Salt on Sidewalks and Streets

Web Quest Lesson

Prepared by L. Thompson

February 12, 20013

Gregorio Luperon High School Living Environment Grade 9^th

INTRODUCTION

Did you step on salt before to come to school today? Yes, you did! Our sidewalks and streets are full of salt. It is not control on the amount of salt used before, during, and after snowstorm. You as a student in the Living Environment class have to take action. Our plants and animal are dying out. The City Council has to know salt effects in plants, unicellular organisms, lakes, and even running water.

TASK

In order to solve the problem of Salt on Sidewalks and Streets you will:

· Research why salt is used to melt snow, how much salt is used in New York City for that purpose, and salt effects on ecosystems.

· Research alternative methods to melt snow rather than salt.

· Develop a power point presentation with your finding.

· Write a persuasive letter to the City Council to claim salt reduction before, during, and after snowstorm. You should also suggest snow melting by other mean rather than salt.

THE PROCESS

To complete your job you will be assigned to work in a group of four. Each member will have a specific role.

Researcher (2 students)

Researcher 1

You will be responsible of defining the social problem, gather evidence, and identify causes of the problem.

Complete worksheet 1, 2, 3

http://www2.maxwell.syr.edu/plegal/ppas/worksheet1.html

Researcher 2

You will be responsible of evaluate current policy, develop a solution, and select the best solution.

Complete worksheet 4, 5, 6

http://www2.maxwell.syr.edu/plegal/ppas/worksheet4.html

http://www2.maxwell.syr.edu/plegal/ppas/worksheet5.html

http://www2.maxwell.syr.edu/plegal/ppas/worksheet6.html

Resources

http://www.nbcnews.com/id/7229424/ns/technology_and_science-science/t/scientists-road-salt-may-harm-environment/#.UY4yirUsm6M

http://www.saltinstitute.org/Issues-in-focus/Road-salt/Road-salt-our-environment/Natural-environment

Student Organizer

Your job is to research what other cities are doing to reduce accidents during and after snowstorm. Then, analyze all gathered information and compare it to policies in New York City.

Resource

http://blogs.20minutos.es/emilio-rey-capturando-temperie/2013/01/30/alternativas-a-la-sal-para-no-resbalar-ii/

Technology Artist

You will be the artist. You will collect graphics and pictures for the power point presentation. Working with the group, you will create a sketch of 10 slides. After everyone agrees, you create the power point presentation.

The group is responsible of the oral presentation using power point. Every member of the group must participate.

Finally, you have enough information to write a strong persuasive letter to officials of the City Council. You are going to claim salt use decrease before, during, and after snowstorm. You must write a clear argument, support it with evidence from your research, and distinguishes it from other counter claims. You may recommend snow melt by others means or activities rather than salt.

EVALUATION

Your work will be graded with the following rubric

Components	Advanced	Proficient	Satisfactory	Need improvement	Points
Research (30 points)	Covers topic in depth with details and examples.	Covers topic moderate with some details and examples.	Include only essential information about topic.	Content is minimal and several factual errors.
Power Point (30 points)	Makes excellent use of tools to enhance presentation.	Makes good use of tools to enhance presentation.	Use tools occasionally distract presentation.	Use of tools distract presentation.
Oral Presentation (30 points)	Visual contact most of the time. Answer all questions from the audience.	Some visual contact. Answer four to five questions from the audience.	Some visual contact. Answer less than three questions from the audience.	No visual contact. Unable to answer question from the audience.
Letter (10 points)	Content is well organized and coherent for the purpose of the letter.	Content is organized and coherent for the purpose of the letter.	Content is logically organized and coherent for the most part of the letter.	There is not logical organizational structure, just lot of facts.
Total

Conclusion

Congratulations!!! Your letter has been received by Mr. Ydanis Rodriguez, City Council Member. He is pleased with your environment awareness. Mr. Rodriguez understand that salt is harmful to plants, unicellular organisms, lakes, and even running water. Thus, he will present your claim to the City Council.

Standards

New York State Living Environment Science Standard 1 Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.

New York State Living Environment Science Standard 4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1: Living things are both similar to and different from each other and from non living things.

Performance Indicator 1.2: Describe and explain the structure and functions of the human body a different organizational levels (e.g. systems, tissues, cells, organelles).

Major Understanding

• 1.2f Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cells parts must also be coordinated and work together.

• 1.2g Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave a cell, and recognition of chemical signals. The processes of diffusion and active transport are important in the movement of materials in and out of cells.

• 1.2h Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simple sugars respectively) in order to enter a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life.

• 1.2i Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes) waste disposal (cell membrane), storage (vacuole), and information storage (nucleus).

New York State Living Environment Science Standard 6 Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

New York State Living Environment Science Standard 7 Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

LTG Web Quest Feb13 (2)