Having an industry in your community can lead to both positive and negative outcomes. In this module, students
investigate the possible outcomes through a scenario, in which they role-play being residents of an island who are
asked to vote to allow a factory to be built. Students engage in hands-on explorations of two industries; mining
and chemical manufacturing. They read about two others; food processing and gasoline production. These explorations
provide the students with an understanding that all industries have common needs: obtaining raw materials, manufacturing
a product, and safely disposing of wastes. The embedded assessment system focuses on students’ ability to use evidence
and identify trade-offs.
| 1. |
Industries in Communities |
|
2 CLASS SESSIONS |
Students reveal their attitudes toward industry through word association. Their perceptions
of three industries (chemical processing, copper processing, and gasoline processing) are explored as a
basis for discussion of the impact of industry on a community. Students are then introduced to the residents
of the fictional community of Wright’s Island, who must decide whether to introduce a new industry to their
island.
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Gathering relevant evidence is essential for thoughtful inquiry and good decision making. |
|
Inquiry: 1, 2; History: 2 |
| 2. |
Evaluating issues requires an analysis of both risks (costs) and benefits.
|
|
Perspectives: 1, 4, 5 |
| 2. |
Investigating Chemical Reactions |
|
2 CLASS SESSIONS |
Students are introduced to chemical reactions as they begin to gather evidence on the various
industries that are interested in building factories on Wright’s Island. Students observe the reaction of
copper chloride solution with aluminum and describe indicators of chemical reactions. They discuss how this
evidence can be used to make an informed decision on establishing a factory on Wright’s Island. Students
read about the use of chemical formulas and equations.
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Many of the products used in society are a result of chemical reactions carried out by different industries. |
|
SciTech: 2 |
| 2. |
A substance has characteristic properties, such as the ability to react with other substances. |
|
PhysSci: 1 |
| 3. |
Substances react chemically in characteristic ways with other substances to form new substances with
different properties. |
|
PhysSci: 1 |
| 4. |
Matter is neither created nor destroyed during chemical reactions. |
|
PhysSci: 1 |
| 5. |
A chemical equation describes the interaction between reactants to form products. |
|
PhysSci: 1; SciTech:2 |
| 6. |
The chemical composition of a substance is described by a chemical formula.
|
|
PhysSci: 1 |
| 3. |
Producing Copper from Ore |
|
1-2 CLASS SESSIONS |
The idea that natural resources are used to make products is discussed. A flame test is
used to demonstrate the characteristic color of copper. Students simulate a process by which copper is extracted
from an ore. The class discusses how the by products of ore processing create waste disposal issues.
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Many of the products used in society are a result of chemical reactions carried out by different industries. |
|
SciTech: 2 |
| 2. |
A substance has characteristic properties, such as the ability to react with other substances. |
|
PhysSci: 1 |
| 3. |
Substances react chemically in characteristic ways with other substances to form new substances with
different properties. |
|
PhysSci: 1 |
| 4. |
A chemical equation describes the interaction between reactants to form products. Substances that are
not one of the desired products are considered by products of the reaction. |
|
PhysSci: 1; SciTech: 2 |
| 5. |
The chemical composition of a substance is described by a chemical formula.
|
|
PhysSci: 1 |
| 4. |
Evaluating Copper Production |
|
1 CLASS SESSION |
The teacher models the use of the “Write as You Read Science” strategy using a passage describing
the copper production process. Students then complete an Industry Impact Information sheet using information
gathered about copper production from Activities 3 and 4. (Students will complete additional sheets for
two other industries in Activity 7).
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Gathering relevant evidence is essential for thoughtful inquiry and good decision making. |
|
Inquiry: 1, 2: History: 2 |
| 2. |
Making decisions about complex issues often involves trade-offs.
|
|
Perspectives: 4 |
| 5. |
Making Gypsum |
|
2 CLASS SESSIONS |
Students produce gypsum (calcium sulfate) through a two-step process. Although gypsum is
not normally obtained commercially using this process, the synthesis is used as a simulation of industrial
chemical manufacturing. Students first combine crushed calcite (calcium carbonate) and hydrochloric acid.
They then add sodium sulfate and stir until a fine precipitate of gypsum forms. They then collect the gypsum
by filtration and leave it out to air dry.
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Many of the products used in society are a result of chemical reactions carried out by different industries. |
|
SciTech: 2 |
| 2. |
A substance has characteristic properties, such as the ability to react with other substances. |
|
PhysSci: 1 |
| 3. |
Substances react chemically in characteristic ways with other substances to form new substances
with
different properties. |
|
PhysSci: 1 |
| 4. |
A chemical equation describes the interaction between reactants to form products. Substances that are
not one of the desired products are considered by products of the reaction. |
|
PhysSci: 1; SciTech: 2 |
| 5. |
The chemical composition of a substance is described by a chemical formula.
|
|
PhysSci: 1 |
| 6. |
Using Properties to Identify Gypsum |
|
2-3 CLASS SESSIONS |
Continuing their investigation of gypsum, students compare the properties of gypsum with
those of three other white chemicals. They use chemical properties of each substance to deduce the chemical
formula of gypsum. The chemical reactions used to produce gypsum are discussed.
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Many of the products used in society are a result of chemical reactions carried out by different industries. |
|
SciTech: 2 |
| 2. |
A substance has characteristic properties, such as the ability to react with other substances. |
|
PhysSci: 1 |
| 3. |
Substances react chemically in characteristic ways with other substances to form new substances
with
different properties. |
|
PhysSci: 1 |
| 4. |
A chemical equation describes the interaction between reactants to form products. Substances that are
not one of the desired products are considered by products of the reaction. |
|
PhysSci: 1; SciTech: 2 |
| 5. |
The chemical composition of a substance is described by a chemical formula.
|
|
PhysSci: 1 |
| 7. |
Evaluating More Industries |
|
1-2 CLASS SESSIONS |
Students use the “Write as You Read Science” literacy strategy as they read proposals submitted
by three different industries. They identify the relevant information needed to complete an Industry Impact
Information sheet for each industry.
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Gathering relevant evidence is essential for thoughtful inquiry and good decision-making. |
|
Inquiry: 2; History: 2 |
| 2. |
Making decisions about complex issues often involves trade-offs.
|
|
Perspectives: 4 |
| 8. |
Choosing an Industry |
|
1-2 CLASS SESSIONS |
Students compare three different options for using the site of the abandoned amusement park.
They complete a matrix to help them evaluate the different industries on several criteria. Based upon the
results of the comparison, each students elects an industry for Wright’s Island. Students support their
selections with evidence and identify the trade-offs of their decisions.
|
| Concepts, Processes, Issues |
|
NSES 5-8 Content Standards |
| 1. |
Gathering relevant evidence is essential for thoughtful inquiry and good decision making. |
|
Inquiry: 1, 2; History: 2 |
| 2. |
Evaluating issues requires an analysis of both risks (costs) and benefits. |
|
Perspectives: 1, 4, 5 |
