
in the environment in
supporting or harming
humans and other
living things

Identify processes for

measuring the X X X X X
quantity of different
substances in the
environment and for
monitoring air and
water quality
Analyze and evaluate
mechanisms affecting X X X X X
the distribution of
potentially harmful
substances within an
environment

Science 9: Environmental Chemistry

Teacher Carley Webb (Miss Webb) Time: 57 minutes
Class/Grade
Grade 9: 9-33, 9-19, and 9-21 Date Monday March 13, 2017
Level

Specific
Learner
Outcome(s) 1. Investigate and describe, in general terms, the role of different substances in the
Taken from environment in supporting or harming humans and other living things
Alberta
Program of 1.1 Identify common organic and inorganic substances that are essential to the
Studies health and growth of humans and other living things, and illustrate the roles served
by these substances

Learning
Objectives Students will evidence an understanding of what an organic and inorganic compound
What do you is and analyze what types of compounds are organic and inorganic.
want your
students to
learn?
Assessment
How will you -Formative assessment (for learning)
know your - Student reflection (as learning)
students have
learned?
Materials
What resources - 1A presentation & Surface
will you need? - Objective 1A interactive notes (130)
- As an introduction students will brainstorm what the definition of organic and
Introduction
inorganic are with the person beside them.
- We will then share definitions of what believe organic and inorganic
20 minutes
compounds are and what some examples may be. (5 minutes)
- I will then present 1A (10 minutes)
- I will then play The Secret of Our Lives: Proteins (5 minutes) as an introduction
into the unit and objective 1
Body - Students will then complete the interactive notebook for 1A
- Any students who complete it prior to the bell will work on the 1A: Dessert
35 minutes (word search)
- Student reminders: The following class will be a lab
Closure Students will want to wear short-sleeved shirts
2 minutes Anyone with long hair will want to bring a hair tie
 Science 9: Environmental Chemistry
Teacher Carley Webb (Miss Webb) Time: 57 minutes
Class/Grade
Grade 9: 9-33, 9-19, and 9-21 Date Tuesday March 14, 2017
Level

Specific
Learner 1. Investigate and describe, in general terms, the role of different substances in the
Outcome(s) environment in supporting or harming humans and other living things
Taken from
Alberta 1.1 identify common organic and inorganic substances that are essential to
Program of
the health and growth of humans and other living things, and illustrate the
Studies
roles served by these substances

1.2 Describe, in general terms, the forms of organic matter synthesized by

plants and animals, including carbohydrates, proteins and lipids

Learning
Objectives Students will evidence their understanding of the components of an organic
What do you compound: proteins, lipids, and carbohydrates in a hands-on laboratory where they
want your will test a variety of unknown substances to determine if they are proteins, lipids, or
students to carbohydrates.
learn?
Assessment
How will you -Students will be formatively assessed and will reflect on their own learning to
know your determine whether they understand particular concepts.
students have
learned?
Materials
What resources - 10 lab kits with supplies
will you need? - 10 lab group instructions
- 134 lab results sheets
- 2 kettles
-
- I will begin by introducing the laboratory to the students on the projector
Introduction
During this time I will focus by introducing what is in their lab kits, what
chemicals they are working with, and what substances
15 minutes
I will then go over the lab procedures and steps with the students
I will finish by reminding students of lab safety and what they need for
their lab (lab results, lab instructions, goggles, and aprons).

- The lab will demand the remainder of the class including cleanup.
- During this time I will be circulating the classroom observing and assisting
Body
students as well as ensuring students are on task
- While students are working I will be wearing the microphone to gain students
35 minutes
attention easily and guide them through any steps that require extra support or
clarification.
- With approximately 7 minutes left in class I will have students begin cleaning
up their lab benches and disposing of all chemicals (these are procedures the
Closure students are used to and understand and require little assistance with).
7 minutes - Once students have completely cleaned up their lab benches and returned
their lab kits I will do lab station and lab kit checks before dismissing the
students.
 Science 9: Environmental Chemistry: DNA Extraction
Teacher Carley Webb (Miss Webb) Time: 57 minutes
Class/Grade
Grade 9: 9-33, 9-19, and 9-21 Date Wednesday March 15, 2017
Level

Specific
Learner 1. Investigate and describe, in general terms, the role of different substances in the
Outcome(s) environment in supporting or harming humans and other living things
Taken from
Alberta 1.1 identify common organic and inorganic substances that are essential to
Program of
the health and growth of humans and other living things, and illustrate the
Studies
roles served by these substances

1.3 Describe, in general terms, the forms of organic matter synthesized by

plants and animals, including carbohydrates, proteins and lipids

Learning
Objectives Students will evidence their understanding of the components of an organic
What do you compound: proteins, lipids, and carbohydrates in a hands-on laboratory where they
want your will extract DNA from two organic compounds: strawberries and oranges. After
students to extracting the DNA students will analyze the amount of DNA from each fruit and
learn? make conclusions about DNA in relation to the fruits.
Assessment
How will you -Students will be formatively assessed and will reflect on their own learning to
know your determine whether they understand particular concepts.
students have
learned?
Materials - 10 lab kits (all necessary chemicals and fruits will be included)
What resources - 10 lab instruction manuals
will you need? - 134 lab result sheets
- I will begin by introducing the laboratory to the students on the projector
Introduction
During this time I will focus by introducing what is in their lab kits, what
chemicals they are working with, and what substances
15 minutes
I will then go over the lab procedures and steps with the students
I will finish by reminding students of lab safety and what they need for
their lab (lab results, lab instructions, goggles, and aprons).

- The lab will demand the remainder of the class including cleanup.
- During this time I will be circulating the classroom observing and assisting
Body
students as well as ensuring students are on task
While students are working I will be wearing the microphone to gain students
35 minutes
attention easily and guide them through any steps that require extra support or
clarification.
- With approximately 7 minutes left in class I will have students begin cleaning
up their lab benches and disposing of all chemicals (these are procedures the
students are used to and understand and require little assistance with).
Closure
- Students will then complete their lab results before handing them in
7 minutes
Once students have completely cleaned up their lab benches and returned
their lab kits I will do lab station and lab kit checks before dismissing the
students.
 Science 9: Environmental Chemistry: 1B
Teacher Carley Webb (Miss Webb) Time: 57 minutes
Class/Grade
Grade 9: 9-33, 9-19, and 9-21 Date Thursday March 16, 2017
Level

Specific
Learner 1. Investigate and describe, in general terms, the role of different substances in the
Outcome(s) environment in supporting or harming humans and other living things
Taken from
Alberta 1.1 Identify common organic and inorganic substances that are essential to
Program of
the health and growth of humans and other living things, and illustrate the
Studies
roles served by these substances

1.2 Describe, in general terms, the forms of organic matter synthesized by

plants and animals, including carbohydrates, proteins and lipids

1.3 Investigate trends in land use from natural environments (e.g., forests,
grasslands) to managed environments (e.g., farms, gardens,
greenhouses) and describe changes

1.4 Investigate practical problems and issues in maintaining productive plants

within sustainable environments, and identify questions for further study

Learning
Objectives Students will develop an understanding of concentration and the role chemical
What do you concentration plays on ecosystems and our environment. Students will analyze types
want your of concentrations and recognize what appropriate and dangerous concentration
students to levels are.
learn?
Assessment
How will you -Students will be formatively assessed and will reflect on their own learning to
know your determine whether they understand particular concepts.
students have
learned?
Materials - Surface/Projector
What resources - Presentation 1B
will you need? - 1B interactive notes
Introduction
- I will begin by marking 1A and having a discussion of both labs: Organic
Compounds and DNA extraction to ensure students are making connections
20 minutes
between theory and practice. (10 minutes)
- I will next show a short video to introduce concentration: Bill Nye: Fertilizer (10
minutes)
Body - I will then begin the presentation for 1B (10 minutes)
- Once complete the presentation students will begin their interactive notebook
35 minutes for 1B. Any students that complete 1B will work on the 1B dessert (crossword)
Closure With approximately 2 minutes left in class I will have students begin cleaning up and
2 minutes remind them 1B will be for homework.
Science 9: Environmental Chemistry: Concentration Newspaper Article
Teacher Carley Webb (Miss Webb) Time: 57 minutes
Class/Grade
Grade 9: 9-33, 9-19, and 9-21 Date Friday March 17, 2017
Level

Specific
Learner 1. Investigate and describe, in general terms, the role of different substances in the
Outcome(s) environment in supporting or harming humans and other living things
Taken from
Alberta 1.1 Identify common organic and inorganic substances that are essential to
Program of
the health and growth of humans and other living things, and illustrate the
Studies
roles served by these substances

1.2 Describe, in general terms, the forms of organic matter synthesized by

plants and animals, including carbohydrates, proteins and lipids

1.3 Investigate trends in land use from natural environments (e.g., forests,
grasslands) to managed environments (e.g., farms, gardens,
greenhouses) and describe changes

1.4 Investigate practical problems and issues in maintaining productive plants

within sustainable environments, and identify questions for further study

Learning
Objectives Students will evidence their understanding of organic and inorganic compounds and
What do you the relationship between chemical concentration and environment quality through an
want your in-class interactive project on water quality in the Bow River versus the Columbia
students to River.
learn?
Assessment
How will you -Students will be formatively assessed and will reflect on their own learning to
know your determine whether they understand particular concepts.
students have
learned?
Materials - Laptops or computer lab (30-35-class dependent)
What resources - Newspaper Article overview and rubric (surface/projector)
will you need? - 134 copies of Newspaper article assignment with rubric
Introduction - I will begin by going over the assignment with the students (10 minutes)
Highlighting on the goal of the assignment
10 minutes
Concepts that should be included
Rubric
- I will then begin handing out the assignment to students
- The remainder of class will be spent with students working on their newspaper
Body
article, during this time I will be circulating the classroom and offering
assistance to those that require it.
25 minutes
- With 5 minutes left I will see where students are and have them begin logging off
Closure
and gathering their items and reminding them they will have Mondays class to
5 minutes
complete the newspaper article.