Big
Idea
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As Paracelsus stated: “The dose makes the poison.” The science of toxicology is based on the principle that there is a relationship between an organism’s toxic reaction (response) and the amount (the dose) ingested, inhaled or absorbed.
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Essential
Question |
What makes a substance toxic? |
Learning
Cycle
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Lesson
Title & Description
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Objective
Students will:
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Class
period & week
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Engage
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Introduction to Toxicology
Students will be introduced to the science of toxicology and the relationship between a toxic reaction (response) and amount of substance (dose), exploring the dose-response relationship. |
1. Define the nature of a chemical.
2. Create a system to classify chemicals
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Explore
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Dose makes the Poison
In groups, they will investigate the effect of a chemical (they choose) on the germination of seeds. They will calculate % chemical concentrations in water, form a hypothesis, and discuss the ethics of using animals in biomedical research.
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1. Define a “toxic substance.”
2. Define the “science of toxicology."
3. Differentiate between natural and manmade toxic substances.
4. Explain the dose-response principle.
5. Calculate chemical concentrations in water.
6. Explain toxicological principles that govern the safety of a substance.
7. Analyze toxicological risks versus benefits of a substance based on their understanding of toxicological principles.
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3 class periods
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Explain
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Dose/Response
In groups, as a conclusion to the seed germination experiments, they will investigate the effect of a chemical (they choose) on the germination of seeds and will create a dose-response curve to interpret their observations and evaluate their hypothesis.
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1. Explain the dose-response principle
2. Explain routes of entry
3. Explain acute versus chronic
4. Explain the relevance of exposure frequency, duration, and concentration
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Apply |
Toxicology and Blackworms
Students will investigate the potential toxicity of water samples using *California Blackworms.
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1. Apply knowledge of toxicology for an environmental study.
2. Make inferences regarding the level of toxicity in each water sample.
3. Create a dose-response graph. |
1 - 2 class periods |
*Need to order Blackworms from a biological supply company and obtain appropriate consent to conduct an experiment using live specimens.
--Top--
Big
Idea
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Concentration (dose) determines if a substance is toxic. Many substances considered non-toxic can become toxic if the concentration or type of exposure is changed.
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Essential Question |
What products are toxic? |
Learning
Cycle
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Lesson
Title & Description
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Objective
Students will:
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Class
period & week |
Engage
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Toxicity
What substances do you use at home that are toxic?
Students will input information into an excel document about products that they use and think are toxic. |
Start thinking about what kinds of chemicals they are exposed to in their home.
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5 minutes for each student (done prior to the Explore) for a survey.. |
Explore
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What is Toxic?
Students will use a website to find the chemicals present in everyday items using the toxnet worksheet.
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1. Learn how to use the toxnet website to look up the chemicals and hazards in a substance.
2. Define toxicity.
3. Understand the relationship between concentration and toxicity.
4. List avenues for exposure to toxic substances.
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1
class
period |
Explain
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Toxic Products
Students will make a poster explaining how specific chemicals in the product they researched could be toxic.
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1. Explain the relationship between concentration and toxicity.
2. Explain the various ways to be exposed to a toxin. |
1
class
period |
Apply
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Which are toxic?
Students will use toxnet to determine if a set of substances if ingested or inhaled is dangerous.
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1. Determine if something is inhaled or ingested is dangerous.
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1
class
period |
--Top--
Big
Idea
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Many pesticides are toxic to people, yet as a population, we rely heavily on them for safety and convenience.
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Essential
Question
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How can the risks versus the benefits associated with pesticides be understood and communicated? |
Learning
Cycle
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Lesson
Title & Description
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Objective
Students will:
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Class
period & week
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Engage
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Pesticide Prevalence
Students will investigate the prevalence of pesticides in their communities by searching their homes, visiting local grocery stores and hardware stores, and talking to extended family and friends.
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1. Read a pesticide label to distinguish the trade name, common name and chemical name.
2. Classify pesticides according to their function.
3. Classify insecticides according to their chemical makeup.
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2 class
periods one week apart
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Explore
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“Is Organic Food Worth the Extra Cost?” Part I: Doing the Calculation
Students calculate the amount of pesticide residue in various foods for two pesticides and determine if these levels are safe for human consumption. |
1. Calculate the dose of a pesticide using food intake levels and pesticide residue concentrations;
2. Evaluate the safety of food pesticide residue food intake levels and pesticide residue concentrations;
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1
class
period
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Explain
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“Is Organic Food Worth the Extra Cost?” Part II: Compare and Contrast Science Essay
Students read an article about a research study looking for metabolites of these pesticides in children.
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Compare the costs and benefits of organic food versus conventional food.
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1 - 2 class periods
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Apply
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Scientist writes to the Newspaper
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Defend their position about whether or not organic food is worth the extra cost. |
1 - 2 class periods
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--Top--
Big
Idea |
Given the proper concentration fertilizers can increase the production of many plants, but sometimes at the expense of other organisms. |
Essential
Question |
What is the effect of fertilizer on plants and animals? |
Learning
Cycle |
Lesson
Title & Description |
Objective
Students will: |
Class
period & week |
Engage |
“She ate the whole thing”
Students will work in small groups to determine the severity of Given a scenario involving toxicity of a variety of fertilizers, herbicides and pesticides and present their findings on a white board. |
Use toxnet to determine the toxicity of a variety of fertilizers, herbicides and pesticides. |
1
class
period |
Explore |
Do plant fertilizers affect animals?
Each student group will test the affect various concentrations of miracle grow on an organism. |
Use various concentrations of miracle to test for morbidity. |
1 class period to set up and 10 minutes of class for 5 days |
Explain |
Lab Report
Students will write a lab report explaining the results of their experiment.
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Apply |
Design an experiment to test the toxicity of different fertilizers, herbicides or pesticides, on a different organism. |
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--Top--
Big
Idea |
Ammonium Nitrate is a useful fertilizer providing nitrogen for plants. It is also a powerful explosive that has caused many disasters. |
Essential
Question |
Is it worth the risk? |
Learning
Cycle |
Lesson
Title & Description |
Objective
Students will: |
Class
period & week |
Engage |
Jekyll & Hyde
During this exercise, students will learn that ammonium nitrate is used as a fertilizer and an explosive
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Understand how chemicals can be very dangerous when not treated with care
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Explore |
Efficient Fertilizer
During this exercise, students will learn that ammonium nitrate is used as a fertilizer and an explosive |
1. Compare different fertilizers and understand their world wide use.
2. Calculate the molar mass and percent nitrogen in the different fertilizers.
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Explain |
Stoichiometry
During this exercise, students will learn that ammonium nitrate is used as a fertilizer and an explosive.
Heat of Solution
Students will measure the energy change caused by dissolving one mole of ammonium nitrate in water. |
Quantify the relationship between moles and mass.
1. Quantify the relationship between temperature, energy and heat
2. During this exercise, students will learn that ammonium nitrate is used as a fertilizer and an explosive.Understand that an endothermic reaction causes a decrease in temperature
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Apply |
Is it Worth the Risk?
During this exercise, students will learn that ammonium nitrate is used as a fertilizer and an explosive
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Compare the benefits of using ammonium nitrate and the risks. |
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