Are you on PPCPs?

 A WebQuest for 10th Grade Biology

Designed by:

Charlene Becerra

Veronica Christensen

Rebecca Markosian

Thomas Sherman

 

 

 


Introduction

This lesson was developed as part of the High School Summer Science Institute 2005. CPD, RPDP, and UNLV formed a partnership and received the PASS Grant to fund the Institute.

Are you on PPCPs? is a lesson designed for students to do an inquiry activity that is web based. Students will focus on PPCPs in the water to develop a deep understanding of ecosystems, vital biogeochemical cycles, and the impact of pollutants.


Learners

This lesson is anchored in tenth grade biology and incorporates ecology, earth science, and chemistry. This lesson can easily be extended to other science courses such as environmental science, anatomy and physiology, and marine science. This lesson can also be used in a social studies or political science class as part of a unit on science and society.

Learners will need to know that elements exist in fixed amounts and move through solid earth, oceans, atmosphere, and living things as part of biogeochemical cycles. Specifically, learners will need to have a strong understanding of the hydrologic cycle and the basic requirement of water for life. Learners will need to know that water is a solvent and that natural sources of water have many dissolved substances.

Curriculum Standards

Students will learn major ecological concepts as a result of this lesson. Below are the biology syllabus performance objectives and the Nevada Science Standards.

Performance Objective Addressed

á      The student will diagram the biogeochemical cycles. (2.5)

Nevada Science Standards Addressed

á      The student will know the unique geologic, hydrologic, climatic, and biological characteristics of NevadaÕs bioregions.

á      The student will know how changes in an ecosystem can affect biodiversity and biodiversityÕs contribution to an ecosytemÕs stability.

á      The student will know that science, technology, and society influence one another in both positive and negative ways.

á      The student will know consumption patterns, conservation efforts, and cultural or social practices in countries have varying impacts.

á      The student will know the influence of ethics on scientific enterprises.

Students will use critical thinking skills in this lesson by analyzing information at various web sites. Students will specifically make inferences about the impact of PPCPs in Las Vegas/Henderson drinking water. Finally, students will develop possible solutions to the PPCP problem.



 

 

 

Process

This lesson is organized around the big question ÒHow do medical, health, and beauty products impact you and the ecosystem?Ó

Students will work in heterogeneous cooperative groups determined by the teacher. Students will spend time in the computer lab, library, and the classroom.

Example of Student Handout:

Are you on PPCPs?

 

Background

The use of medications and personal health and beauty products is very common in our society. How do such products impact you and the ecosystem?

 

Part One: Take Inventory

Think about all of the products that you use every day to get ready for school. Think about the products you use when you are sick. Some of you might even use certain medications quite frequently, if not every day.

 

Take a personal inventory of the medical, health, and beauty products that you use. Include the personal inventory for each group member in your final project.

 

Part Two: Web Quest

You will start by exploring the following EPA web site:

 

http://www.epa.gov/nerlesd1/chemistry/pharma/index.htm

Resources Needed

To implement this lesson teaches will need to provide the following resources: Some of the possibilities:

á      Class set of biology books

á      E-mail account for all students

á      35 computer stations with internet access, computer lab access

á      35 copies of  Microsoft office software

á      KLVX access on all computers

á      35 copies of adobe acrobat soft ware

á      35 copies of MS media player, quick time, or Realplayer software

á      One set of Medical Encyclopedia

á      3 Comprehensive Science Dictionaries

 

Students will use the following websites extensively:

http://www.snwa.com

http://www.lvwash.org/

http://water.usgs.gov/education.html

http://www.epa.gov/nerlesd1/chemistry/pharma/index.htm

http://epa.gov/nerlesd1/chemistry/pharma/images/drawing.pdf

http://www.epa.gov/nerlesd1/chemistry/pharma/poster-overview.htm

 

Suggested books for additional reference and research:

Environmental Toxicology: Biological And Health Effects Of Pollutants
by Ming-Ho Yu

 

Predicting Chemical Toxicity and Fate
by Mark T.D. Cronin (Editor), David J. Livingstone (Editor), D. Livingstone (Editor)

 

Organic Pollutants in Water: Sampling, Analysis, and Toxicity Testing (Advances in Chemistry Series, 214)
by Irwin H. Suffet

 

Sources and Fates of Aquatic Pollutants (Advances in Chemistry Series)
by Ronald A. Hites, S.J. Eisenreich (Editor)

Essentials of Medical Geology : Impacts of the Natural Environment on Public Health
by Olle Selinus

Organic Pollutants: An Ecotoxicological Perspective
by C. H. Walker

Hot Spot Pollutants: Pharmaceuticals in the Environment
by D. Dietrich

 

Human resources:

One teacher could implement this lesson.  Guest speakers from the medical/pharmaceutical field, water district, and an industry chemist will be invited to the classroom.  Also a trip to the water reclamation plant will be scheduled.  Eight parent chaperone will be needed for this trip.

Evaluation

How will we know a successful lesson? Written Reports, Oral Reports, Power Points, Posing questions.


Conclusion

The value of a web based lesson is that students will be empowered to use web tool to ask questions and find answers about current politically charged science topics. The inquiry components of the lesson force students to think for themselves rather than being told what to think. In fact, other that the broad topic, students must decide what to research and design a strategy for drawing the information together. Students gain not only knowledge about the given topic, PPCPs.


Credits & References

Thanks to the EPA and their web master for our opening picture. Many thanks to all our outstanding Summer Institute instructors, Joan Taylor, Loretta Assay, Elln Ebert, Cindy Kern, Dr.Crippen, Marianne Kot, Jeff Bostic, Carl Jarvinen, Nam-Hwa Kang, Bret Sibley, and Elizabeth Marconi. Thanks to Mr. Jeffrey Horn for the use of his wonderful facilities. Special thanks to Ellen Ebert for the fantastic web sites that lead our search on this project.  

 

Based on a template from The WebQuest Page