Lead Testing Investigation

Module 4 Lesson 7

LESSON 7: LEAD TESTING INVESTIGATION OVERVIEW:

In this lesson, students brainstorm why lead is bad for our environment and health. Students read an article highlighting this brainstorming session. Students test their field site/schoolyard and school for lead using a testing kit and share their results. Students also consider what can be done individually and collectively to lessen our exposure to lead.

SUB-QUESTION:
Is there lead in and around my school?

WAYS OF KNOWING URBAN ECOLOGY:

Understand Talk Do
Students will Understand the potentially pervasive presence of toxins in the environment, especially lead (ecosystem state and structure, ecosystem change, ecosystem services, human impact). Share and discuss their investigation results. Design an investigation drawing upon the protocol in a chemical test kit to test for the presence of lead in and around their school. Record their data in an organized manner. Analyze their data and draw conclusions about the presence and impact of lead. No specific goals connected with acting on urban ecology in this lesson.

Act

SAFETY GUIDELINES
Follow all safety guidelines found in lead test kit instructions. If using soil samples, students should label soil sample (with location, date, and time) if it is to be transported inside the classroom for testing.

PREPARATION:
Time: 2 class periods Day 1: Activity 7.1 Activity 7.2 Day 2: Activity 7.3 Materials: Activity 7.1 Chart paper and markers

Lead Testing Investigation

Module 4 Lesson 7

Activity 7.2 PowerPoint on Lead Exposure Activity 7.3 Lead test kits for soil, paint, or water (choose one type) Any other materials recommended in the lead test kit Investigation sheet including data table Role Description Cards/Sheet (optional)

INSTRUCTIONAL SEQUENCE
Activity 7.1: Introducing the Lesson 1. Tell students they will be testing for the presence of lead in and/or around their school. 2. Using the board or newsprint, ask students to brainstorm what they know about lead and lead exposure. Teaching Strategy The chart paper should be placed where all students can see it. The ground rules for a brainstorm may be reviewed. All answers (ideas, words, phrases) related to the topic are welcome. Clarifying questions may be asked, however, no idea should be excluded. The words of the students should be displayed (versus restating everything in the teachers words). Many students may have heard about lead paint used on toys and lead paint in apartments. They may be less aware of lead exposure through the air and soil. There is no definitive answer to such a brainstorm. The idea is to gain an understanding of what knowledge students are coming with and build some reasoning for testing soil and surfaces. In the end you want students to have a sense that lead exposure has negative consequences and that we can test for the presence of it and take action to lessen our exposure to lead. Some questions that may help to spur the discussion are included below: o Where have you heard about lead? Where might you find it in the environment? o Do you know anyone who has tested positive for lead poisoning? o How do you think you could test to see if someone had lead poisoning? o What products do you think contain lead? o How might it enter the human body? A student may record the ideas on chart paper while you facilitate the conversation

Lead Testing Investigation Activity 7.2: PowerPoint Presentation on Lead

Module 4 Lesson 7

1. Present the PowerPoint Presentation which highlights what lead is, where you find it, and why we might care about lead exposure. Teaching Strategy The idea here is to give students a broader sense of lead and the impact of exposure to lead. It also initiates the conversation about where to test and predicting what results may be obtained.

Activity 7.3: Lead Testing 1. You may choose to have students test for lead in soil, paint, or water. Lead test kits for paint and water can be found at almost any hardware or home improvement store. Lead test kits for soil can be ordered from scientific supply companies. Teaching Strategy NOTE: Testing for lead in soil requires that the soil be prepped beforehand and be completely dry. Even when the soil is dry, the soil test kits are very time- and process-intensive, and an accurate or expected result is not guaranteed. As such, the lead test kits for paint and water are recommended, especially if your school was built prior to 1978. Short videos providing an overview of how the paint and water kits are used can be found at: http://www.5min.com/Video/Testing-for-Lead-Paint-in-Your-Home142812914 http://www.5min.com/Video/Testing-for-Lead-in-Your-Drinking-Water142812847 1. Students may be placed in groups of 3-5 students each to complete this investigation. If so each student may be assigned one of the following roles: o Materials Manager: gathers and distributes all supplies and returns them as directed by teacher o Investigator: gather the soil and rubs the surfaces to be tested o Tester: conducts the positive test for lead and adds the solution to see if the test is positive or negative for lead o Recorder: interprets the results and records the data to be shared after the investigation is done. o Reporter: posts and reports group results to the rest of the class Teaching Strategy Students may be given cards with their assigned role written out or a list of roles 3

Lead Testing Investigation

Module 4 Lesson 7

which they can refer back to when they are actually testing. This reminds them of their role as well as the roles of others in their group. If there are fewer students in each group, some students may take on more than one role. If more students are present per group, you might have two testers. If fewer, the roles of investigator and tester may be combined as well as the roles of recorder and reporter. 2. Hand out the student investigation sheet and have students record their name and role (if taking on a particular role). 3. Briefly recall from the PowerPoint Presentation how a person might test sites. o Make the point stating that you can test for lead by sampling the soil and that students must follow the same protocol to compare their results. This concept is given the term reliability. 4. Hand out the chemical test kit protocol and review it with students. o Demonstrate the positive test for lead. Be sure to pay attention to the safety considerations involved in the lab. Answer any questions regarding the protocol and safety considerations. Make sure to stress the meaning of a positive and negative result. 5. Have students select areas and objects both outside and inside the school/classroom to test and record these on the investigation sheet, depending on the type of test(s) used. 6. Students will likely want to test a variety of areas, including within the classroom, in the hallway (for a water fountain, for example), and in the schoolyard. Your field site may be selected as a site for leading testing as well. o If only one teacher is present in the classroom and students must be accompanied by a teacher, let the students know beforehand which areas will be traveled to and in what order, and how much time will be given in each area, so students may plan accordingly. 7. Have students make predictions as to whether their selected sites and surfaces will test positive or negative for lead. Encourage students to include their reasoning. 8. Have the Material Managers collect the material and proceed with testing. Recorders should record both positive and negative results on the student investigation sheet. 9. Post a chart on the board or use the overhead to pool the results. The Reporter has the job of filling in the results of his/her group and reporting these results to the class. o If the lesson needs to be split this is a good place to split the lesson. Students can fill in the chart and then report out to the class during the following class or students. If time does not permit, the Reporter can fill in the chart as part of a warm-up activity at the beginning of the next class. Concluding the Lesson 1. Discuss the results and what conclusions students can make given the overall results. In this discussion, weave in what humans may do collectively and individually to lessen our exposure to lead.

Lead Testing Investigation

Module 4 Lesson 7

Teaching Strategy Depending on the findings from the various groups this discussion may travel in a much of different ways. If there is lead present in certain areas and surfaces, students may ponder why this is the case and what could be done to alleviate this exposure. If there are few positive results students can discuss why they think that this is the case. Reasons may include the idea that the building is new or recently remodeled. Lead abatement took place to remove lead paint if the building is older. Recall that lead was removed from paints starting in 1978. The conversation may include actions that may happen collectively (laws to protect consumers from products manufactured outside of the country and imported into the United States. Individually, homebuyers and renters may test dwellings. Once found, surfaces may be de-leaded. Some communities offer lead abatement courses for how to deal with small areas that are leaded (specific requirements must be met). In other cases a company is hired to perform the de-leading (this may include removal and/or encapsulation. 2. Students may answer the conclusion questions for homework

Description of Roles for Lead Investigation

Lesson 7

Name: _______________________________ Date: _________Class/Period:________

Description of Roles for Lead Investigation

In working in a group, it is often a great idea to divide the roles and responsibilities among the members of the group. In this way, every person has a job to do and do well so every one has something to offer the group as a whole. In this investigation, your group may divide the work into the following roles (with the described responsibilities). Job Title Material Manager Description of Responsibilities Gathers and distributes all supplies and returns them as directed by teacher Gathers the soil and rubs surfaces to be tested Conducts the positive test for lead (if not demonstrated by teacher) and add the solution to see if the test is positive or negative for lead Interprets the results and records the data to be shared after the investigation is done. Posts and reports group results to the rest of the class

Investigator Tester

Recorder Reporter

Description of Roles for Lead Investigation

Lesson 7

Role Description Cards for Lead Investigation

Material Manager
Gathers and distributes all supplies and returns them as directed by teacher

Recorder
Interprets the results and records the data to be shared after the investigation is done.

Investigator
Gathers the soil and rubs surfaces to be tested

Reporter
Posts and reports group results to the rest of the class

Tester
Conducts the positive test for lead (if not demonstrated by teacher) and add the solution to see if the test is positive or negative for lead

Lead Testing Investigation Name: _________________________________ Role: __________________________________ Activity 7.3: Testing for Lead Is there lead present in and around our school? Date: _________

Module 4 Lesson 7 Class/Period:________

In this laboratory you will be testing your school and schoolyard for the presence of lead using a lead test kit. Before beginning, read through all of the instructions. Be sure to follow all safety precautions. Also, select the areas that you wish to test and make some predictions about whether you will find lead in these chosen areas. Safety Precautions: 1. Do not mix or alter the chemicals in the test kit, and no not cover or alter the labels. 2. Use a new swab, bag, or spoon for each test. 3. Only handle the test cards by the area marked Handle Here Only. 4. Wash your hands after coming in contact with areas that contain lead. Lab Procedure for Surfaces: 1. Clean the area to be tested of dust, dirt, and grease unless the dust is what you wish to test. 2. One at a time, place two drops of Leaching Solution on a clean and unused collection swab. Allow the first drop to soak in before applying the second. 3. Hold the swab straight up (at a 90 angle to the surface you are testing) and rub the tip containing the leaching solution on the sample area for 15 seconds. 4. With the Test Card on a flat surface, lightly rub the tip (at a 90 angle to the card) on an unused, numbered test circle. 5. Examine the Test Card circle and swab tip for evidence of a color change. 6. A pink to rose/red color on the Test Card and/or the tip of the collection swab is a positive test for the presence of lead. A yellow area that fades away within a few minutes indicates that no lead was detected 7. Record the area you tested and whether the test was positive or negative on the Student Investigation Sheet. Lab Procedure for Soil: Soil is best to test from bare ground surfaces, as ground cover may contain lead. 1. Using a plastic spoon, dig a small circle 2 inches in diameter and inch deep in the area you wish to test. Place that sample into a reclosable plastic bag. 2. Seal the bag and crush the sample with your fingers until all the lumps are removed. 3. Transfer a very small portion of the soil to a plastic vial. Crush the soil sample with a plastic rod for about 10 seconds. 4. Discard the spoon and plastic bag as the teacher instructs. 5. Add 3 drops of Leaching Solution to the vial and vigorously grind the contents for another 10 seconds. 6. Let the vial sit for 20 seconds. 7. Touch the surface of the liquid in the plastic vial with the tip of an unused collection swab.

Lead Testing Investigation

Module 4 Lesson 7

5. With the Test Card on a flat surface, lightly rub the tip (at a 90 angle to the card) on an unused, numbered test circle. 6. Examine the Test Card circle and swab tip for evidence of a color change. 7. A pink to rose/red color on the Test Card and/or the tip of the collection swab is a positive test for the presence of lead. A yellow area that fades away within a few minutes indicates that no lead was detected. 8. Record the area you tested and whether the test was positive or negative on the Student Investigation Sheet.

Lead Testing Investigation

Module 4 Lesson 7

Name: _________________________________ Role: _________________________________

Date: _________

Class/Period:________

Activity 7.3: Data Table On this handout, record the areas that you are testing, your predictions about the results, and the actual results that you collect from your lead tests. Be sure to record the color change and whether this change was positive or negative (recall that pink/rose is positive while a fading yellow or no color change is negative). You will share these results with the class.
Test Area Tested Prediction (positive = lead, negative = no lead) Reasoning for Prediction Result: Color Change (Pink/Rose, Yellow, None) Conclusion: (Positive or Negative)

Lead Testing Investigation

Module 4 Lesson 7

Questions: Answer each question using your data and the class results. Be sure to write in complete sentences. 1. In general, did you predict that you would find lead at the school? Why or why not?

2. Looking at your results, did you find lead? If so, where? If not, why do you think that you did not find any lead?

3. Looking at the class results, were there any surprises? Why or why not?

4. If you found lead, what do you think that you can do to reduce exposure to the lead? If you did not find lead, but another school did, what would you recommend that they do to reduce their exposure? (Think about the action plan and how you would go about making a change that would reduce or eliminate the lead.)

5. If you were to complete this investigation again, what would you do differently? Why?

Lead Testing Investigation Name: _______Teacher Version___________ Role: __________________________________ Activity 7.3: Testing for Lead Is there lead in and around our school? Date: _________

Module 4 Lesson 7 Class/Period:________

In this laboratory you will be testing your school and schoolyard for the presence of lead using a lead test kit. Before beginning, read through all of the instructions. Be sure to follow all safety precautions. Also, select the areas that you wish to test and make some predictions about whether you will find lead in these chosen areas. Safety Precautions: 1. Do not mix or alter the chemicals in the test kit, and no not cover or alter the labels. 2. Use a new swab, bag, or spoon for each test. 3. Only handle the test cards by the area marked Handle Here Only. 4. Wash your hands after coming in contact with areas that contain lead. Lab Procedure for Surfaces: 1. Clean the area to be tested of dust, dirt, and grease unless the dust is what you wish to test. 2. One at a time, place two drops of Leaching Solution on a clean and unused collection swab. Allow the first drop to soak in before applying the second. 3. Hold the swab straight up (at a 90 angle to the surface you are testing) and rub the tip containing the leaching solution on the sample area for 15 seconds. 4. With the Test Card on a flat surface, lightly rub the tip (at a 90 angle to the card) on an unused, numbered test circle. 5. Examine the Test Card circle and swab tip for evidence of a color change. 6. A pink to rose/red color on the Test Card and/or the tip of the collection swab is a positive test for the presence of lead. A yellow area that fades away within a few minutes indicates that no lead was detected 7. Record the area you tested and whether the test was positive or negative on the Student Investigation Sheet. Lab Procedure for Soil: Soil is best to test from bare ground surfaces, as ground cover may contain lead. 1. Using a plastic spoon, dig a small circle 2 inches in diameter and inch deep in the area you wish to test. Place that sample into a reclosable plastic bag. 2. Seal the bag and crush the sample with your fingers until all the lumps are removed. 3. Transfer a very small portion of the soil to a plastic vial. Crush the soil sample with a plastic rod for about 10 seconds. 4. Discard the spoon and plastic bag as the teacher instructs. 5. Add 3 drops of Leaching Solution to the vial and vigorously grind the contents for another 10 seconds. 6. Let the vial sit for 20 seconds. 7. Touch the surface of the liquid in the plastic vial with the tip of an unused collection swab.

Lead Testing Investigation

Module 4 Lesson 7

5. With the Test Card on a flat surface, lightly rub the tip (at a 90 angle to the card) on an unused, numbered test circle. 6. Examine the Test Card circle and swab tip for evidence of a color change. 7. A pink to rose/red color on the Test Card and/or the tip of the collection swab is a positive test for the presence of lead. A yellow area that fades away within a few minutes indicates that no lead was detected. 8. Record the area you tested and whether the test was positive or negative on the Student Investigation Sheet.

Lead Testing Investigation Name: ______Teacher Version_____________ Role: _________________________________ Date: _________

Module 4 Lesson 7 Class/Period:________

Activity 7.3: Data Sheet On this sheet, record the areas that you are testing, your predictions about the results, and the actual results that you collect from your lead tests. Be sure to record the color change and whether this change was positive or negative (recall that pink/rose is positive while a fading yellow or no color change is negative). You will share these results with the class.
Test Area Tested Prediction (positive = lead, negative = no lead) Reasoning for Prediction Result: Color Change (Pink/Rose, Yellow, None) Conclusion: (Positive or Negative for Lead)

1 Soil Negative under the only tree in front of school 2 Back wall in classroom closet 3 Banisters leading up to 2nd floor (stairwell #3) 4 Positive Covered in old red paint None Negative Positive It looks very old and there is peeling paint Pink Positive School was recently landscaped to include this tree None Negative

Lead Testing Investigation

Module 4 Lesson 7

Questions: Answer each question using your data and the class results. Be sure to write in complete sentences. 1. In general, did you predict that you would find lead at the school? Why or why not? Students may predict that they will or will not find lead or that they might find it in certain locations. What is important is that they are developing some reasoning for what they are predicting. Based on the brainstorm and the PowerPoint presentation, as well as their own experience, students are approaching this investigation with some notion as to why they are picking the sites they are to test and what they think that they will find. 2. Looking at your results, did you find lead? If so, where and why? If not, why do you think that you did not find any lead? Students may or may not find lead. If so, they should be able to name these sites and describe why they think they did find lead there (the place is very old, the school has never been renovated and was build in the 70s, etc). If they did not find lead they should also be able to articulate why. These reasons may include that the school was built or renovated recently. In some schools there has been deleading. Playgrounds and school grounds have also been renovated and the landscapes redesigned. 3. Looking at the class results, were there any surprises? Why or why not? Students should discuss any results that they would not necessarily think possible. Often this will be indicated by the discrepancy between their prediction and the result. Again, students should be able to note these incidences and explain their reasoning. (For example, I was surprised to find lead paint in the closet because I know they renovated the school 5 years ago and would think that the closet was tested and included.) If there were no surprises, students can still discuss why they see this. It may go back to renovations or a younger building, etc. Students should try to push themselves beyond the idea that the building and grounds are a school and therefore there should be no lead paint. While true, there have been cases where lead paint was used in school or school grounds are contaminated with lead. 4. If you found lead, what do you think that you can do to reduce exposure to the lead? If you did not find lead, but another school did, what would you recommend that they do to reduce their exposure? (Think about the action plan and how you would go about making a change that would reduce or eliminate the lead.) Students should discuss de-leading or in the case of something such as a closet, limiting exposure to a particular area. If possible, students may suggest pieces of the action plan as a way to bring about change. They might discuss looking at the issue now that they have some data and figuring out how to gather more data, present that data to administration and other stakeholders, coming up with a plan to reduce or eliminate the exposure and how to motivate people to complete such a plan. This is a great way to review the action plan which will be utilized again at the end of this module.

Lead Testing Investigation

Module 4 Lesson 7

5. If you were to complete this investigation again, what would you do differently? Why? This is a chance for students to think about what they have done and how they might improve upon it or what factored into the results. Students might discuss testing more sites, having trouble with the soil testing and wanting to retest some of the same sites. Students may want more time to test. There are also many chemical kits available to use and students might suggest using a kit that actually gives them a level of lead present in a sample of soil. You may even hint that this when debriefing the results. If you know that specific numerical levels are reported for the presence of lead in humans than you can test samples for levels as well.