Acid Rain
| State | WV |    |
| Status | Ready for Users | |
| Stage | Public | |
| Subject | English/Language Arts Science Vocational/Technical | |
| Author | Lauren DeMundo | |
| Description | The unit is designed to address environmentals problems
associated with acid rain, increase student awareness of the causes and effects of acid rain, and produce research- based solutions to controlling acid rain. The students will conduct a test to measure acid levels in local water sources and a WebQuest to gather information about acid rain, compose a persuasive essay promoting efficient solutions to controlling acid rain, and design a PowerPoint presentation communicating student view points on the solutions. | |
| The 21st Century Tools | computer
the Internet Microsoft Excel Microsoft PowerPoint Microsoft Word overhead projector printer | |
| Grade Level | 9 10 | |
| National Standards | English
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Math make decisions about units and scales that are appropriate for problem situations involving measurement. evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions; recognize and apply mathematics in contexts outside of mathematics. create and use representations to organize, record, and communicate mathematical ideas Science develop abilities necessary to do scientific inquiry and understandings about scientific inquiry IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS. DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS. USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS AND COMMUNICATIONS. FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE. COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT. Develop abilities of technological design understandings about science and technology IDENTIFY A PROBLEM OR DESIGN AN OPPORTUNITY PROPOSE DESIGNS AND CHOOSE BETWEEN ALTERNATIVE SOLUTIONS COMMUNICATE THE PROBLEM, PROCESS, AND SOLUTION develop understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, science and technology in local, national, and global challenges | |
| Career Clusters | Fine Arts and Humanities Science and Natural Resources | |
| Keywords | acid
strong acid weak acid acid rain pH fact opinion generalization hasty generalization logical fallacies persuasive essay computer assisted speech | |
| Lesson Plan URLs (new Window) | Overview
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 | |
| English IGO or CSO | RLA.9.2.1, RLA.9.2.2, RLA.9.2.3, RLA.9.2.4, RLA.9.2.5, RLA.9.2.6, RLA.9.2.7, RLA.9.2.8,RLA.9.2.9, RLA.9.2.10, RLA.9.2.11, RLA.9.2.12, RLA.9.2.13, RLA.9.2.14, RLA.9.2.15,RLA.9.2.19, RLA.9.2.20, RLA.9.2.21, RLA.9.2.22, RLA.9.3.1, RLA.9.3.4,
RLA.9.3.5, RLA.10.2.1, RLA.10.2.2, RLA.10.2.4, A.10.2.6, RLA.10.2.7, RLA.10.2.8, RLA.10.2.10, RLA.10.2.11, RLA.10.2.12, RLA.10.2.13, RLA.10.2.14, RLA.10.2.19, RLA.10.2.20, RLA. 10.3.1, RLA.10.3.2, RLA.10.3.3, RLA.10.3.4, RLA.10.3.5 | |
| Math IGO or CSO | AGP.5.1, AM1.2.16, CM.2.1, CM.5.2, CM.5.4 | |
| Science IGO or CSO | SC.9.1.1, SC.9.1.2, SC.9.1.3, SC.9.1.4, SC.9.2.1, SC.9.2.2, SC.9.2.3, SC.9.2.4, SC.9.2.5, SC.9.2.6, SC.9.2.7, SC.9.3.1, SC.9.3.2, SC.9.5.3, SC.9.6.2, SC.9.6.5, SC.10.1.2, SC.10.1.3, SC.10.1.4, SC.10.2.1, SC.10.2.2, SC.10.2.3, SC.10.2.4,
SC.10.2.5, SC.10.2.6, SC.10.2.7, SC.10.3.1, SC.10.3.2, SC.10.5.1, SC.10.5.2, SC.10.5.4, SC.10.6.2, SC.10.6.5 | |