Physical Science of Toxicity
Students investigate the chemistry of plant toxicitiy.
Overview
Students investigate toxicity through the chemistry of atoms and molecules, starting with a KWL chart tied to a toxic train spill in Ohio and building and viewing simple molecule models. In a bioassay, they expose radish seeds to different concentrations of sodium chloride, and they analyze science articles to write claim-evidence-reasoning statements. CK12 activities and Cornell notes consolidate learning, followed by extension work on dose-response, lethal dose calculations, and milkweed and pesticide toxicity. Evaluation uses Data Nuggets with claim-evidence-reasoning responses, vocabulary work, and tasks on periodic table patterns and electron dot diagrams. The Exploration activities take 1-2 days plus 5 days of observation for the bioassay and 1-2 weeks for student article analysis.
Lesson Objectives
- Gain deep understanding of what toxicity is by analyzing scientific articles, doing science assays, engaging in a podcast, participating in a digital escape room, conducting webinars and making Cornell notes from their studies from various websites.
- Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.
- Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction reactivity, relative, relative mass, weight of subatomic particles.
- (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, hydrogen, main group element, outcome, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, sodium, trend).
Standards
NGSS · 2
- HS-PS1-1Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
- HS-PS1-2Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
CCSS Math · 2
- HSN-Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
- HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
CCSS ELA · 3
- RST.9-10.7Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- WHST.9-12.5Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- WHST.9-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.