Objectives
Students must be informed about this important issue in order to understand the consequences of their actions or inaction. Through this curriculum unit, I plan to lead an investigation of the impact of plastic packaging on Urban Environmental Quality and Human Health, as previously stated. To engage my students, I will focus on plastic packages used for various foods, beverages, and cosmetics that American teenagers consume. Initially, I will introduce my students to the periodic table of elements. We will cover atomic theory and periodic trends. After a comprehensive study of subatomic particles, isotopes, half lives, radioactive decay, electron configuration, families or groups, chemical and physical properties; valence electrons, and oxidation numbers (see Appendix 1A), I will facilitate an in-depth study of nomenclature.
The students will analyze different types of chemical formulas (empirical, molecular, and structural), chemical equations, bonding types (ionic and covalent), reaction types (synthesis, decomposition, single and double replacement, oxidation-reduction, neutralization, exothermic, and endothermic), and some organic compounds (see Appendix 1B). Consequently, the students will develop the ability to recognize and identify certain chemicals in foods, beverages, and cosmetics. For a pragmatic activity, they will examine a plethora of packages and create a glossary of common additives and preservatives in foods, beverages and cosmetics (see Activity 1).
After the section on nomenclature is completed, I will organize the students into cooperative learning groups to embark on "a journey to an effective labeling system" for plastic packages. Ideally, I will form four groups of four (students) times three classes (12 groups). They will research how the organic foods certification process evolved, to serve as a precursor for their labeling system for plastics. Employing Inquiry-Based Chemistry is difficult at first because it is so different from the norm, which is driven by standardized testing. Yet, when students have freedom and responsibility, they become active participants and actually enjoy science (see Appendix 2). "Active participants take lessons above and beyond expectations (3)."
These groups will operate concurrently within the course framework. In addition to the labeling system project associated with nomenclature, the students will investigate the toxicology of specific components of plastics. This investigation will coincide with a comprehensive analysis of molar relationships that examine concepts such as molar mass, stoichiometric relationships, and molarity. It will also include a discussion of dosage as it relates to toxicity. The students will describe the health risks and environmental hazards of various components used in plastic packaging. They will also consider the current recycling methods for plastics. As a culminating research project, students will develop a recycling program for the various types of plastic packaging used for single-use plastic bottles (see Activity 2).
The underlying goal of this unit is to stimulate youth activism. In order to build the momentum of the students towards involvement in social change, I will integrate this curriculum unit into three sections of the course (atomic structure, nomenclature, and molar relationships) over a twelve to eighteen week period. During the final stage of this educational process, I will guide the students in the production of an Earth Day performance (Eco Arts and Science Project) that demonstrates the knowledge and insight gained throughout the semester (see Activity 3).
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