Cover Image
close this bookEnvironmental Education in the Schools (Peace Corps, 1993)
close this folderActivities, activities and more activities
View the document(introduction...)
View the documentUsing the senses
View the documentAdopt-a-tree
View the documentDuplication
View the documentMusic/rap/dance/drama
View the documentGarbage shuffle
View the documentThe rain forest revue
View the documentThe all new water review
View the documentOriginal skit
View the documentBotswana adaptation
View the documentA conservation drama - Trouble in Tikonkowo
View the documentThe awful eight
View the documentRole plays and other simulations
View the documentThe commons dilemma
View the documentKey mangrove: A system in conflict
View the documentChange in a mangrove ecosystem
View the documentKey mangrove: A conflict of interests
View the documentPoints of view
View the documentMining on the moon
View the documentMining on the moon: Part 1
View the documentMining on the moon: Part 2
View the documentThe reading and writing connection
View the documentFolk stories
View the documentSelected quotes
View the documentA heated controversy
View the documentA heated controversy: Part 1
View the documentA heated controversy: Part 2
View the documentAn environmental education tool - The creative journal
View the documentCubatao: New life in the Valley of Death
View the documentA letter from the village health worker - Clean water for elemit
View the documentLife without oil
View the documentPoetry
View the documentAway with waste!
View the documentAway on the bay
View the documentPicture poetry
View the documentShades of meaning
View the documentPoetry trail
View the documentPoetry trail activity sheet
View the documentCartoons, fantasy, and creative
View the documentThe rare scare
View the documentCartoons and headlines
View the documentHoley ozone!
View the documentGuided imagery
View the documentFlight of fantasy
View the documentRiparian retreat
View the documentWater wings
View the documentDemonstrations
View the documentOur watery world
View the documentKeep on truckin'
View the documentHow do polyps build reefs?
View the documentInvestigations and experiments
View the documentAcid tests
View the documentAcid demonstrations: Part I
View the documentAcid demonstrations: Part II
View the documentAcid test follow-up
View the documentHow can an oil spill be cleaned up?
View the documentThe case for case studies
View the documentAre we creating deserts? - The Sahel famine
View the documentStudent information - Famine in the Sahel: A case study
View the documentDesertification
View the documentSustainable development
View the documentDefining sustainable development: Part 1
View the documentDefining sustainable development: Part 2
View the documentCase study: United States: Part 3
View the documentCase study: Thailand: Part 4
View the documentCase study: Tanzania: Part 5
View the documentMoral dilemmas
View the documentThe flying foxes of Samoa
View the documentHarry Carter's grain company
View the documentScenario: Harry Carter's grain company: Part 1
View the documentScenario: Harry Carter's grain company: Part 2
View the documentScenario: Harry Carter's grain company: Part 3
View the documentHard choices
View the documentStarving nation
View the documentConcept mapping and webbing
View the documentAqua words
View the documentInfusion activity for environmental health
View the documentIssue webbing
View the documentField trips
View the documentAt the dump and postcards from the field
View the documentThe garbage dump field trip worksheet
View the documentSeaside adventure
View the documentDebates
View the documentTough choices
View the documentThe issues
View the documentSurveys
View the documentGlass and metal waste questionnaire
View the documentModel questionnaire
View the documentData summary sheet
View the documentRivers through time
View the documentWhat do people think?
View the documentGames
View the documentPollution bingo
View the documentMammal know-it-all
View the documentMammal questions
View the documentBat and moth
View the documentBranching out: Bat math
View the documentThe urban explosion
View the documentFour urban activities
View the documentVandalism: Disordered communications
View the documentFlooded streets
View the documentGetting outside
View the documentExpanding sensory perception
View the documentWeather scavenger hunt
View the documentInsect bingo
View the documentResearch/guest speakers
View the documentDesert quest
View the documentValues and attitudes
View the documentRare bird eggs for sale
View the documentWhat would you do?
View the documentAgricultural practices (A)
View the documentAgricultural practices (B)
View the documentWhy save rain forests?
View the documentThinking about thinking skills
View the documentThe great swamp debate
View the documentGo with the flow
View the documentDragonfly pond
View the documentCooperative learning activities
View the documentJungle sleuths
View the documentAnswers to scenarios
View the documentSuper-sleuth scenarios: Part 1
View the documentSuper-sleuth scenarios: Part 2
View the documentWe can all be experts
View the documentExpert cards: Part 1
View the documentExpert cards: Part 2
View the documentRaters of the planet ECO
View the documentLiven up your classroom
View the documentA web on the wall
View the documentBuilding the bulletin board
View the documentMembers of the web
View the documentA look at four food chains
View the documentThe interdisciplinary connection
View the documentPollution pathways
View the documentTracking the radiation (day 2- day 10)
View the documentPollution pathways (A)
View the documentPollution pathways (B)
View the documentSizing up reserves
View the documentSizing up reserves (A)
View the documentScience/technology/society
View the documentChallenge technology
View the documentTechnology challenges
View the documentAdditional challenges (developed for the South Pacific)
View the documentThe ''good'' bacteria controversy
View the documentTaking action for the planet

Acid demonstrations: Part II

4. CHALK TALK

WHAT YOU'LL NEED: pH paper, lemon juice, distilled water, 2 equal sized pieces of chalk, 2 small containers, paper clip, masking tape, marker, measuring cup and spoon

WHAT TO DO:

1. Take the pH of the distilled water and record it.

2. Make up a solution with a pH of 3 by adding 1 and 1/2 teaspoons of lemon juice to 2/3 cup of distilled water.

3. Unbend a paper clip, and then use it to carve a line in one piece of chalk. Place the chalk in one container and add enough acid solution to cover the chalk. Observe and record what happens, and then label this container "A" for acid.

4. Carve an identical line in the other piece of chalk, and then place it in the other container. Add enough distilled water to cover the chalk. Observe and record what happens, and then label this container "W."

5. Let the chalk remain in the solutions for 24 hours.

6. When the 24 hours are up, pour out the liquids and take a close look at each piece of chalk.

WHAT HAPPENED?
Is there any difference between the two pieces of chalk? Explain your answer.

THINK ABOUT IT
Many statues and buildings are made from marble. Marble is made up of the same minerals as chalk is, but it's harder than chalk. Using the results of this demonstration, what do you think could be happening to marble statues and buildings that are located in areas where acid rain falls?

5. SOIL STUFF

WHAT YOU'LL NEED: sample of soil from your area, potting soil, sphagnum moss, paper, vinegar, distilled water, measuring cup, large container, pH paper

WHAT TO DO:

1. Make up a solution with a pH of about 3 by adding 1 cup of vinegar to 3 cups distilled water. Record the pH.

2. Put a piece of filter paper into a funnel, and then fill the funnel about two-thirds full with the sphagnum moss.

3. Put the funnel over a large container, and then pour the acidic solution into the funnel (make sure you don't add too much liquid all at once). Wait until all the liquid has collected in the container below the funnel.

4. Take the pH of the liquid that collects in the container.

5. After rinsing out the funnel and container and removing the used filter paper, repeat the experiment twice using potting soil instead of sphagnum moss and then using the soil from your area. (Be sure to rinse the equipment between uses.)

WHAT HAPPENED?
Did the pH of the liquid change after you poured it through the sphagnum moss? The potting soil? The soil from your area?

THINK ABOUT IT
Based on your results, what do you think would happen if you added a small amount of lime to the soil from your area, and then poured some of the acidic solution through it? In some areas where acid rain falls, lakes and streams don't show the effects of acid rain. But in other areas where acid rain falls, lakes and streams have become acidified. Based on the results of this demonstration, why do you think these differences exist?

6. BACK TO BASICS

WHAT YOU'LL NEED:
tap water, pH paper, container, vinegar, measuring spoon, baking soda, powdered lime, vinegar or lemon piece, distilled water

WHAT TO DO:

1. Put some tap water in a container and measure the pH.

2. Add a small amount of vinegar to the water and measure the pH again. Keep adding vinegar until the solution has a pH of 4.

3. What could you do to return the pH of the water to its original pH? (Think about the substances you tested in demonstration 1.) Your goal is to ''fix'' the pH by adding only a small amount of one substance.

WHAT HAPPENED?
Did your experiment successfully return the solution to its original pH? Describe what you did.

THINK ABOUT IT
Using the results of this demonstration, what are some steps you might take to decrease the acidity in an acidic lake? What kinds of problems might this action cause?