Oil Spillsnova Scotia - Elementary

OIL SPILLSNOVA SCOTIA - ELEMENTARY

Oil Spills

Lesson Overview:

In this lesson, students learn about the hazards of oil spills and why they are dangerous to wildlife. They are introduced to the topic through a wonderful children’s book, Peter’s Place, by Sally Grindley and then participate in a hands-on activity to illustrate the difficulties in cleaning areas and creatures harmed by oil spills.

Grade Level:

This would be appropriate for grades 1-2.

Time Required:

Approximately one hour

Curriculum Connections:

Atlantic Provinces Education Foundation for Social Studies curriculum outcomes for:

Grade 1:

SCO 1.2.2:

Describe how people depend on and interact with different natural environments

Grade 2

SCO 2.4.1:

Explain how and why physical environments change over time

Science curriculum outcomes for Nova Scotia:

Grade 1: Needs of Living Things

SCO 200-1:

Ask questions about the needs of living things that lead to exploration and investigation

SCO 103-2:

Recognize that humans and other living things depend on their environment and identify personal actions that can contribute to a healthy environment

Grade 2: Air and Water in the Environment

SCO 200-1:

Ask specific questions to investigate how various materials interact with moisture

SCO 102-11:

Identify examples of water in the environment

SCO 103-8:

Identify the importance of fresh water

Link to Canadian National Geography Standards:

Essential Element #5: Environment and Society

Assess the impact of human activities on the physical environment

Oceans Scope and Sequence #5: Environment and Society

Human influences on oceans

Geographic Skills #1: Asking Geographic Questions:

Where is it located?
What is significant about its location?

Additional Resources, Materials and Equipment Required:

Grindley, Sally. Peter’s Place. London: Harcourt, Brace and Company, 1995. (
Student reflection sheet
Fake feathers and/or fake fur
Cooking oil
Water in containers
Paper towels, cotton balls, dish soap.

Optional: A bit of motor oil in a sealed container so that students may see what it looks like and/or smell it.

Main Objective:

Students will learn about oil spills and their effect on ocean life.

Leaning Outcomes:

By the end of the lesson, students will be able to:

Tell what animals are affected by oil spills
Articulate why oil spills may occur
Explore what methods are used to clean up oil spills

The Lesson:

Teacher Activity / Student Activity
Introduction / Gather students for story-time; introduce the book Peter’s Place. Read through and discuss with the children. For example, after the first page, you might talk about peaceful havens for the children, their own special “places”, especially if they are by water. What do they like to do in their peaceful spots? Ask the students to predict what might happen with the “distant procession of tankers”.
On the third page with text, see if students can use the picture clues to figure out what Peter’s dad does for a living. What are the significance of the fishing boats and nets? Note that the fish we eat comes from the ocean.
On the fourth page with text, you may want to talk about why people ship oil in large tankers.
When you read about the “foul-smelling blackness” that is the oil, let students safely smell the motor oil.
On the seventh two-page spread, ask students what will probably happen to the seal when it can’t stay warm. On the next page, discuss what is happening to the sea birds that are covered in oil, and then the rescue efforts.
At the end of the story talk about how Peter’s Place has changed and in what ways it has remained the same. / Students are expected to be quiet, active listeners and discussion participants while the story is being read.
Lesson Development / Mention that the story explained how the people hosed down and scrubbed the rocks, and that the rain and wind helped too, but we really didn’t learn what the people did to help the oil-covered sea creatures.
Let the students know that they are going to have a chance to see for themselves how oil-soaked feathers and fur feel and find a way to clean them.
Put students into small groups. Give each group a bowl with water in it, a small amount of cooking oil, feathers and fur, and paper towels. Tell them to pour the cooking oil over the water.
Next, have a student in each group blow on the surface of the water. What happens to the oil? Relate this to winds and how they may carry spilled oil.
Direct students towards the feathers. What do birds use feathers for? Also talk about what fur does for seals. Have them take a feather each and, taking turns, pretend it is a bird diving into the “ocean”. Did your feather get oily? Now how does it feel? Do the same for the fake fur pieces.
Ask for student ideas about how to clean their feathers and fur. When someone suggests soap, provide groups with small containers of dish soap to wash their feathers and fur in, and clean water to rinse them off. Did it work? / Listen to introduction.
When instructed, slowly pour the cooking oil on top of the water. Make observations on record sheet.
Blow on the surface of the water; record on sheet what happens.
Students follow teacher directions and record their thoughts and observations.
Students follow teacher directions and record their thoughts and observations.
Conclusion / Ask students to imagine and discuss the possible challenges rescuers might face by washing live animals (perhaps some have participated in giving their pets a bath). Also, be sure to note that many volunteers are needed when an oil spill occurs, so that animals may be cleaned as quickly as possible before they are poisoned or freeze. / .

Note:

Guillemot ShagKittiwakes

Lesson Extension:

For homework, students could take home their feathers and repeat the experiment with their parents to show what they have learned.

As a class, map places in the world where major oil spills have occurred.

Discuss as a class how oil spills might affect other ocean species (such as fish, crustaceans, bivalves) and subsequently, humans.

Assessment of Student Learning:

Assessment should be mainly observational, with their recording sheets examined as well.