Original Title: Citizens Help Assist Coast Guard with Oil Slick Problem

Profile Sheet

PBL Lesson Plan

Primary subject area: Science

Outside subject area: Language Arts

Teachers: Linda Cruz, Susan Foster, Nelson Perez, Karina Smith

Grade Level: 5th grade

Class Time: 15 day assignment consisting of 8 days for research, 2 days for experimentation, and 5 days to create the Capstone Performance.

Description of Student Roles and Problem Situations:

Students will assume one or more of the following roles: Director of Emergency Planning Palm Beach County creating an emergency response clean-up plan, CEO of Florida Oil Company (FLO-CO) representing the interest of the oil company, Lead project manager of Florida Agents for Nature Conservancy (FLAN) representing environment concerns, and as a member of Concerned Residents Advocating Clean-up and Kare of the Environment, natural Resources and its Stewardship (CRACKERS), an activist group with concerns for the environment.

The possible audience would be the Palm Beach County Board of County Commissioners and local citizens to provide information and questions about possible ideas to solve the oil spill problem.

An oil rig has experienced catastrophic failure off the southeast coast of Florida currents and tides will carry the oil slick northwest making landfall on the Palm Beach shoreline.

RESOURCES

Websites:

National Oceanic and Atmospheric Administration (NOAA)

http://oceanservice.noaa.gov/facts/oilimpacts.html

Kidzworld: oil spills facts

http://www.kidzworld.com/article/24170-oil-spills-sad-but-true

The Mini Page:

https://www.nwf.org/pdf/Kids/oilspill_mini-page.pdf

Scholastic informational article

http://www.scholastic.com/browse/collection.jsp?id=761

Mixtures and Solutions PDF

http://teachers.greenville.k12.sc.us/sites/dgioia/Shared%20Documents/Mixtures%20and%20Solutions.pdf

Ducksters: Earth Science for Kids/ Ocean Tides

http://www.ducksters.com/science/earth_science/ocean_tides.php

Books:

Melvin Berger and Paul Mirocha (1994). Oil Spill! (Let’s-Read-and-Find-Out Science). HarperCollins; 1st edition.

Tracy Nelson Maurer (2012). Mix It Up! Solution or Mexture? (My Science Library; Levels 3-4). Rourke Pub Group.

Peter Benoit (2011). The BP Oil Spill (True Books: Disasters). Scholastic.

Videos:

Video: Mixture and Solutions

https://www.youtube.com/watch?v=Pi4wPcGwwu0

Science Kids: Oil Spill

http://www.sciencekids.co.nz/videos/nature/oilspill.html

Science Kids: Cleaning Up Oil Spills

http://www.sciencekids.co.nz/videos/nature/oilspill.html

Florida State Standards for Language Arts and Florida Standards for Math

Original Title: Citizens Help Assist Coast Guard with Oil Slick Problem

Primary Subject Area: Science

Outside subject area: Language Arts

Teachers: Linda Cruz, Susan Foster, Nelson Perez, Karina Smith

Grade: 5th Grade

Primary Florida State Standards:

SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

SC.5.P.8.1: Compare and contrast the basic properties of solids, liquids, and gases such as mass, volume, color, texture, and temperature.

SC.5.P.8.2: Investigate and identify materials that will dissolve and those that will not and identify the conditions that will speed up or slow down the dissolving process.

SC.5.P.8.3: Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.

Outside Subject Area Florida State Standards from Language Arts:

LAFS.5.RI.3.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

LAFS.5.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented

MAFS.K12.MP.6.1

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

MAFS.5.NF.1.1

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

Curriculum Units Mapped to the ITEEA Standards for Technological Literacy Category 1: The Nature of Technology

Standard 1: Students will develop an understanding of the characteristics and scope of technology.

D. Tools, materials, and skills are used to make things and carry out tasks.

ISTE Standard 3: Research and Information Fluency - students apply digital tools to gather evaluate and use information.

a. plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. Process data and report results

3-5 ETS1-: Define a simple design problem reflecting a need or want that includes specific criteria for success and constraints on material, time or cost.

Stem Areas:

Science: Students will conduct experiments in which they test different methods of separating oil and water mixtures. After conducting experiments students will conclude which method best “cleans” an oil spill.

Technology: Students will create either a Prezi or PowerPoint to present their findings.

Engineering: Students will collaborate researched ideas and create a design plan based on the Technology Design Loop, including constraints on materials, time and cost.

Math: Students will compare measurements, in milligrams, before and after of the oil and water mixtures. Students will also record measurements to interpret before and after oil to water ratios.

Learning Outcomes, Students Role and Problem Situation, and Meet the Problem, Problem Statement:

Original Title: Citizens Help Assist Coast Guard with Oil Slick Problem

Primary Subject Area: Science

Outside subject area: Language Arts

Teachers: Linda Cruz, Susan Foster, Nelson Perez, Karina Smith

Grade: 5th Grade

Florida State Standards with Learning Outcomes:

Learning Outcome #1: After conducting experiments involving oil and water mixtures within a 60-minutes time frame, students will analyze the data to justify their conclusions citing at least 3 accurate scientific facts.

SC.5.P.8.1: Compare and contrast the basic properties of solids, liquids, and gases such as mass, volume, color, texture, and temperature.

SC.5.P.8.2: Investigate and identify materials that will dissolve and those that will not and identify the conditions that will speed up or slow down the dissolving process.

Learning Outcome #2: Using a Venn diagram, students will compare and contrast the properties of solids and liquids scoring at least adequate on the report rubric.

SC.5.P.8.3: Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.

Learning Outcome #3: After evaluating different methods and types of substances to separate oil and water mixtures, students will justify their best solutions with at least 4 accurate facts.

MAFS.K12.MP.6.1

Attend to precision.

MAFS.5.MD.1.1: Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Learning Outcome #4: While conducting experiments, students will calculate the accurate amount of mixtures to separate oil from water.

3-5 ETS1-: Define a simple design problem reflecting a need or want that includes specific criteria for success and constraints on material, time or cost.

Learning Outcome #4: After researching, students will determine their best solutions based on the constraints of materials, time, and costs scoring at least adequate on the oral presentation rubric.

Outside Subject Area Sunshine State Standards from Language Arts:

LAFS.5.RI.3.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Learning Outcome #4: Using information from research, students will justify their team’s best solution based on at least 3 accurate scientific facts.

Description of Student Roles and Problem Situations:

Students will assume one or more of the following roles: Director of Emergency Planning Palm Beach County, CEO of Florida Oil Company (FLO-CO), Lead project manager of Florida Agents for Nature Conservancy (FLAN), and or as a member of Concerned Residents Advocating Clean-up and Kare of the Environment, natural Resources and its Stewardship (CRACKERS). In their roles, students will present a solution to the Palm Beach County Board of County Commissioners and local citizens providing information and questions about possible ideas to solve the oil spill problem.

An oil rig has experienced catastrophic failure off the southeast coast of Florida currents and tides will carry the oil slick northwest making landfall on the Palm Beach shoreline.

Meet the Problem Documents:

Students will receive a memorandum from Ltd. Shar K. Tack of the United States Coast Guard as well as links to two websites with background information concerning oil spills.

http://www.kidzworld.com/article/24170-oil-spills-sad-but-true

https://www.nwf.org/pdf/Kids/oilspill_mini-page.pdf

Two additional articles are included:

- Hair Helps Out

- NOAA Leads Oil Spill Study

United States Coast Guard

3300 Lake Shore Drive

West Palm Beach, Fl. 33404

MEMORANDUM

To: Director of Emergency Planning

From: Ltd. Shar K. Tack

Swim Master, Sergeant

Date: August 15, 2015

Re: Oil Slick Threatening Palm Beach County

------

As reported in the news, the current oil spill in the Atlantic Ocean is quickly drifting towards Palm Beach County. The U.S. Coast Guard is asking you to submit a proposal for the solution to clean up this oil spill before it approaches Florida.

Any solution MUST address the environmental concerns listed below. Furthermore, you will be given a budget of $1200.00 for research and development. Since time is of the essence, we do require this proposal to be submitted to Ltd. Shar K. Tack of the United States Coast Guard no later than 8/29/15 by 1:00 pm.

Environmental Concerns:

● effects on aquatic life

● ecological changes

● effects on flora

● effects on fauna

At the http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAAahUKEwiGovzdgL3IAhVEzYAKHffABYo&url=http%3A%2F%2Focean.floridamarine.org%2Fesimaps%2F&usg=AFQjCNEUrsfaVQmrLoVwoty1qzyKdednHA&sig2=pqMedQpfGyyiMgu_O_vB3A website, you will find ESI maps (Environmental Sensitivity Index) showing East Florida’s Coastal Resources. This should assist you with your research.

Hair Helps Out

Dog hair soaks up the oil

By Nick Berray | August 2 , 2010

What's the best way to clean up a huge oil spill? That question has a multitude of answers, but one of the most interesting solutions has come from the Matter of Trust organization.

Run by Lisa Gautier, Matter of Trust collects massive amounts of hair to use in oil-spill clean-ups. In fact, as of July 2010, 19 warehouses in the Gulf of Mexico region were filled to the brim with hair!

The idea to use hair to help soak up oil spills came about in 1989 when the Exxon Valdez ship dumped thousands of gallons of oil off the Alaskan coastline. Alabama hairstylist Phil McCroy was watching news coverage of the crisis. He thought about why humans wash their hair: because it collects oil!

That thought lead McCroy to invent the hair boom, a long round snake-like object that floats on the water and absorbs great amounts of oil. Gautier's organization began producing hair booms in 1998. With more than 2,600 oil spills around the world each year, hair booms are in demand year-round and worldwide.

A Matter of Trust operates out of San Francisco, but donations of hair come in from all over the United States, and even from other countries! The organization has received so much hair that 20,000 booms have already been constructed for use in the Gulf. In fact, the organization has had to temporarily halt donations to the Gulf due to an overload.

Humans are not the only ones who can donate hair to help out. Hair has been collected from llamas, sheep, and even dogs.

The "Dog A Do" pet salon in Herndon, Virginia, has been donating hair since the spill began.

"It's a great cause and a good use of hair that would otherwise be thrown away," owner Kat Brooks told the Scholastic Kids Press Corps.

According to Brooks, dog hair is extremely porous—finer and softer than human hair. Bichon Frises, poodles, and Wheaten Terriers all have soft coats ideal for making booms. She estimated that her dog salon grooms between 30 to 60 dogs per day, and collects roughly18 to 20 pounds of hair every day.

"I will keep donating until nobody wants it anymore,” Brooks said when asked how long she planned on collecting hair.

For more information on hair booms visit the Matter of Trust website.