IOWA 4-9 SCIENCE PROJECT

TEACHER GUIDE for: Cleaning-up Oil Spills Lowell Wiele
ECOLOGY.696 Grades 7-9

CONCEPT OBJECTIVE:
The concept developed in this activity is for students to
determine how oil spills are cleaned up and the effect
spills have on the environment.

PROCESS OBJECTIVE:
The thinking skills developed in this cycle are observing,
exploring, recording, predicting, inferring, investigating,
reporting, decision-making, and valuing.

TEACHER BACKGROUND:
This learning cycle is open ended and can lead to further
study of the effects of oil on the environment. This
activity works well in an out of doors setting. If the
activity is done in the classroom newspapers should be
spread on the floor or lab tables during the activity and
during clean-up. This is a student discovery hands-on
activity, but the teacher must be willing to direct the
student at times during the activity. A large variety of
materials is necessary so the teacher will need to start
assembling them in advance. Students may also be asked to
volunteer to bring items for the activity.

MATERIALS:
Materials for each group of 4 students will include an eye
dropper, a drinking straw, small pie tins, used motor oil,
new motor oil, vegetable oil, water, cotton balls, nylon
stocking, cotton string, yarn sponge, baking soda, saw dust,
liquid detergent, kitty litter, screen wire, newspaper,
matches, and a disposal bucket.

EXPLORATION:
Each group of 4 students will be given three small tins. In
each tin a different type of oil is placed (used motor oil,
new motor oil, and vegetable oil). Students are simply
asked to observe the three types of oil and to make
observations about the characteristics of each type of oil.
The students should record their observations as well list
any questions that arise during the observation. A
continuation of the exploratory activity could involve
having the students take another small tin and adding water
to the container. They should then be asked to predict what
they think would happen if they were to add several drops of
oil to the water. After adding oil to the water with an eye
dropper they are asked to observe and record what happened
when oil was added to the water. Now that oil has been
added to the water the students should predict what they
think would happen if wind and wave action was introduced.
After the students predict the outcome of wind action the
students will blow on the oil and water through a straw to
simulate the wind. Have each student record what happened
and record if their prediction was correct. The same
procedures should now be done as the student tips the
container from side to side to simulate wave. What will
happen if a straw is used to mix the oil and water together?
After the students predict what they think will happen they
should use the straw and mix the oil and water. Record what
happened and record if their prediction was correct.

CONCEPT DEVELOPMENT:
Now that the students have discovered the characteristics of
oil, and have explored the reactions of mixing oil and
water, a whole class discussion should generate ideas about
which materials will be most effective to clean up an oil
spill. Provide each lab group with several pie tins filled
with water. Have the students use the eye dropper and place
several drops of oil into one of the pie tins. The students
may use any of the materials provided (cotton balls, nylon,
string and yarn, sponge, kitty litter, liquid detergent, saw
dust, baking soda, screen wire) and materials the students
brought from home to clean up the oil spill. Ask the
students to try burning the oil from the surface of the
water. Before experimenting the students should predict
which materials they feel will be the most effective.
Students should now determine the effectiveness of the
materials they tested and create a chart that lists their
results. A chart that lists the material tested on the
vertical side of the chart followed by a description of the
effectiveness of the material tested could be used. Allow
room on the chart for the students to list additional items
that they brought from home. After the activity it is
important for the groups to share what worked best and worst
with the other groups. During the discussion it should be
brought up that it is important to contain an oil spill
before it gets out of control. At this time have the groups
take a clean tin of water and add several drops of oil to
the water. Have them use a string in addition to items the
students think of to try to contain the oil spill. Students
will record the results of observations.

APPLICATION:
. Students set up a model ocean in an aquarium or waterproof
container. Create an oil spill and devise the best way to
contain and clean-up the oil spill.
. Investigate how living organisms are affected by an oil
spill. What effect do oil spills have on the surrounding
environment?
. Do a class simulation. A Decision at Whaleport is a
simulation where a struggling coastal tourist town debates
the proposed oil refinery to be built at Whaleport. Another
simulation would be to divide the class into Exxon vs. media
at a post spillage press conference.
. Examine the design of oil tankers. Design a "spill proof"
tanker.
. Research current methods of containing and cleaning up oil
spills.
. Investigate our dependency for oil and develop ideas for
alternative energy sources.
. Experiment and develop the best methods for removal of oil
from rocks, feathers, plants, sod, and other things that are
affected by oil spills.
. Examine what is being done to protect us from future
spills.
. Research how microscopic organisms are being used to
battle oil spills.