1. Chemistry and the Environment By Glen Drewnowski

2. Unit Summary Chemistry impacts almost every aspect of a person’s life. In this unit students will investigate factors that affect the environment. These factors include natural sources as well as anthropogenic (human caused) sources. Topics include air pollution, global warming, the Ozone hole, and water treatment. After students have a basic understanding of the above topics and how we are dealing with them as a society, students will be exposed to several activities that include reading articles from various current event sources (including ChemMatters magazine), brainstorming ways to improve air quality and Investigating acid rain in the laboratory. The unit will end with group presentation where students prepare a PowerPoint presentation for the class that ties in with this unit of study and has a direct impact on their daily lives.

3. Curriculum-Framing Questions Essential Question How does chemistry impact my life? Unit Questions How are people impacting the environment? What can we do to stop the growth of the Ozone hole? How can we improve air quality? Are people causing global warming? What can people do to reduce the impact of global warming? How can people reduce the amount of waste that must be processed?

4. Curriculum-Framing Questions Content Questions What are the main sources of carbon monoxide (CO), oxides of nitrogen (NOx), oxides of sulfur (SOx), particulates and volatile organic compounds (VOCs) in the atmosphere? What pollutants make up acid rain and which acids are formed? Carbon dioxide is a greenhouse gas in our atmosphere. This gas has a very low heat absorption quality when compared to Nitrous oxide or methane. Why is it considered to be such a problem?

5. Curriculum-Framing Questions Content Questions (Continued) S how the natural formation and destruction of stratospheric ozone using equations. How do CFCs and Nitrogen oxides destroy ozone in the stratosphere? Use equations to answer. Outline the process used to prepare water to be ready for drinking. What is removed at each step?

6. Chemistry in the Environment This project will help my students develop 21 st century skills by: Collaborating with peers. Articulating thoughts and ideas clearly and effectively through speaking and writing Using technology to communicate your ideas. Understanding the interconnections among systems.

7. Gauging Student Needs Assessment Purpose of the Assessment To gather information about what students already know about environmental issues. What I want to learn from my students? I want to know what students understand about the different facets of environmental issues such as pollution, global warming, acid rain and the ozone hole. How I have tried to promote higher-order thinking? I will ask students to analyze and suggest ways to slow down the release of greenhouse gases and pollutants into the atmosphere.

8. Gauging Student Needs Assessment (Continued) How the assessment information helps me and my students plan for upcoming activities in the unit? If students are more familiar or comfortable with one aspect of the unit, I will spend less time on in-class activities so we can spend more time on other sections. I have found that students need more time on the equations portion of this unit. What feedback or additional ideas I’d like? I would like to elicit more higher-order thinking. Any suggestions?

9. Show my students how relevant chemistry is to their every day lives. Utilize technology such as using a blog, to help keep my students engaged Share ideas with other teachers and get ideas from others My Goals for the Course

10. Goals for My Students To learn how people impact the environment and how they can be kinder to the environment To become more independent learners

11. Request for Feedback Classrooms (even local) that my students and I could chat with and devise a recycling program at our schools How to put more responsibility on the students to learn rather than me doing most of the work.