The Detrimental Effects of Road Salt on the Environment
5th Grade
Leanne Evelyn
INTRODUCTION
Did you know that the product Road Salt, is
actually Halite which is the mineral form of sodium
chloride (NaCl). Halite is naturally mined from underground deposits.
Watch this: Collecting
Halite Crystals at a private secret location in Oklahoma!
Video Summary: Halite crystals are just salt crystals that
naturally form from an ancient salt dome that lies just underneath the
surface. The natural springs bring the
super saturated salt water up to the surface.
Over time it crystallizes into the halite crystals. As you will see in this video even making
crystals on wood and other amazing finds! With Aaron Van Dorn with Red Dirt
Rockhounds!
Guiding Questions to spark discussion after watching the video:
❖
What
are 3 things you notice about the area?
❖
What
can you say about the ecosystem in this area?
How are the plants and animals interacting with the Halite?
❖
Would
you consider this a thriving ecosystem? Why or why not?
After watching the video, turn and talk with your partner
sharing your answers to guiding questions above. You may stop and jot down important facts or
questions you may have on your
Note catcher.
From natural deposits to our shopping carts, how is raw halite
collected?
Underground Halite deposits are often mined by drilling wells
into the salt layer, and bringing in hot water which quickly dissolves the salt
into a brine. The brine is saturated with dissolved salt and is then pumped
out. The brine evaporates and the remaining salt crystallizes and is harvested.
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How does rock salt,
formerly known as halite before processing, melt snow and ice?
Add new Facts and Wonderings after watching the video to your Note Catcher.
TASK
You will create a PSA informing the public of the dangers of
road salt and encourage people to use environmentally safe alternatives to melt
ice and snow.
Time frame: 4 weeks one 45 min session a week]
Your job will be to research environmentally friendly
alternatives to Road Salt.
PROCESS/RESOURCES
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Students will work in groups of 5-6 assigning the
following roles to each member of the group.
In some cases it may be
necessary to have a student double up on a job or exclude a job that is not
needed. For example, you may not need a materials manager, so do not assign
that role. When choosing your groups think of the following
questions: ❖ What are my strengths and weaknesses? ❖ Who do I work collaboratively with? ❖
Is this group
R.I.C.H? (Resourceful, innovative, collaborative and hopeful? |
Step 1: Define the problem:
Now that you know what Road salt
is and how it works you are going to identify what are the negative effects of
using road salt to melt ice and snow.
Step 2: Gather the evidence.
How do we know road salt is bad
for the environment?
Read this article written by the Environmental
Protection Agency
Step 3 Identify the causes:
What are the long-term effects on
plant life and animal life after being exposed to road salt?
Step 4: Evaluate an Existing Policy
How is ice and snow removal handled in our community? What are the responsibilities of the
people? Whose job is it to remove ice
and snow from the roads and sidewalks.
View additional
resources on the Environmental Protection Agency
Step 5: Develop Solutions
Today you will be doing research on different alternatives to
rock salt.
What do you think will solve the problem of rock salt damaging
the environment? What should be done?
Road Salt Alternatives Article 1
Road Salt Alternatives Article 2
Creating your PSA
Link to PSA Lesson and Planning Slides
EVALUATION
CONCLUSION
Students will view each other's PSA’s. While doing so they will complete the Video Reflection Sheet to jot down notes and ideas.
At the end of the viewing and discussion of their reflections
the class will take a vote for the best solution.
As an extension of the activity the students could reach out to
the Department of Transportation to voice their concerns and to share their work.
STANDARDS
5-ESS3-1. Obtain and combine information about
ways individual communities use science ideas to protect Earth’s resources and
environment.
>SEP
Obtaining, Evaluating, and Communicating
Information
Obtain and combine information from books and/or other reliable media to
explain phenomena or solutions to a design problem. (5ESS31)
>DCI
ESS3.C: Human Impacts on Earth Systems Human
activities in agriculture, industry, and everyday life have had major effects
on the land, vegetation, streams, ocean, air, and even outer space. But
individuals and communities are doing things to help protect Earth’s resources
and environments. (5ESS31)
>CCC
Systems and System Models A system
can be described in terms of its components and their interactions. (5ESS2 1),(5ESS31)
Common Core State Standards Connections: