Topic: Acid rains - effects and prevention

Target group

Elementary school student (grades 7. and 8.)

Core curriculum:

Elementary school. Chemistry.

VI. Hydroxides and acids. Pupil:

8) analyzes the formation process and the effects of acid rainfall; proposes ways to limit their formation.

General aim of education

The student acquires knowledge and skills about the topics discussed in the classes

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to explain what a sour fall is;

• to exchange the effects of acid rainfall;

• to indicate ways to prevent acid precipitation.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• exposing

  • film.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher hands out Methodology Guide or green, yellow and red sheets of paper to the students to be used during the work based on a traffic light technique. He presents the aims of the lesson in the student's language on a multimedia presentation and discusses the criteria of success (aims of the lesson and success criteria can be send to students via e‑mail or posted on Facebook, so that students will be able to manage their portfolio).

2. The teacher together with the students determines the topic – based on the previously presented lesson aims – and then writes it on the interactive whiteboard/blackboard. Students write the topic in the notebook.

3. Health and safety – before starting the experiments, students familiarise themselves with the safety data sheets of the substances that will be used during the lesson. The teacher points out the need to be careful when working with them.

Realization

1. In previous classes (minimum 5 days in advance), the teacher asked students to complete experience 1 in abstract. The students could also jointly prepare a research stand in the chemical laboratory and check the result of the experiment at the beginning of this lesson.

2. The teacher introduces the metaplan technique. Divides the class into three groups with the same number of students. Each team receives previously prepared materials needed for work.

3. The teacher gives students a problem question to solve: „How can you reduce the amount of non‑metals in the air?” And explains the rules of work. Distributes each page with tasks:
   - in the area of HOW IT IS a description of the current state of affairs, eg high concentration of sulfur dioxide in the air, acidified soils;
   - in the area of HOW IT SHOULD BE a description of the intact state (ie according to the norms and rules of nature), a description of the state that would like to be achieved, eg lack of sulfur dioxide in the atmosphere, healthy forests;
   - the question is WHY IS IT NOT, HOW IT SHOULD BE? one should give the corresponding thoughts (ie causes), eg burning of sulphated coal, volcanic eruptions;
   - the conclusions can be placed at the bottom of the poster (they can also be ordered to depend on us and independent of us), for example, raising the environmental awareness of residents, liming soils.

4. The teacher sets a time limit to complete the task - about 20 minutes.

5. Students create posters using the abstract, e‑textbook and available external resources (working in groups):
   - they write a problem to be solved on the poster;
   - divide the poster into areas;
   - after finishing work, they hang posters on the wall (talking wall)

6. Each group chooses a presenter who discusses the content of the poster (shows the effects of the team's work) and answers the questions of the other students.

7. The applications are collected from all posters and common results of discussions are elaborated (the applications are also recorded in the student's notebook).

8. The teacher asks students to do interactive exercises in the abstract as part of their homework.

Summary

1. The student indicated by the teacher sums up the lesson, telling what he has learned and what skills he/she has been practicing.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Acid rains - effects and prevention

Acid precipitation (smog) threaten the health and life of people and animals, reduce the pH of soils and water reservoirs, destroy building materials, plastics, stained glass and metals. Sandstone and limestone buildings, such as the medieval monuments of Cracow, Lincoln Cathedral in England, temples at the Acropolis of Athens are particularly exposed to its unfavourable impact.

Even toughened materials are not resistant to acid rain effects. Their good condition preservation requires frequent painting, especially because acidic pollutions have a negative effect on pigments contained in paints. In industrialized areas, steel is faster to corrode, which is why the equipment made of it requires frequent repairs.

Acid rain is a global problem. According to the international arrangements, actions are taken to protect the environment. Limits of air pollution, including nitrogen oxides and sulphur dioxide, are set in legal regulations and their level is constantly monitored. From the 80s of the 20th century until now, the level of pollution in the European Union has significantly decreased.

Acid depositions can be prevented by the reduction of pollution emissions created by:

• mining, metallurgy and power plants – all of us can reduce electricity consumption by switching off lights when they are unnecessary, using energy‑saving light bulbs, turning on the washing machine or dishwasher only when it is full, leaving devices in standby mode,

• transport – many people can use public transport (bus, tram) or other means of transport (bicycle).

• Sulphur and nitrogen oxides are emitted into the atmosphere as a result of human activities (combustion of fuels, industry) and from natural sources (volcanic eruptions, forest fires).

• Acid rains arises as a result of the reaction of some oxides (${\text{SO}}_{\text{2}}{\text{, N}}_{\text{x}}{\text{O}}_{\text{y}}{\text{, CO}}_{\text{2}}$) with water.

• Acid deposition causes acidification of waters, soils, destroys buildings and accelerates the process of corrosion, being a threat to health and life of people and animals.

Acid deposition, acid rains, destruction of monuments, destruction of forests