oil spill and its adverse effects..adopted v0.1

Teacher Support MaterialFirst and Second Year Science and Technology Students

OIL SPILL ANDITS ADVERSE EFFECTS

Philippines-Australia Hastening the Impact of PROBE (PA-HIP)Regional Learning Materials Center VII (RLMC VII)

Producedby the Philippines-Australia Hastening the Impact of PROBE (PA-HIP)

under the AusAID Vulnerable Groups Facility (VGF)

Published by the

PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PROBE)REGIONAL LEARNING MATERIALS CENTER (RLMC VII)

Department of EducationRegion VII, Central Visayas

Cebu CityCopyright 2002

Adopted 2009 by LRMDS

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

SALVACION O. ROILESISF - Secondary Science

Mandaue City DivisionWriter

No copyright shall subsist in any work of the Government of the Republic ofthe Philippines. However, prior approval of the government agency or officewherein the work is created shall be necessary for exploitation of such work forprofit.

This material has been developed within the Project in Basic Education (PROBE)implemented by the Educational Development Projects Implementing Task Force(EDPITAF) of the Department of Education (DepEd) in collaboration with the Bureau ofElementary Education, Bureau of Secondary Education and the Commission on HigherEducation. Prior approval must be given by the PROBE Management Unit lodged atEDPITAF and the source must be clearly acknowledged.

The production of this Teacher Support Material (TSM) has been made possible with the assistanceof the PA-PROBE HIP VGF RLMC VII Staff.

This TSM package has been adopted for online distribution through the Learning Resource Man-agement Development System (LRMDS) Portal by Region VII under Project STRIVE for BESRA, aproject supported by AUSAID.

Teacher Support MaterialFirst and Second Year Science and Technology Students

OIL SPILL AND ITS ADVERSE EFFECTS

CONTENTS

Description 1

Target Audience 1

Subject Matter / Learning Competencies 1

Duration 2

Objectives 2

Procedure 3

Teaching Hints 4

Evaluation 4

Enrichment Activities 4

Resource List 4

ANSWER KEY

Activity Card No. 1 - Far and Wide 5

Activity Card No. 2 - Poor Eggs! 6

Activity Card No. 3 - The Pretty - Ugly Feathers 7

Activity Card No. 4 - Poster It! 7

References 8

1Description

This material is in the form of Student Activity Cards. The activities included here simulate thehazards brought about by oil spill upon the environment . This environmental issue stimulates deepconcern by highly advanced countries in the global community. Our country however, is still lukewarmand have not made tangible efforts to minimize or control this problem either through proper legislationor strict implementation of existing laws.

The accompanying activities in this material can help students develop their mathematical skills suchas converting one unit of measurement to another and improve their problem- solving skills. Theirvalues and attitude with regard to the preservation of our environment will also be heightened.

Teaching strategies such as Carousel Brainstorming, Laboratory Method and the 5 Es Approachare utilized in the activities.

Teachers may refer to the INSET The Adverse Effects of Oil Spill - The Workshop on the mechanicsof the suggested strategies.

Target Audience

First and Second Year Science and Technology Students

Subject Matter / Learning Competencies

PSSLC R-BEC Integrated Science I

Unit IV Living Things And Their Environment - Second Grading Period2. Interactions between living things and nonliving things

2.1 Ecological system2.2 Food chain and food web2.3 Flow of matter and energy in an ecosystem

3. Interrelationships among organisms and between organisms and their environment3.1 Effect of population size/density on food, space and relationship among organisms

4. Maintenance/Restoration of the integrity/balance of an ecosystem4.1 Importance of natural resources4.2 Conservation of soil, forest, wildlife

Unit V Changes in the Environment - Second Grading Period1. Understand the resources of the earth (land, air, water)

1.1 Enumerate raw materials obtained from land, air and water1.2 Discuss processes on how raw materials become finished products

2. Hydrosphere2.1 Differentiate density currents and upward movements of nutrients2.2 Discuss the stages in river formation and its effects on the environment2.3 Cite evidences of natural pollution in bodies of water

2PSSLC R-BEC Science and Technology II

Unit II Ecosystem - First Grading Period1. Be aware of the similarities and differences of ecosystems

1.1 Differentiate natural from man-made ecosystems1.2 Identify plant and animal life in controlled (managed) and uncontrolled (unmanaged)

ecosystems2. Understand mans role in maintaining balance in nature

2.1 Analyze the different environmental issue relevant to the community2.2 Suggest ways of minimizing or preventing ecological problems

Unit IV Biodiversity - Second Grading Period1. Appreciate the existence of diverse forms of living things

1.1 Describe the distinguishing characteristics of the different groups of organisms1.2 Describe some common viruses and their effects on host cells

2. Be aware of the potential value of organisms2.1 Evaluate the economic importance of organisms2.2 Propose ways to conserve economically important organisms

Unit VII Organ Systems - Third Grading Period1. Understand the interaction of cells, tissues, organs and systems in maintaining the life

of an organism1.1 Illustrate the coordinated functions of cells, tissues, organs and systems in maintaining

the life of plants, animals and human beings1.2 Recognize the necessity of an organized system for proper growth development and

survival of the organism1.3 Assess the importance of each of the body systems in the overall functioning of the

organism2. Understand the anatomy and physiology of plants and animals

2.1 Describe the parts and functions of the different organ systems in plants2.2 State requirements of plants for growth2.3 Illustrate how materials and water are absorbed and transported in plants

Duration

Four sessions at sixty (60) minutes each

Objectives

Activity Card No. 1

Describe the immiscibility between oil and water (fresh or seawater) Measure the area covered by a teaspoonful of gasoline or used motor oil simulating an oil

spill Calculate and infer the area which can be covered by one gallon of oil if 1 gallon = 768

teaspoons Calculate and infer the possible areas covered by different oil - carrying vessels which might

accidentally spill oil over a large body of water

3Activity Card No. 2

Identify and describe the effects of an oil spill on birds eggs nesting near the seashore

Activity Card No. 3

Sketch the features of chicken feathers before and after exposing them to gasoline or usedmotor oil and a detergent

Compare and discuss the changes in a chickens feathers after exposing them to gasoline andto a detergent

Identify and infer some effects these changes could have upon a chicken or a normal bird

Activity Card No. 4

Make a poster about the hazardous effects of oil spill among living things and the environment Express ones attitude or value towards environmental concern

Procedure

Preparation

Divide the class into small groups with a maximum of five members or less. Let each group members choose their leader, performer, recorder, observer and reporter. Membership to each group should be of mixed learning abilities. Reproduce the Activity Cards for maximum participation. Materials should be pre-assigned to the group prior to the activity.

Pre-Activity

Make a 5 to 10 - minute Pre-Activity discussion regarding the activity. Check availability of materials and give clear instructions before the activity starts.

Activity Proper

Remind each group to follow strictly the time limit set. Check the paticipation of every member in a group. Be ready to extend assistance to a group

whenever needed. Encourage each member to share and discuss their answers with their groupmates.

Post Activity

Require each group to publish their answers so that other groups can react to each othersresponses.

Process and clarify students responses so that they may be properly guided.

4Teaching Hints

Discuss first with the students the topic on oil spill before undertaking the activity. The objectives in the Activity Cards may be changed so as to fit a particular lesson based

upon the suggested objectives. Observe closely the time allotment in every activity. The Handouts and Reading Materials contained in the INSET Package Adverse Effects of

Oil Spill - The Workshop may be reproduced for students use.

The teacher has the option to:

give additional objectives in a particular activity or to change some of them to jibe with thesubject matter

allow the group of students to perform the three (3) different activities at the same time theninterchange after each performance or if they finish early; or

let the group perform all the three (3) different activities consecutively emphasize the scientific aspect and human values of the activities by providing the appropriate

objective/s require each group to submit a list of negative effects of oil spill in the country let the students use live fish known as bakasi or live seashells instead of fresh eggs in the

activity if available in the locality allow students to use sea water instead of fresh water in the activity if available let the class do the Poster-Making Activity at home and finalize it the following day let each group do the enrichment activities.

Evaluation

To measure the learning skills and knowledge acquired by the students, the teacher will:

observe the students degree of participation in every activity check completion of assigned tasks within time frame given check accuracy of responses to activity questions.

Enrichment Activities

The teacher may hold a contest for the best drawing made by the group regarding the chickenfeathers to add enjoyment to the activity.

Encourage students to participate in a debate regarding the role of legislators or lawmakers topass laws and regulate the hazardous effects of oil spill in the country.

Do some newscasting contest based on the newsclippings gathered.

Resource List

1 copy of the Teachers Guide Booklet1 set of Master Copy of the Activity Cards1 set of Sample Copies of the Activity Cards

5ANSWER KEY

Activity Card No. 1 - Far and Wide

Procedure A.

1. Diameter of a circular, shallow pan in mm = Answers may vary.

2. Converted to cm = Answers may vary. (10 mm = 1 cm)

5. There is no reaction between water and oil for they are immiscible. It is because oil has properties which make it immiscible with water.

6. Condition Temperature (0C)

Tap water or seawater Answers may range from 320 C-380 C.

Tap water or seawater with gasoline Answers may range from 340 C-390 C.

9. Distance travelled by the teaspoonful of gasoline = Answers may vary.

10. A = p D 2 = 3.14 (diameter of pan) 2 = Answers may vary. 4 4

11. a.) tanker with 8,000 gallons of crude oil

= (8,000 gallons) (768 teaspoons / gal)= 6,144,000 teaspoons

Solving for the distance travelleddistance travelled = (amount of teaspoons ) (distance travelled by oil in the pan)

= answers may vary

b.) For ship transporting 300,000 gallons of gasolineConvert 300, 000 gallons of gasoline to teaspoon



= answers may vary

6c.) For supertanker carrying 83,000,000 gallons of diesel oilConvert 83,000,000 gallons of diesel oil to teaspoons

= (83,000,000 gallons) (768 teaspoons / gal)= 63,744,000,000 teaspoons


= answers may vary

4. Description / Inference

5. Liquid / Material Temperature ( 0C)

Water Answer may range from 32 C - 38 C

Gasoline /used motor oil Answer may range from 34 C - 39 C

white, dirty white, thicker, bright or light yellow in color,stronger fresh-looking




Egg Number Shell Egg Yolk

1

2

3

4

Activity Card No. 2 - Poor Eggs

o o

o o

711. Egg No./ Time Limit Shell Egg YolkBeaker No.

1 After 10 - minutes No changes observed No changes observed

2 After 10 - minutes With brown spots, slightly Begins to look pale /thinner cloudy, shows traces of

motor oil

3 After 20- minutes Weakens its structure Disintegrates, scatters

4 After 30 - minutes Becomes brittle / easily Totally disintegratesbreaks, traces of absorbedmotor oil observed

Activity Card No. 3 - The Pretty - Ugly Feathers

5. Liquid / Material Temperature (0C)

Water Answer may range from 32oC - 38oC

Gasoline/ used motor oil Answer may range from 34oC - 39oC

12. Feather No. Type of Feather Appearance

1 Unsoaked feather Texture of featherettes (strands) are far apart

2 Soaked in Water Strands of the feather stick together

3 Soaked in Oil Strands are glued together, color change notice-able from dominantly black to brownish

4 Washed Feather Strands of the feather stick together, absorbs oil

Activity Card No. 4 - POSTER IT!

Final posters produced may vary.

8References:

Developing Cooperative Skills Through Carousel Brainstorming (INSET - PROBE1999)

Grolier Multimedia Encyclopedia - 1998

Magazine Clippings about oil spill and other environmental concerns

Newspaper Articles about oil spill and other environmental concerns

The Adverse Effects of Oil Spill - The Workshop ( INSET - PROBE 2000 )

.FAR AND WIDE

Objectives

Describe the immiscibility between oil and water (fresh or seawater) Measure the area covered by a teaspoonful of gasoline or used motor oil simulating an oil

spill Calculate and infer the area which can be covered by one gallon of oil if 1 gallon = 768

teaspoons Calculate and infer the possible areas covered by different oil - carrying vessels which might

accidentally spill oil over a large body of water

Materials

circular, shallow pan; 1 teaspoon gasoline or used motor oil, thermometer, water (tap orseawater), mm-ruler, calculator

Procedure - A.

1. Measure the diameter of the circular, shallow pan using a mm - ruler andrecord it. Diameter =___________ mm

2. Convert this measurement to centimeters.Answer: _____________ cm

3. Partially fill the pan with either fresh water or sea water.4. Using the thermometer, get the temperature of the water and record it on the table provided.

5. Add one teaspoon of gasoline or used motoroil at the center of the pan with water andobserve any reaction between oil and water.Was there any reaction between oil andwater? Answer: _______________________Why? _______________________________ ___________________________________

__________________________________.

gasoline

pan

pan

Activity Card No.1Activity Card No. 1 Activity Card No.1Time Limit: 60 min

Activity Card No. 1- FAR AND WIDE(Contd.)

6. Get the temperature of the mixture and record it on the table.

Condition Temperature (0C)

Tap water or seawater

Tap water or seawater with gasoline

7. Blow air slowly on the surface of the water ordip one finger at any part of the pan except thepart with the gasoline.

8. Measure the distance travelled by the teaspoonfulof gasoline or used motor oil in the pan using the ruler.

9. Record this measurement. Distance travelled = ________________cm__

10. Using the formula A = p D 2 , compute for the area Answer: A = p D 2 4 4

covered by the teaspoonful of gasoline or used motoroil in the pan.

11. Using a calculator, infer on the following through computation:

If 1 gallon = 768 teaspoons and 1 teaspoon of gasoline can travel a distance using the value for thedistance covered by a teaspoonful of gasoline or used motor oil in Step No. 8, calculate the area thatmight be covered by an oil spill caused by:

Area Covered

- A tanker truck holding 8,000 gallons of crude oil ________________________- A ship transporting 300,000 gallons of gasoline ________________________- A supertanker carrying 83,000,000 gallons of diesel oil ________________________

Procedure - B.

1. Prepare your table of results and observations and choose your reporter.2. Compare your results with the other group through your reporter.3. Take your news articles or magazine clippings about oil spill and discuss among your members the

possible adverse effects of oil spill among marine lives, the people and the environment.

gasoline

pan

POOR EGGS!Objectives

Identify and describe the effects of an oil spill on birdseggs nesting near the seashore

Materials

4 pieces fresh eggs, 4 pieces 250-ml beaker, 4 pieces petri dish, stopwatch, used motor oil or gasoline,fresh water or sea water, magazine or newspaper clippings about oil spill

Procedure - A

1. Prepare 4 pieces of fresh eggs and label them 1, 2,3,and 4 using a pentel pen or any material whichcould not be erased when the eggs will be placed

2. Prepare also 4 pieces of 250 - ml beakers. in water, gasoline or used motor oil.Label each beaker as 1, 2, 3, and 4.

3. Place the fresh eggs separately in each beakerfollowing or matching their labels.

4. Observe the shells of the fresh eggs and inferon the condition of the eggs yolks before any Beaker Beaker Beaker Beakerliquid is placed on them. Record your 1 2 3 4observations and inferences on the table.

Egg Number Shell Egg yolk

1

2

3

4

1 2 3 4

1 2 3 4egg egg egg egg

Activity Card No.1Activity Card No. 2 Time Limit: 40 min.Time Limit: 60 min

Description / Inference

5. Record the temperature of the water and Liquid / Material Temperature (0C)used motor oil before they are to be placed Water in their respective container. Gasoline/ used motor

oil6. Place simultaneously about 200 ml of fresh

water or sea water in Beaker 1 and about200 ml of gasoline or used motor oil in

Beaker Beaker Beaker Beaker beakers 2, 3, and 4. 1 2 3 4 7. Follow these time limits for the eggs to stay

water gasoline or used motor oil in the set up.

Beaker No. Egg No. Liquid Used Length of Time / Duration

1 1 Fresh / sea water 10 minutes

2 2 Gasoline / used motor oil 10 minutes



8. When each time limit is reached, remove the eggs from their respective beakers and examinetheir shells using the hand lens. Record your observations on the table.

9. After examining the shells, carefully crack the eggs and place them individually on separate petri dish.

10. Take note of the color and condition of the egg yolk.11. Compare the 4 eggs based upon the results indicated on the table.

Egg No./ Time Limit Shell Egg YolkBeaker No.

1 After 10 - minutes




Procedure - B

1. Prepare your table of results and observations and choose your reporter.2. Compare your results with the other group through your reporter.3. Take your news articles or magazine clippings about oil spill and discuss among your members

the possible adverse effects of oil spill among marine lives, the people and the environment.

Activity Card No. 2- POOR EGGS!(Contd.)

1 2 3 4

THE PRETTY - UGLY FEATHERS

Objectives

Sketch the features of chicken feathers before and after exposing them to gasoline or usedmotor oil and a detergent

Compare and discuss the changes in a chickens feathers after exposing them to gasoline andto a detergent

Identify and infer some effects these changes could have upon a chicken or a normal bird

Materials

chicken feathers, 4 pieces 250-ml beakers, tap water or sea water, gasoline or used motor oil, handlens,1 tablespoon liquid detergent solution, stopwatch, pencil, colored pens, and pieces of bond paper

Procedure - A

1. Prepare 4 pieces of 250 - ml beakersand label them from 1 - 4.

2. Get one sample of an unsoaked chicken feather,examine it with a hand lens and sketch it on a Beaker Beaker Beaker Beakerpiece of bondpaper. Describe and write your 1 2 3 4observations about the feather below your drawing. water gasoline or used motor oil

4. Place simultaneously about 200 ml of fresh water or sea water in Beaker 1 and about 200 ml ofgasoline or used motor oil in Beakers 2, 3, and 4. Record the time this is done.

5. Place 4 pieces of chicken feathers.

Liquid / Material Temperature (0C)

Water

Gasoline/ used motor oil


Activity Card No. 3- The Pretty-Ugly Feathers(Contd.)

6. Follow these time limits for the feathers to stay in the set up:

Beaker No. Feather No. Length of Time / Duration

1 1 5 minutes 2 2 5 minutes 3 3 10 minutes 4 4 15 minutes

7. When each time limit is reached, remove the feathers from their respective beakers and examine eachof them using the handlens.

8. Make a table of observation for the drawings of the unsoaked, soaked, and washed chickensfeathers.

9. Sketch your observations on the feathers and compare them with each other.10. Clean the feathers with gasoline or used motor oil using the liquid detergent, rinse in water and dry.11. Examine the feather with the handlens and sketch them.12. Compare the sketches of unsoaked, soaked and washed feathers using the table below.

Feather No. Type of Feather

1 Unsoaked Feather

2 Soaked in Water

3 Soaked in Oil

4 Washed Feather

Procedure - B

1. Prepare your table of results and observations and choose your reporter.2. Compare your results with the other group through your reporter.3. Discuss among your members the adverse effects of oil spill among birds and marine lives, the people

and the environment.

Appearance

POSTER IT!

Objectives

Make a poster about the hazardous effects of oil spill among living things and the environment Express ones attitude or value towards environmental concern

Materials

pencil, pentel pens, coloring materials, bond paper, manila paper or cartolina

Procedure - A

1. Prepare your materials for the poster.

2. Make a sketch or layout of a poster which would depict or show ones concern about theeffects of an oil spill to the environment.

3. Work collaboratively with your group mates to come up with a unique design or idea makingyour poster presentable.

4. Choose your colors well and make an appropriate slogan to your poster.

5. Finalize your poster within the time limit.

6. Exhibit your finished output to your teacher and your classmates.


COPYRIGHT PAGE

SALVACION O. ROILESISF - Secondary ScienceMandaue City Division

CONTENTS

Description 1Target Audience 1Subject Matter / Learning Competencies 1Duration 1Objectives 1Instructions / Procedures for Use 2Teaching Hints 3Evaluation 3Enrichment Activities 3Resource List 3References 3

ANSWER KEY

Activity No. 1 - Far and Wide 4Activity No. 2 - Poor Eggs! 5Activity No. 3 - The Pretty - Ugly Feathers 6Activity No. 4 - Poster It! 7

Description

This material is in the form of Student Activity Cards. The activities included here simulate the hazardsbrought about by oil spill upon the environment . This environmental issue stimulated deep concern by highlyadvanced countries in the global community. Our country however, is still lukewarm and have not madetangible efforts to minimize or control this problem either through proper legislation or strict implementationof existing laws.

The accompanying activities in this material can help students develop their mathematical skills such asconverting one unit of measurement to another and improve their problem- solving skills. Their values andattitude with regard to the preservation of our environment will also be heightened.

Teaching strategies such as Carousel Brainstorming , Laboratory Method and the 5 Es Approach areutilized in the activities.

Teachers may refer to the INSET The Adverse Effects of Oil Spill - The Workshop on the mechanicsof the suggested strategies.

Target Audience

First and Second Year Science and Technology Students

Subject Matter / Learning Competency

PSSLC Science and Technology I -

Unit V. Naturally Occurring Changes - Second Grading Period3. - Demonstrate understanding of the hydrosphere3.3.3 - Cite evidences of natural pollution in bodies of water

Unit VII. Man Affects the Changes in the Environment - Fourth Grading Period2. - Manifest scientific thinking by which man disturbs the relationship between organizations3. - Manifest scientific thinking to restore / maintain a balanced ecosystem3.3.1 - Discuss how natural resources can be used wisely3.3.2 - Explain conservation of soil,forest, wild life, water and air

PSSLC Science and Technology II -

Unit I. Introduction - First Grading Period3. - Appreciate scientific values inherent to the study of nature and the proper use of its resources3.3.1 - Make correct ethical judgment or decision in relation to the value of respect for living things,

self-reliance and productivity in the environment3.3.2 - Apply appropriate management of environmental resources

Unit II. Ecosystem - First Grading Period2. - Understand the dynamic characteristics of an ecosystem2.2.2 - Explain how nature maintains its own balance3. - Understand mans role in maintaining balance in nature3.3.1 - Analyze the effects of:

marine destruction thermal inversion biomagnification

3.3.2 - Recognize mans role in maintaining balance in nature

Unit II. Ecosystem - Enrichment - Fourth Grading Period1. - Demonstrate concern for ecological problems1.1.1 - Appreciate the implications of human activities in relation to solving ecological problems1.1.2 - Suggest ways of minimizing or preventing ecological problems1.1.3 - Support and participate in environmental programs2. - Understand mans role in maintaining balance in nature

Unit III. Biological Diversity - Second Grading Period2. - Understand the structural and adaptive characteristics of organisms2.2.1 - Describe the different adaptive structures developed by organisms in the course of time2.2.2 - Explain the significance of structural and adaptive characteristics of organisms

Unit IV. Life Energy - Second Grading Period1. - Understand the food manufacture process of photosynthesis1.1.6 - Evaluate the importance of the interdependency of living things for important gases through

oxygen-carbon dioxide cycles

Duration

Three sessions at eighty (80) minutes each

Objectives

Activity Card No.1

To describe the immiscibility between oil and water To measure the area covered by a teaspoonful of gasoline or used motor oil simulating an

oil spill To calculate and infer the area which can be covered by one gallon of oil if 1 gallon = 768

teaspoons To calculate and infer the possible areas covered by different oil - carrying vessels which

might accidentally spill over a large body of water

Activity Card No.2

To identify and describe the effects of an oil spill on birds eggs nesting near the seashore

Activity Card No. 3

To sketch the features of chicken feathers before and after exposing them to gasoline orused motor oil and a detergent

To compare and discuss the changes in a chickens feathers after exposing them to gasolineand to a detergent

To identify and infer some effects these changes upon a chicken or a normal bird

Activity Card No. 4

To make a poster about the hazardous effects of oil spill among living things and theenvironment

Instructions / Procedures for Use

Preparations

Divide the class into small groups with a maximum of five members or less. Let each group members choose their leader, performer, recorder, observer and reporter. Membership to each group should be of mixed learning abilities. Observe closely the time allotment in every activity. Reproduce the Activity Cards for maximum participation. Materials should be pre-assigned to the group prior to the activity.

Pre-Activity

Make a 5 to 10 - minute Pre-Activity discussion regarding the activity. Check availability of materials and give clear instructions before the activity starts.

Activity Proper

Remind each group to follow strictly the time limit set. Check the paticipation of every member in a group. Be ready to extend assistance to a

group whenever needed. Encourage each member to share and discuss their answers with their groupmates.

Post Activity

Require each group to publish their answers so that other groups can react to each othersresponses.

Process and clarify students responses so that they may be properly guided.

Teaching Hints

Discuss first with the students the topic on oil spill before undertaking the activity. The objectives in the Activity cards may be changed so as to fit a particular lesson based

upon the suggested objectives. The Handouts and Reading Materials contained in the INSET Package may be reproduced

for students use.

The teacher has the option to:

give additional objectives in a particular activity or to change some of them to jibe with thesubject matter

allow the group of students to perform the three (3) different activities at the same time theninterchange after each performance or if they finish early

let the group perform all the three (3) different activities consecutively emphasize the scientific aspect and human values of the activities by providing the appro -

priate objective/s require each group to submit a list of negative effects of oil spill in the country let the students use live fish known as bakasi or live seashells instead of fresh eggs in

the activity if available in the locality allow students to use sea water instead of fresh water in the activity if available let the class do the Poster-Making Activity at home and submit it the following day.

Evaluation

To measurethe learning skills and knowledge acquired by the students, the teacher will:

observe the students degree of participation in every activity check completion of assigned tasks within time frame given check accuracy of responses to activity questions.

Enrichment Activities

The teacher may hold a contest for the best drawing made by the group regarding thechicken feathers to add enjoyment.

Encourage students to participate in a debate regarding the role of legislators or lawmakersin the country to pass laws and regulate the hazardous effects of oil spill in the country.

Resource List

1 copy of the Teachers Guide Booklet1 set of Master Copy of the Activity Cards1 set of Sample Copies of the Activity Cards

ANSWER KEY:

Activity 1 - Far and Wide

Procedure A.

1. Diameter of a circular, shallow pan in mm = Answers may vary.

2. Converted to cm = Answers may vary (10 mm = 1 cm)

5. There is no reaction between water and oil for they are immiscible. It is because oil has properties which make it immiscible with water.

6. Condition Temperature (0C)

Plain water or seawater Answers may vary.

Plain water or seawater with gasoline Answers may vary.

9. Distance travelled by the teaspoonful of gasoline = Answers may vary.

10. A = p D 2 = 3.14 (diameter of pan) 2 = Answers may vary. 4 4

11. a.) tanker with 8,000 gallons of crude oil



b.) Converting 300, 000 gallons of gasoline to teaspoon(for ship transporting 300,000 gallons of gasoline)


Solving for the distance travelled

distance travelled = (amount of teaspoons ) (distance travelled by oil in the pan)

c.) Converting 83,000,000 gallons of diesel oil to teaspoons(for supertanker carrying 83,000,000 gallons of diesel oil)

= (83,000,000 gallons) (768 teaspoons / gal)= 63,744,000,000 teaspoons

Solving for the distance travelled

distance travelled = (amount of teaspoons ) (distance travelled by oil in the pan)

Activity 2 - Poor Eggs

4. Description / Inference


1 white, dirty white, thicker, bright or light yellow in color, stronger fresh-looking




5. Liquid / Material Temperature ( 0C)

Water Answer may vary.

Gasoline /used motor oil Answer may vary.

11. Egg No./ Time Limit Shell Egg YolkBeaker No.

1 After 10 - minutes No changes observed No changes observed

2 After 10 - minutes With brown spots, slightly Begins to look pale / thinner cloudy, shows traces of

motor oil

3 After 20- minutes Weakens its structure Disintegrates, scatters

4 After 30 - minutes Became brittle / easily Totally disintegrates breaks, traces of absorbed motor oil observed

Activity 3 - The Pretty - Ugly Feathers

5. Liquid / Material Temperature (0C)

Water Answer may vary.

Gasoline/ used motor oil Answer may vary.

12. Feather No. Type of Feather Appearance

1 Unsoaked feather Texture of featherettes (strans) are far apart

2 Soaked in Water Strands of the feather stick together

3 Soaked in Oil Strands are glued together, color change notice- able from dominantly black to brownish

4 Washed Feather Strands of the feather stick together, absorbs oil

References:

The Adverse Effects of Oil Spill - The Workshop ( INSET - PROBE )Developing Cooperative Skills Through Carousel Brainstorming (INSET - PROBE)Grolier Multimedia Encyclopedia - 1998Magazine ClippingsNewspaper Articles

.Activity Card No.1

FAR AND WIDE

Objectives

To describe the immiscibility between oil and water (fresh or seawater) To measure the area covered by a teaspoonful of gasoline or used motor oil simulating an

oil spill To calculate and infer the area which can be covered by one gallon of oil if 1 gallon = 768

teaspoons To calculate and infer the possible areas covered by different oil - carrying vessels which

might accidentally spill oil over a large body of water

Materials

circular, shallow pan; 1 teaspoon gasoline or used motor oil, thermometer, water (tap or seawater),mm-ruler, calculator

Procedure - A.

1. Measure the diameter of the circular, shallow pan using a mm - ruler andrecord it. Diameter =___________ mm

2. Convert this measurement to centimeters.Answer: _____________ cm

3. Partially fill the pan with either fresh water or sea water.4. Using the thermometer, get the temperature of the water and record it on the table provided.

5. Add one teaspoon of gasoline or used motoroil at the center of the pan with water andobserve any reaction between oil and water.Was there any reaction between oil and

water? Answer: ___________________Why? _______________________________________________________________________________________________________________.

Time Limit: 40 min.

Activity No. 1- FAR AND WIDE(Contd.)

6. Get the temperature of the mixture and record it onthetable.

Condition Temperature (0C)

Plain water or seawater

Plain water or seawater with gasoline

7. Blow air slowly onthe surface of the water ordip one finger at any part of the pan except thepart with the gasoline.

8. Measure the distance traveled by the teaspoonfulof gasoline or used motor oil in the pan using the ruler.

9. Record this measurement. Distance traveled = __________________

10. Using the formula A = p D 2 , compute for the area Answer: A = p D 2 4 4

covered by the teaspoonful of gasoline or used motoroil in the pan.

11. Using a calculator, infer on the following through computation:

If 1 gallon = 768 teaspoons and 1 teaspoon of gasoline can travel a distance using the value for thedistance covered by a teaspoonful of gasoline or used motor oil in Step No. 8, calculate the area thatmight be covered by an oil spillc aused by:

Area Covered

- A tanker truck holding 8,000 gallons of crude oil ___________________________- A ship transporting 300,000 gallons of gasoline ___________________________- A supertanker carrying 83,000,000 gallonsof diesel oil ___________________________

Procedure - B.

1. Prepare your table of results and observations and choose your reporter.2. Compare your results with the other group through your reporter.3. Take your news articles or magazine clippings about oil spill and discuss among your members the

possible adverse effects of oil spill among marine lives, the people and the environment.

POOR EGGS!Objectives

To identify and describe the effects of an oil spilll on birdseggs nesting near the seashore

Materials

4 pieces fresh eggs, 4 pieces 250-ml beaker, 4 pieces petri dish, stopwatch, used motor oil or gasoline,fresh water or sea water

Procedure - A

1. Prepare 4 pieces of fresh eggs and label them 1, 2,3,and 4 using a pentel pen or any material whichcould not be erased when the eggs will be placed

2. Prepare also 4 pieces of 250 - ml beakers. in water, gasoline or used motor oil.Label each beaker as 1, 2, 3, and 4.

3. Place the fresh eggs separately in each beakerfollowing or matching their labels.

4. Observe the shells of the fresh eggs and inferon the condition of the eggs yolks before any Beaker Beaker Beaker Beakerliquid is placed on them. Record your 1 2 3 4observations and inferences on the table.

Description / Inference


1

2

3

4

31 2 4

1 2 3 4

Time Limit: 40 min.Activity Card No. 2

5. Record the temperature of the water and Liquid / Material Temperature (0C)used motor oil before they are to be placed Water in their respective container. Gasoline/ used motor

oil6. Place simultaneously about 200 ml of fresh

water or sea water in Beaker 1 and about200 ml of gasoline or used motor oil in

Beaker Beaker Beaker Beaker beakers 2, 3, and 4. 1 2 3 4 7. Follow these time limits for the eggs to stay

water gasoline or used motor oil in the set up.

Beaker No. Egg No. Liquid Used Length of Time / Duration

1 1 Fresh / sea water 10 minutes




8. When each time limit is reached, remove the eggs from their respective beakers and examinetheir shells using the handlens. Record your observations on the table.

9. After examining the shells, carefully crack the eggs and place them individually on separate petri dish.

10. Observe the condition of the eggs yolks and record them on the table.11. Compare the 4 eggs based upon the results indicated on the table.

Egg No./ Time Limit Shell Egg YolkBeaker No.





Procedure - B.



1 2 3 4

Activity No. 2- POOR EGGS!(Contd.)

THE PRETTY - UGLY FEATHERS

Objectives

To sketch the features of chicken feathers before and after exposing them to gasoline or used motor oil and a detergent To compare and discuss the changes in the chickens feathers after exposing them to gasoline and to the detergent To identify and infer some effects these changes could have upon a chicken or a normal bird.

Materials

chicken feathers, 4 pieces 250-ml beakers, fresh water or sea water, gasoline or used motor oil, hand lens,1 tablespoon liquid detergent solution, stopwatch, pencil, colored pens, and pieces of bond paper

Procedure - A

1. Prepare 4 pieces of 250 - ml beakersand label them from 1 - 4.

2. Place 4 pieces of chicken feathersseparately in each corresponding beaker. Beaker Beaker Beaker Beaker

3. Get one sample of an unsoaked chicken feather, 1 2 3 4examine it with a hand lens and sketch it on water gasoline or used motor oila piece of bondpaper. Describe and write your observations about the feather below your drawing.

4. Place simultaneously about 200 ml of fresh water or sea water in Beaker 1 and about 200 ml ofgasoline or used motor oil in Beakers 2, 3, and 4. Record the time this is done.

5. Record the temperature of the water and used motor oil before they are to be placed in theirrespective container.

Liquid / Material Temperature (0C)

Water

Gasoline/ used motor oil

Activity Card No. 3 Time Limit: 40 min

6. Follow these time limits for the feathers to stay in the set up:

Beaker No. Feather No. Length of Time / Duration

1 1 5 minutes 2 2 5 minutes 3 3 10 minutes 4 4 15 minutes

8. When each time limit is reached, remove the feathers from their respective beakers and examine eachof them using the hand lens.

4. Make a table of observation for the drawings of the unsoaked, soaked, and washed chickensfeathers.

9. Sketch your observations on the feathers and compare them with each other.10. Clean the feathers with gasoline or used motor oil using the liquid detergent, rinse in water and dry.11. Examine the feather with the handlens and sketch them.12. Compare the sketches of unsoaked, soaked and washed feathers using the table below.

Feather No. Type of Feather Appearance

1 Unsoaked feather

2 Soaked in Water

3 Soaked in Oil

4 Washed Feather

Procedure - B.



POSTER IT!

Objectives

To make a poster about the hazardous effects of oil spill among living things and the environment. To express ones attitude or value towards environmental concern.

Materials

pencil, pentel pens, coloring materials, bond paper, Manila paper or Cartolina

Procedure - A

1. Prepare your materials for the poster.

2. Make a sketch or layout of a poster which would depict or show ones concern aboutthe effectsof an oil spill to the environment.

3. Work collaboratively with your group mates to come up with a unique design or idea making yourposter presentable.

4. Choose your colors well and make an appropriate slogan to your poster.

5. Finalize your poster within the time limit.

6. Exhibit your finished output to your teacher and your classmates.

Time Limit: 40 minActivity Card No. 4

A resource produced through the support of AusAIDon behalf of the Australian Government

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