DOCUMENT RESUME

D -277 592 SE 047 694

AUTHOR-TITLEINSTITUTION

Hunger, Carolyn; And OthersAcid Rain Stud:, Guide.Wisconsin State Dept. of Natural Resources,Madison.

REPORT NO PUBL-IE-011PUB DATE May 86NOTE 13p.; Drawings may not reproduce clearly.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Air Pollution; Ecological Factors; *Elementary School

Science; Elementary Secondary Education;*Environmental Education; Glossaries;Interdisciplinary Approach; Natural Resources;Quality of Life; *Science Activities; Science andSociety; Science Education; *Science Instruction;*Secondary School Science; Trees; Water Pollution;Weather

IDENTIFIERS *Acid Rain; *Wisconsin

ABSTRACTAcid rain is a complex, worldwide enviromnental

problem. This study guide is intended to aid teachers of grades 4-12to help their-students understand what acid rain is, why it is aproblem, and what possible solutions exist. The document containsspecific sections on: (1) the various terms used in conjunction withacid rain (such as acid deposition, wet deposition, and drydeposition); (2) how acid in rain is measured and what is defined tobe acid rain by the Wisconsin Department of Natural Resources; (3)the source of acid rain; (4) why many people are concerned about acidrain (including discussions of acidic damage to lakes, forests,buildings, and human health); and (5) some possible solutions to thepioblem. Five learning activities are outlined. Each activityincludes a grade level reference, a goal statement, a list ofmaterials needed, background information, a suggested procedure forthe activity, possible discussion questions, and ideas for extendingthe activity. A glossary of terms is included, along with a list ofresources such as books, curriculum materials, audiovisual materials,and agencies and organizations in Wisconsin, the United States, andCanada that are involved in educating the people about acid rain.(TW)

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"PERMI3SION TO REPRODUCE THIS'IV MATE L HAS BEEN GRANTED BY

LA17-4

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."._ .

Acid Rain Study. Guide

I.U.S. DEPARTMENT OF EDUCATION

Office of Eovcaticnal Research end Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

%.*,:lcis document has been reproduced aseived from the person or organization

originating it.Minor changes have been made to improvereproduction quality.

Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI Posifion or policy.

IntroductionAcid rain is a complex, worldwide

etwironmental problem. This studygWde is intended to help you andyour students understand what acidrain is, why it is a problem and whatpossible solutions ex;st. You areencouraged to use the informationand activities in this guide with yourstudents in all disciplines socialstudies, language arts, science,mathematics and art.

To augment this guide, we suggestthat you obtain The Acid Test, aWisconsin Department of NaturalResources free publication (seeResources). You may also want toconsult other publications andorganizations listed in Resources andcheck newspapers and magazines forcurrent articles that address acid rainissues. Many excellent acid raincurriculum materials exist and weencourage you to send for and usethem (see Resource Lists, CurriculumMaterials, Audio-Visual Materials).

Consider talking with your studentsbefore beginning your lessons aboutacid rain to learn what they alreadyknr_..w and think about it. This

rsknowledge can assist you in helpingO the students connect new concepts

with what they already know. As4*.l. well, it will help you assess how theirr knowledge changes as a result of your

lessons.

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PUBL-1E-011 86May 1986

Most of the activities in this guidehave been designed for use in grades4-12. With modifications, however,they should be useful to teachers ofother grade levels. We encourage youto tailor the activities to meet yourstudents' needs. You are welcome torevise and/or reproduce any part ofthis guide for distribution to studentsand other educators.

NOTE: Words that appear in italicsare defined in the glossary.

Falling From The Sky...

A cool spring shower splashes offyour jacket and soaks into the groundas you dash for home. The rain feelsfresh, and you know that it's goodfor the lawn, farmers' fields and thewoods where you like to walk. Or isit? Rain falling in Wisconsin andmany other places in the world isunnaturally acidic, and many of usare becoming concerned about itsimpact on our environment and us.

What Is Acid Rain?The air in our atmosphere the

air that we breathe contains manyforms of pollution produced bypeople. One form of air pollution is

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acid rain. "Acid rain" is the termcommonly used to describe thosepollutants included under thebroader, technical term "aciddeposition." Acid deposition occurswhen acid molecules fall from theatmosphere onto land, water andphysical objects. Acid rain and otherforms of acid precipitation (snow,sleet, hail, fog, dew) are called wetdeposition. But there also is drydeposition, when acid molecules fallfrom the atmosphere as gases orattached to particles of soot and dust.In this guide, the term "acid rain" isused to refer collectively to wet anddry deposition.

"Acid" Rain: What DoesIt Mean?

The acidity of a liquid isdetermined by its concentration ofhydrogen ions (H+). Thisconcentration is described using a pHscale (Figure 1). The scale rangesfrom 0.0 (most acidic, highest H+concentration) to 14.0 (most basic,lowest H+ concentration). A solutionwith a pH of 7.0 is neutral. The pHscale is a negative logarithmic scale in

1

1

pH

BASICLye 13.8

3Lime (calcium) 12.4

2

1Ammonia 11.3

0

9Sea water 8.3

8

7- (.0NEUTRAL --Distilled waterMilk 6.5

6-Pure- rainwater 5.6

5Tomatoes 4.2

4

3

_

Vinegar 3.0

2Lemon juice 2.2

1

n Battery acid 0.3

ACIDIC

Figure 1. pH scale.

PREVAILINGWINDS c7,1::,udr.-SO2

Emissions

/1-NitrogenOinde

Emissions

NOx

sbie DI This means that a solution :with a pH of 4.0 is ten times Moreacidic than a solution with a pH of5.0, and one hundred times moreacidic than a solution with a pH of6.0. Normal precipitation(precipitation from clean air) isslightly acidic because carbon dioxidethat occurs naturally in the air mixeswith water to form a mild solution ofcarbonic acid. Normal precipitationhas a pH of about 5.6. TheWisconsin Department of NaturalResources has defined acid rain ashaving a pH of 5.0 or less. Rain inWisconsin currently has a pH ofbetween 4.4 and 4.8.

Where Does Acid kainCome From?

Acid rain forms when sulfur oxides(SO) and nitrogen oXides (NOx) inthe atmosphere combine with waterto make sulfuric acid (H2SO4) andnitric acid (HNO3). The sources ofSOx and NOx in the atmosphere areboth natural (volcanoes, geothermalactivity, sea spray, bacteria) andhuman-made. The major sources,however, are human-made, primarilyfrom the burning of fossil fuels.Sulfur dioxide (SOD and NOx areproduced when coal and oil areburned by electric power generating

Emissions mix with oxygen, sunlight,ozone, and water sulfuric and nitric acidsare formed.

Acid Snowafk

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Adapteitrom: Acid Rain in M nnesota. 1984.Minnesota Dept. Of Education. St. Paul. MN.

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Spring Runoff

Figure 2. Through a complex chemical process, some emissions of sulfur dioxide andnitrogen oxides are converted into sulfuric and nitric acids, which fall to earth in rain orsnow. During the winter, acids accumulate in snow; when the snow melts in the spring,the runoff has a concentrated acidity which can reduce the alkalinity of some lakes andstreams.

2 3

plants, paper Mills' and'other -

industries, and by all of us when we'heat our homes and businesses.Another major source of NOx isexhaust emissions from our cars,trucks, airplanes, snowmobiles andother vehicles. Thus, what we all docontributes directly to causing acidrain (Figure 2).

Since air pollution is carriee by thewind, it may affect people and placesa long distance from its source. Infact, to avoid local pollution,industries often construct jail stacksthat release emissions high into theatmosphere, where the wind carriesthem away. But where is "away?"Where do these emissions end up?Often they are carried in theatmosphere across state and nationalboundaries, where they eventually fallon our neighbors. Likewise, someacid rain falling in Wisconsin has itsorigin in other states. Thus, acid rainis a local, regional, national andinternational problem.

Why The Concern About

There is increasing concern thatacid rain is causing serious,irreversible changes in ourenvironment. Much research aboutthe impacts of acid rain hasconcentrated on aquatic ecosystems,and evidence shows that the effectsare detrimental. For example, withinthe past several decades, more than200 lakes in the AdirondackMountains of New York have becometoo acidic to support fish life. Somescientists believe that acid rain alsoadversely affects terrestrialecosystems. As well, air pollutants,including acid rain, erode paint,metals and building materials,resulting in great economic costs.

Since the impacts of acid rain onour environment are complex anddevelop slowly, they are difficult tostudy. Scientists are continuing toinvestigate how ecosystems andindividual organisms respond to acid

BEST CM AVAILABLE

input. Each system may 'responddifferently, depending on its naturalresistance to pH changes.

An ecosystem's ability to resistchange in pH is called its bufferingcapacity. For example, when acid rainsoaks into the ground, dissolvedcarbonates in the soil may neutralizethe acid and maintain the soil's pH.Tho cr.l.ncentration of dissolvedcarbonates is the alkalinity of thesoil. Calcareous rock like limestone isvery alkaline, buffering acid morereadily than does noncalcareous rocksuch as granite.

The buffering materials in soil caninfluence the chemistry of, forinstance, an adjacent lake. Lakesreceiving most of their water fromgroundwater and surface inflow aregenerally less sensitive to acid rainbecause the water can be buffered asit flows through or over the soil.Lakes that receive most of their water

. directly from precipitation are morelikely to become acidic because theyreceive unbuffered acid water (Figure3). The drainage systems and waterchemistry of about 3,500 ofWisconsin's 15,000 lakes make themsensitive to damage from acid rain(Figure 4).

Lakes

In lakes that have little bufferingcapacity, acid rain may change thepH enough to kill sensitive plants and

-animals (Figure 5). Some animalsmay survive in water with a lowerthan normal pH, but theirreproductive organs may not developproperly, egg production maydecrease and/or eggs may notsurvive. Lowered pH also increasesthe solubility of toxic metals, such asaluminum and mercury. Thus, acidrain makes it easier for toxic metalsto be leached from the soil intonearby streams and lakes. High levelsof aluminum can damage the gills offish and other aquatic animals.Increased mercury in fish mightadversely affect them and fish-eatinganimals like otters, minks, eagles,ospreys and loons.

Forests

clay deposit layerpreventing seepage poorly

bufferedlake11 'as

410 : '.41111111111.r.wellbuffered . 0

lake -"' gr oundwater table

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t, . .d, . o . .

*. : . *: zone of saturation . *, .

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. glacial till ' .

Figure 3. A lake's capacity to buffer, or. . .

neutralize, acld rain is highly individualizedand depends upon many factors. As anexample, here is a crosssection of two lakesIn a moraine, a landform resulting fromglacial activity. The lake on the left is well-buffered because it has contact with thelocal groundwater system, which containschemicals that neutralize acid rain. Incontrast, the lake on the right has nogroundwater contact, causing it to be morepoorly-buffered.Adapted from: Acid Raln In MInnosota. 1984.Minnesota Dept. of Education, St. Paul, MN.

Some scientists believe that acidrain is damaging terrestrial organismsand ecosystems. They are str,74.yingacidity's effects on natural andagricultural systems investigatingsoil chemistry, nutrient availabilityand uptake by plants, photosynthesisand growth rates, seed germination,soil microbiology and many otherbiological processes. Researchers arealso considering the combined andlong-term effects of pollutants on ourenvironment. Combinations ofpollutants such as acid rain andozone may be more damaging thaneither pollutant alone.

Trees ale dying in Central Europeand the Appalachian Mountains ofthe United States and many scientistsbelieve that air pollution is a primarycause of mortality. For example,pollutants could cause physiologicalchanges in trees that result in theirbeing more susceptible to infection bydiseases or to damage from freezing(Figure 6). But scientists do not knowspecifically what role acid rain mightbe playing in this air pollutionproblem.

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pH of rain

Figure 4. Estimated numbei of lakesextremely sensitive to acid rain.

Figure 5.Some species of fish are better ableto cope with increased acidity thanothers. To study this variation Dr.Harold Harvey of the University ofTorcnto collected fish from anumber of lakes in the LaClocheMountain region of Ontario. Theselakes received heavy acid loadingsand those lacking a good bufferingcapacity have suffered heavy fishlosses. In the graph the solid linesrepresent fish populations stillunaffected by the acidification oftheir lakes. The broken linesindicate acid levels have had someadverse effect on the populationsuch as the failure to reproduce or achange in growth rates. The endpoint marks the lowest pH the fishcan survive. Beyond this point liesextinction.Frran: The Acid Rain Primer. 1982. PollutionPobe, Toronto. Ont.

pH 4.5 5.0 5.5 6.0 6.5 7.0

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SpeciesYellow Perch

7,126,0 PumpkinseedRock BassNorthern Pike

'White SuckerLake Herring

'Lake Whitefish

T_Trtrno.uuttl; Vass:

Lake Chub

.......

Lake TroutGolden Shiner

--- MudminnowJohnny Darter

... .-- Rainbow Trout

WalleyeBrook SticklebackCommon ShinerLogperch

"='; Brook Trout.

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When acid rain falls on buildingsthe acid can dissolve the buiidingmaterials. Carbonate-rich materialslike marble are especially susceptible,and many buildings around the worldhave been and continue to bedamaged. The Acropolis in Greece,the Coliseum in Italy, and the UnitedStates Capitol in Washington, DC, aswell as buildings, statues andgravestones in Wisconsin, are

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EliA7LIONS

EARLY LEAF FALL

GROWTH DISTURBED

INCREASEDSUSCEPTIBILITYTO FROSTAND PESTS

INCREASEDEVAPORATION

WATER OEFICIT

NUTRIENT DEFICIENCY

ERSTURBANCE OFDISTURBANCE OFNUTRIENT UPTAKE WATER MAKE

DAMAGE TO

SOIL ORGANDIASEFFECTS ON\ TOXIC METAI:

/J.- IONS RELEASED

SOIL ACIDIFiCATION

LEACHING OF NUTRIENTS

Figure 6. Some current concepts of forestdamage caused by air pollution.

Adspted from: Proc. U.S. Canadian Conf. on FOrestResponses to Acidic Deposition. 1984.Univ. of Maine, Orono, ME.

Figure 7. THE GEOGRAPHY OF POLLUTION

linking al tinr 31ssoarn sum and ItoOno-in of Columbia by 1990 minions

SOg and NO0

13 indicates anking of SOg irmissigns:

0 Inglimus ranking of NO. emission..

Locations of tha 60 logen unnonMAndSOg ammo" 11979 twin); an erninnars uttlitiet.

(Ian by Deborah Canna

The 3I-state arm In the map is the focus of regulatory attention.It accounts for the vast majority of total SO, emissions In thecountry and a large share of NO. emissions as well. The mainsources are coal-fired power plants (which emit 74% of the SO, Inthe area), while In the West and Canada, automobiles and smel-ters contribute a larger share to ovemll entissiom. If Ontario weteincluded In the above state ranidnp for SO,, It would be number15. From: Conservation Foundation Letter. Dee.1982.

The Conservation Foundation, Washington, D.C.

deteriorating due to the effects of airpollution. In the Northeastern U.S.alone, this damage is an estimated $5billion annually.

What About People?There is concern about how acid

rain affects our health, but little isknown. However, we are a part ofour ecosystem, dependent for ourhealth and survival on the health ofour environment. If we pollute it anddisrupt ecological processes, we areharming ourselves.

Acid RainWhat Can BeDone?

Air pollution, like the wind thatcarries it, is not confined by politicalboundaries (Figure 7). Solving theacid rain problem will involvecooperative action amonggovernments at all levels. Wisconsinis taking action to curb acid rain,recognizing that our citizens andmany of our major industries dependon a healthy environment. Tourism,fishing, forestry, agriculture andrecreation all are critical toWisconsin's economy and could beaffected adversely if acid rain goesunchecked.

In 1979, the Wisconsin Departmentof Natural Resources began anintensive acid rain research effort.This research includes measuring thepH of acid rain in the state, trackingweather patterns to determine acidrain's origin and determining whateffects acid rain is having onWisconsin ecosystems. Wisconsinlegislators passed a "cap law" (SB398 Act 414) in 1983 that placedlimits on SOx emissions at the fivelargest electric utilities in the state.The legislature also passed a bill (SB354 Act 413) that instructed theDepartment of Natural Resources tostudy the economics of reducing SOxemissions within the state. Wisconsinlegislative actiVities in 1985 focusedon ways to ensure that the pH of rainfalling in Wisconsin did not go below4.7. Scientists believe that rain mustbe at or above a pH of 4.7 to preventWisconsin's most sensitive lakes frombecoming acidic.

Wisconsin must comply with thenational Clean Air Act (Public Law88-206). While the Act sets air qualitystandards for the nation, it does notset specific standards about acid rain.

The Wisconsin government supportsstrengthening the Clean Air Act toinclude requirements for reducingacid-forming emissions nationwide.

Nationally, legislators arerecommending more research andmodification of the Clean Air Act tcmake it effective in controllingpollutants. Legislators are challengedwith deciding just how muchreduction of emissions is needed, howto ?Mance these reductions and howto avoid hurting state economies.

Internationally, acid rain problemsare increasing. Canada receives about50% of its acid rain from the UnitedStates, while about 15% of theUnited States' acid rain comes fromCanada. The two countries enteredinto diplomatic negotiations in 1978to address the problem oftransboundary airborne pollution, butas of early 1986, no agreement hadbeen signed. The CanadianParliament has passed acid raincontrol bills and Canadianenvironmental groups have launchedlobbying campaigns to encouragesimilar legislation in the UnitedStases. The United States, however,continues to lag behind Canada incontrolling emissions.

What Can We Do?In addition to writing to our

legislators to support state andnational legislation that placescontrols on emissions, each of us canthink about our daily activities andways we can reduce pollution. See thesection, "More Activity Ideas,"which suggests how each of us canreduce our use of energy that isproduced by the burning of fossilfuels the major source ofpollutants that cause acid rain anddeteriorate our environment.

ConclusionThat cool spring shower that

splashes off your jacket may containmore than just beneficial fresh water.Acid rain threatens our environment.Because of the complex, long-termeffects of acid rain we needcooperative, long-range action toreduce acid forming emissions, actioninvolving each of us. While protectingour environment will involveeconomic cost and possible changes inlifestyle, the benefits of maintaining ahealthy environment are priceless andworth the effort.

4

Glossary:Acid deposition: The transfer of

acidic compounds from theatmosphere to the earth's surface.

Acid rain: A popular term used todescribe precipitation with a pH ofless than 5.0. In this guide, "acidrain" is used to refer collectively towet and dry acid deposition.

Alkalinity: A measurement of'dissolved carbonates in water. Thesedissolved carbonates (CaCO3 orMgCO3) act to neutralize acids.

Basic: Refers to a substance with apH greater than 7. Often neutralizesacid.

Buffering capacity: The ability ofsoil or bodies of water to rcsistchange in pH by neutralizing addedacids or bases.

Calcareous soil: Soil with highconcentrations of calcium andmagnesium carbonate (CaCO3 andMgCO3) that resists changes in pH.

Dry deposition: Acid moleculesthat fall from the atmosphere to earthalone or attached to dust, soot orother fine particles.

ActivitiesActivity #1: Acids Unveiled

Grade Level: 4-12

Ecosystem: A natural communityof Etay size with interacting biological(living) and physical (non-living)parts.

Fossil fuels: Hydrocarbon fuels,such as gas, nil and coai, derivedfrom living matter of a previousgeologic time.

Granite: Hard igneous rockcomposed mainly of quartz, with lowpermeability to water and lowche2nical ability to neutralize acid.

Limestone: Sedimentary rockcomposed of calcium or magnesiumcnrho:''te (CaCO3, MgCO3), that has

ility to neutralize acid.

.ogen oxides (NOx):Compounds composed of nitrogenand oxygen. Some of these areconverted into acids in theatmosphere (e.g. nitric acid, HNO3)which are a main component of acidrain.

Normal precipitation: Precipitationwith a pH near 5.6. It is naturallyslightly acidic because carbon dioxidein ihe air combines with water toform a weak carbonic acid solution.

fielikagRaihiPS% ,,:tiMg13E

Goal: To determine the acidity offamiliar liquids and drawcomparisons between the acidity ofthese liquids and acid rain.

Materials:O full-range litmus paper (available

at biological supply companies andsome drug and pet stores)

clean glass containers (small

beakers, petri dishes, baby food jars)o solutions to test (tap water,

distilled water, rain water, soft drink,coffee, tea, lemonade, liquid antacid,other liquids you would like to test)

tape and marker for labelsO notebook for each group

Background: See section in thisstudy guide called " 'Acid' Rain:

pH: A measure of the hydrogen ion(H+) concentration in a solution.The pH is the numerical scalecommonly used to describe acidityand alkalinity. The pH scale rangesfrom 0 to 14 pH 1 is very acidic(battery acid), pH 7 is neutral, andpH 13 is very alkaline (lye).Abbreviation for "potential ofHydrogen."

Sulfur oxides (S0x): Compoundscomposed of sulfur and oxygen.Some of these oxides are convertedinto acids in the atmosphere (e.g.sulfuric acid, H2504) which are amain component of acid rain.

Tall stacks: Arbitrarily defined assmokestacks over 180 meters tall.Many stacks over 300 meters tall weretuilt to reduce sulfur and nitrogenoxides near their emission sources.When oxides are injected higher intothe atmosphere, air currents dispersethem.

Terrestrial: Living on land.

Wet deposition: Precipitation (rain,snow, sleet, hail, fog, dew) thatcontains dissolved sulfuric and nitricacids.

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What Does It Mean?"

Procedure: Divide the class intosmall groups. Give to each group oneglass container for each solution to betested. Students should:

1. Label each container with thename of the solution that will beplaced in it.

2. Draw the following data sheet intheir notebook:

solution predicted pH actual pH acidic/neutral/basic?

1

2

3etc.

5

3. Place.enough of the appropriatesolution in each container to coverthe bottom (about 1/2 inch).

4. Predict the pH of each solutionand record it.

5. Test the pH of each solution bydipping the full-range litmus paper inthe solution. Record results.

Questions:1. Which solution is most acidic?

Which is neutral? Which is mostbasic?

2. Which solution has the lowestpH? Which has the highest pH?

3. Which solution has the highestconcentration of H +? Which has thelowest concentration of H+?

4. What was the pH of tap water?What might determine the pH of tapwater in your area?

Going Beyond:1. Have students draw a pH scale

and write the name or draw a pictureof each soltstion they tested next to itscorresponding pH on the scale. (SeeFigure 1 for sample pH scale.)

2. Collect rain or snow samples inclean glass containers, at schooland/or at home. Note where sampleswere collected runoff from roofsor trees may have an altered pH.Record the data suggested in thesample data sheet below.

Ccnect samples over a period ofthree weeks to several months.Compare the pH of samples collectedat different locations during the samestorm, or of samples collected atdifferent times at the same location.Do the pH's differ at all? What are

possible explanations for similaritiesor differences? For example, howmight the path of a storm affect thepH of its precipitation? Checkweather reports and maps to trackwhere the storm came from.Remember, normal rain has a pH of5.6.

3. Take a field trip to collect watersamples from nearby streams, lakes,bogs, or ponds. Be sure to label thesamples. If possible, collect severalsamples from each location so youcan get an average pH reading:Compare the pH's of the samples andrecord them on a data sheet. Whatmight the pH tell you about whataquatic organisms can live in thewater from which you got thesamples?

sample date collected location type of precipitation pH

3

4

6

7.

8

9

10

1 11

6 7

'Activity #2: Spinning,a Web w.t.r.-=X-MELMTMgrrarELIEra?nMZILLTTBZEEEPGIZMPMEIMitil'd9MZETFSFtZrMi

Grade Level: 1-6

Goal: To simulate an aquatic foodweb and how acid rain mightinfluence it. To help studentsunderstand the interdependence oforganisms in an ecosystem.

Materials:a ball of stringindex cards with string attached

for students to hang around theirnecks (one/student)

marker

Background: An ecosystem is acommunity of interrelated physicaland biological components. Physicalcomponents are sun, water, air,space, chemicals, etc. Biologicalcomponents are the plants andanimals that live in the ecosystem. Allcomponents interact with each other,and if one changes (for example, alake's water chemistry changes) theothers may be affected. Figure 8 is arepresentation of a food web in anaquatic ecosystem. It shows theprimary producers (plants), primaryconsumers (animals that eat plants)and secondary consumers (animalsthat eat other animals). Imagine thepossible effects of acidic input intothis aquatic ecosystem. For example,if increased acidity prevents tadpolesand fish from surviving, how will thisinfluence the heron or otter that eatsthem?

In this activity, students willbecome plants, animals, or othercomponents of the aquatic ecosystem

Figure 8. Aquatic food web.

(e.g. air, water, sun, soil) and willdevelop a food web of their own.Encourage student creativity, butsuggest that the organisms andrelationships that they select beecologically realistic. Key conceptsthat can be introduced arA discussedin this activity includeinterdependence, predator-preyrelationships, food chains, food websand energy flow through anecosystem.

Aquatic ecology resources are listedin the Resources section.

Procedure:1. Pretend that an area on the

ground is a pond or lake. Havestudents select the plant, animal orother component of the environmentwhose role they would like to play inthe web, write the name on an indexcard and place the card around theirnecks. One student should play therole of acid rain and should wait untilthe web is developed before he or sheenters.

2. Have a plant hold the string andstand in the lake near its edge.

3. Ask an insect that eats plants totake the ball of string and unwind itwhile going to stand on the oppositeside of the lake. The string connectsthe insect to the plant it eats.

4. With the string, connect theinsect to another plant, or to ananimal that eats it, or to a physicalcomponent that it needs. Continue tobuild a web by connecting eachstudent to two things that it needs or

that need it.5. Once the web is constructed, ask

the students to keep their eyes clo:,ed.Now have the student who is acidrain take hold of one of the studentsin the web. This organism is now"harmed" and should tug on thestring to indicate that the web hasbeen affected. Whoever feels a tugshould also tug on the string. Theresult will be that all students will betugging the string, representing thatwhen one type of organism in thefood wg..1) :s affected by acid rain allorgoo:sii are affected. Have thestudenkt open their eyes so that theycan see that all elements of the webare tugging on the string and areinterrelated. Discuss theseconnections.

Questions:1. What might happen to a food

web if even one species of plant oranimal is affected by acid rain?

2. Do you think people areaffected when acid rain causes changein the chemistry of a lake? How arewe influenced?

Going Beyond:1. Have the students make a large

poster of the food web that theymade in class or reconstruct the webon a bulletin board by tacking up theindex cards used in the activity andconnecting them with brightly coloredstring or yarn. Include acid rain andits possible sources and effects.Discuss the posters or display.

Activity #3: Acids in Your Hometown r'

Grade Level: 5-12

Goal: To encourage students toconsider the effects of acid rain intheir own community.

Materials:text section of this study guide

8 Tne Acid Test, a DNRpublication (see Resources)

information gathered by students

Background: Acid rain is pervasiveand its effects may influence each ofus, since we are part of ourenvironment. This activity is designed.to help students find out what effectsacid rain may have on their localnatural and human-madeenvironments, and how these effectsmay be perceived by people in theircommunity.

f140117102 .

Procedure:1. Have your students find and

read articles from the newspaper thataddress the topics of airbornepollutants and acid rain. Asbackground information, have themread the text section of this studyguide and articles in The Acid Test.

2. Discuss the subject of acid rainwhat it is, how it forms, what its

sources are, what effects it has on ourenvironment, why it is a problem andwhat each of us can do to help solvethe problem. Focus on the effects ofacid rain on your immediatecommunity: How might it influence afarmer's crops? What affect might ithave on local buildings, statues orgravestones? How might it affect the

psiore

Activity #4: A Burning Issue

Grade Level: 4-12

Goal: To have students share theirknowledge with other students andadults. To encourage team work andcreativity.

Materials:. art and writing materials

reference materials (seeResources)

Background: Acid rain is a topicthat many people have heard about.However, their understanding of acidrain issues may be limited. Thisactivity provides students with theopportunity to inform others bysharing what they have learned aboutacid rain.

Procedure: Discuss with yourstudents possible strategies fordisseminating information about acid

rain and assist them in organizing andenacting their selected strategy. Forexample, help them organin into aproduction staff for a newsletter byhaving them divide into teams to doresearch, writing, artwork, layout, orother jobs. They also could writearticles, poems, songs, essays andeditorials, make posters, drawcartoons and illustrations and createpuzzles and activities all designed toincrease public understanding of acidrain. Help them display or distributetheir final product.

Going Beyond:1. Send the students' product to

congressional representatives andother government officials to let themknow their constituents' views.

2. Have students contribute articlesand cartoons to the school newspaper

41. Tril=0

fish in nearby lakes or streams? Is thewater we drink influenced by acidrain?

Going Beyond:1. Have students interview or poll

local adults, including their parents,for opinions about whether acid rainis a detriment or benefit to the -

community, or whether it is a concernat all. Discuss the interview results inclass, making sure that the studentsunderstand that even if acid rain isnot perceived to be a problem, thisdoes not mean that the problem doesnot exist. If the students want tolearn just how acidic the rain, snow,lakes, or streams are in theircommunity, they could conduct theirown study. Use "Activity #1: GoingBeyond" as a guide for conductingthis study.

2. Have the class poll students andteachers to determine the degree ofacid rain awareness in the school.

3. Have the students interviewscientists, environmental qualityexperts, environmental activists,legislators and other professionalpeople in their community who areknowledgeable about acid rain andcompare and discuss responses.

VI= CiMit0.004010M110W-

or other organizations' newsletters iftime does not permit them to writetheir own newsletter.

Activity #5: Acid Policies

Grade Level: 7-12

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Goal: To help students gain anunderstanding of the legislativeprocess and existing air pollution andacid rain policy.

Materials:this study guideyour local libraryThe Acid Test, a DNR

publication (see Resources)writing materials for each

student

Background: Ever since acid rainwas recognized as an environmentalproblem, the public and legislatorshave sought ways io control theemissions that cause it. While

addressing the problem throughelected legislators is desirable, it alsois diffiCult. For example, a state maypass effective emission control laws,et still receive acid rain from a

neighboring state that has weakeremission control laws. Legislators areforced to address the problems ofwhat standards to set for controllingemissions, financing the costs ofemissions control and establishingenforcement strategies.

Procedure:1. Have your students investigate

existing legislation about acid rainand airborne pollutants (e.g.Wisconsin sulfur cap law; nationalClean Air Act; the report: A Courseof Action to Reduce Acid Rain inWisconsin). Provide time in class forstudcnts to present their findings.Discuss the legislation with thesequestions in mind: What is thelegislation's goal? How successful hasthe legislation been in accomplishingits goal? What do the students thinkthe laws should do? Who is affected

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by the legislation and how are theyaffected? What are the costs andbenefits of the legislation,economically and ecologically? Whopays the price for the changes thatthe laws create?

2. After they have reviewed theexisting legislation, have studentswrite their own bills and present themto the class for a vote. Hold adiscussion of the relative merits of theproposed bills, and allow students toamend them until they can be passedby a majority.

Going Beyond: Have the class sendthe bills that they have proposed totheir state and federal representativesand legislators as suggestions forpossible legislation. Discuss thereplies received from theseindividuals.

More Activity Ideas! rimm-i7....7,41A,Togymirmorm=limmalquorrezz-mearmusayammvarnmatziazawtaLum

Here are more activities you cando:

Have students put together abulletin board that presentsinformation, newspaper articles,illustrations, research reports, etc.about acid rain.

Investigate the history of acidrain: causes, recognition as aproblem, research, legislation andenvironmental impacts.

Research the technologies thatare available to industries forcontrolling emissions.

Visit a local electric powergenerating plant, paper plant, orother industry. Discuss air pollutiontechnologies, what controls the plantis using and what the plant's views,policies and concerns are aboutemissions controls.

Investigate what controls helpreduce emissions in cars, trucks andother vehicles. What legislation existsthat addresses automobile emissions?How would emissions controls affect:

.the economics of the automobileindustry; the cost of a car; theenvironment?

Collect acid rain and airpollution cartoons from newspapersand magazines and display anddiscuss them.

Have students use the wordslisted in the glossary of The Acid Testto design an acid rain crosswordpuzzle or word search puzzle.

Have your students correspondwith students in other states orcountries about acid rain. Developan exchange of information andviewpoints.

Have students assume the rolesof different people concerned aboutacid deposition (industryrepresentative, forester, farmer,

environmentalist, pollution scientist,citizen), research their person'sviewpoint and debate the issue of acidrain.

Contact local natural resourcespecialists to find out what impact, ifany; acid deposition is having onlakes, forests, groundwater, etc. inyour area.

Ask your students to imaginethat they are scientists. Have themdesign a research project thatinvestigates some aspect of acid rain.Discuss the research question,research design and possible answers.Have a local scientist review theproposed research and comment onit.

Investigate acid rain researchbeing conducted in Wisconsin todiscover if research is underway inyour area. Take a field trip to aresearch site.

Have students investigate localand regional weather patterns todetermine the origin of your area'sweather. Investigate whether yourarea is receiving acid formingemissions and where they might beoriginating.

!.1 9 to

Contact the natural resourcemanagement and/or environmentalprotection agencies of Canada orstates adjacent to Wisconsin.Research and report on acid rainresearch, issues and laws. Are theissues similar to or different fromWisconsin's? Do they affectWisconsin? How?

Explore the subject of bufferingcapacity. Relate classroom activitieswith what occurs in the environment.Obtain copies of geologic maps thatshow Wisconsin rock types fromWisconsin Geologic and NaturalHistory Survey, 3817 Mineral PointRd., Madison, WI 53706,608-263-7389. What regions of thestate have rock types that will or willnot buffer acid input? What does thebuffering capacity indicate about thesusceptibility of lakes in differentparts of the state to acid input?

Take a field trip to a cemetery.Look for signs of weathering on thegravestones. What can you say aboutrates of weathering of different typesof rock? Be sure to take the dates ofthe gravestones into considerationwhen comparing weathering.

View some of the fine films andTV special programs on acid rain (seeAudio-Visual Materials).

Have students investigate otherforms of air pollution (e.g. ozone,wood smoke, toxic gases, dust) andtheir effects on our environment.

Think of ways that you canchange your daily activities to reduceyour use of energy. List them. Forexample:

El Instead of driving to schoolor to the store, walk, bicycle, or takethe bus.

El Try to car-pool when youhave to use a car.

El Consider driving a small car.It will burn less gas than a big car,and will still get you to the sameplace!

El Investigate alternate, less-polluting energy sources for heatingyour school or home, like natural gasor solar energy.

El Turn off electric lights orappliances in your school or housewhen nobody is using them.

El Recycle recyclable materials(glass, aluminum, newspaper).

El Substitute recreationalactivities that use gas and oil withthose that don't. Go wind-surfinginstead of water skiing; try cross-country skiing instead ofsnowmobiling; tour the state bybicycle instead of by car. An addedbeaefit is that these forms ofrecreation improve your health!

El DO some of the things yousuggested!

Man

Is acid rain affecting you?

RESOURCES7

Resource Lists

Acid Precipitation: An AnnotatedBibliography. 1984. U.S. GeologicalSurvey, Distribution Branch, TextProducts Section, 604 S. Pickett St.,Alexandria, VA 22304.

Acid Rain Resources Directory.1985. The Acid Rain FoundationInc., 1630 Blackhawk Hills, St. Paul,MN 55122.

A Bibliography: The Long-RangeTransport of Air Pollutants andAcidic Precipitation. 1980.Environment Canada, InformationDirectorate, Les Terrasses de laChaudiare, 10 Wellington St.,Ottawa, Ontario K1 A 0H3 , Canada.

General Acid Rain References

Acid Deposition: AtmosphericProcesses in Eastern North America,A Review of Current ScientificUnderstanding. 1983. NationalAcademy Press, 2101 ConstitutionAve. NW, Washingtun, DC 20418.

Acid Rain. 1983. Robert H. Boyleand R. Alexander Boyle. SchockenBooks, Inc., 200 Madison Ave., NewYork, NY 10016.

Acid Rain. 1983. Kathlyn Gay.Franklin Watts, Inc., ShermannTpke., Danbury, CT 06816.

Acid Rain: A Critical Perspective.1981. Joshua J. Schneck. TasaPublishing Co., 5230 W. 73rd St.,Minneapolis, MN.

Acidification A BoundlessThreat to Our Environment. NationalSwedish Environment ProtectionBoard, Box 1302, S-171 25 Solna,Sweden.

10 11

A Killing Rain: The Global Threatof Acid Precipitation. 1984. ThomasPawlick. Sierra Club Books, 2034Fillmore St., San Francisco, CA94115.

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Supplements, Pamphlets andReports

A Course of Action to ReduceAcid Rain in Wisconsin. 1986.Wisconsin Acid Deposition ReviewCommittee Final Report, Departmentof Administration, Division of StateEnergy and Coastal Management, 101S. Webster St., Madison, WI 53702.

Conservation Foundation Letter.Dec. 1982, "Acid Rain - A MajorThreat to the Ecosystem" 'and Jan.1983, "Will Congress Swallow anAnti-Acid Bill?" ConservationFoundation, 1255 23rd St. NW,Washington, DC 20037.

The Acid Rain Primer. 1982Pollution Probe Foundation, 12Madison Avenue, Toronto, OntarioM5R 2S1 Canada.

The Acid Rain Story. 1984.Environment Canada, InformationDirectopte, Les Terrasses de laChaudiere, 10 Wellington St.,Ottawa, Ontario KlA 0H3, Canada.

The Acid Test. 1984. WisconsinNatural Resources magazinesupplement, Nov-Dec., Vol. 8, No. 6.Bureau of Information andEducation, Wisconsin Department ofNatural Resources, P.O. Box 7921,Madison, WI 53707.

Aquatic Ecology References

Effects of Acidic Precipitation onBenthos. 1981. Robert Singer, Editor.North American BenthologicalSociety, Box 878, IllinoisEnvironmental Protection Agency,Springfield, IL 62705.

Field Book of Ponds and Streams.1930. Ann Haven Morgan. G.P.Putnam and Sons, 200 Madison Ave.,New York, NY 10016.

Pond and Brook: A Guide toNature Study in FreshwaterEnvironments. 1985. Michael J.Caduto, Prentice-Hall, Inc.,Englewood Cliffs, NJ 07632.

Pond Life. 1967. George K. Reid.Golden Press, Western PublishingCo., Inc., 850 Third Ave., NewYork, NY 10022.

The Life of the Pond. 1967.William H. Amos. McGraw-HillBook Co., 1221 Ave. of theAmericas, New York, NY 10020.

r,..,i_....-1.11.1

Curriculum Materials

Acid Precipitation Awareness:

Currently available from:

The Acid Rain Foundation, Inc.,1630 Blackhawk Hills, St. Paul,MN 55122.

Laboratory and ClassroomActivities for Science, SocialStudies, Environmental Sciences,Grades 6-12.

Elementary InterdisciplinaryActivities, Grades 4-7.

Also available in Sept. 1986:Science Project Booklet forStudents, Grades 6-10.

Effects of Mr Pollutants onForests: Curriculum Materials.

Acid Rain. Software for AppleComputer, Grades 5-12. DiversifiedEducational Enterprises, 725 MainSt., Lafayette, IN 47901.

Acid Rain Bio-Kit. No. 65-3075.Carolina Biological Supply Co.,Burlington, NC 27215.

Acid Rain Teacher's Kit. 1983.Activities for Grades 4-12. Item No.79678. National Wildlife Federation,1412 16th St. NW, Washington, DC20036.

Acid Rain Test Kit. NaturalResources Council of Maine, 271State St., Augusta, ME 04330.

Acid Rain Visual Learning Packet.Twelve transparencies and teacher'sguide. Media Associates, 5230 W.73rd St., Minneapolis, MN 55435.

Air Pollution. Software for AppleComputer or TRS-80 Model III andIV, Grades 7-12. EducationalMaterials and Equipment Co., P.O.Box 17, Pelham, NY 10803.

Audio-Visual Materials

Acid From Heaven. 16mm print.National Film Board of Canada,Suite 313, 1 1 1 E. Wacker Dr.,Chicago, IL 60601.

Acid Rain. Wisconsin EducationalTelevision video, 20 min. 1986. Partof Science, Technology and SocietyProject, Interactions Video Series.Check: Parade of Programs,Instructional Television ProgrammingSchedule. Accompanying computersimulations for Apple He+ .

Wisconsin Educational Television andRadio Networks, 3319 W. BeltlineHwy., Madison, WI 53713-2899.

Acid Rain - The Choice Is Ours.Slide/tape. Media Associates, 5230W. 73rd St., Minneapolis, MN 55435.

Acid Rain: New Bad News. Video-cassette, 60 min. NOVA - WGBH,Boston. Dec. 11, 1984. Time-LifeVideo, 100 Eisenhower Dr., Paramus,NJ 07652.

Acid Rain: Requiem or Recovery.16mm print. National Film Board ofCanada, Suite 313, 1 1 1 E. WackerDr., Chicago, IL 60501.

Acid Rain Update - Man andMolecules. Audio-tape, #1095. 1982.American Chemical Society NewsService, 1155 16th St. NW,Washington, DC 20036.

A Hard, Hard Rain. Video-cassette, 15 min. FreshwaterFoundation, 2500 Shadywood Rd.,P.O. Box 90, Navarre, MN 55392.

Scientists Look at Acid Raln.Audio-tape, 29 min. NPR Journal,No. 820222. National Public Radio,2025 M St. NW, Washington, DC20036.

. n 12

Stop' the Rain. Slide/tape, 25 min.1985. Sigurd Olson EnvironmentalInstitute, Northland College,

. Ashland, WI 54806.

To Catch a Cloud: A ThoughtfulLook at Acid Rain. Video-cassette, 27min. Edison Electric Institute, 111119th St. NW, Washington, DC 20036.

What Price Clean Air? Video-cassette. 1982. Films, Inc., 5547 N.Ravenswood Ave., Chicago, IL60640.

For Information About Acid Rain,Write or Contact:

WisconsinThe League of Women Voters, 121

S. Hancock St.. Madison, WI53703-3447.

Sigtird Olson EnvironmentalInstitute, Northland College,Ashland, WI 54806.

University of Wisconsin -Extension, Environmental ResourcesCenter, 216 Agriculture Hall, 1450Linden Drive, Madison, WI 53706.

Wisconsin Deparia:.:nt of NaturalResources, P.O. Box 7921, Madison,WI 53707. (Bureau of Informationand Education, 608-266-6790; Bureauof Air Management, 608-266-7718)

Wisconsin Environmental Coalitionon Acid Rain (WECAR). Contact thefollowing member organizations:

Citizens for a BetterEnvironment. 150 W. Juneau Ave.,Suite 206, Milwaukee, WI 53202;1 1 1 King St., Madison, WI 53703;1270 Main St.. Green Bay, WI54302.

Sierra Club, John Muir Chapter,111 King St., Madison, WI 53703.

Wisconsin's EnvironmentalDecade, 14 W. Mifflin St.,Madison, WI 53703; 230 W.Wells St., Suite 309, Milwaukee,WI 53203; 2141/2 E. College Ave.,Appleton, WI 54911.

Wisconsin Lung Association, 1701W. Wisconsin Ave., Box 424,Milwaukee, WI 53201.

Your local utility company.

United StatesAcid Rain Foundation, Inc., 1630

Blackhawk Hills, St. Paul, MN55122.

American Paper Institute, NationalForest Products Association,Environmental and Health Program,1619 Massachusetts Ave. NW,Washington, DC 20036.

Conservation Foundation, 125523rd St. NW, Washington, DC20037.

Edison Electric Institute, 1111 19thSt. NW, Washington, DC 20036.

Electrical Power Research Institute,Environmental AssessmentDepartment, 3423 Hillview Ave.,P.O. Box 10412. Palo Alto, CA94303.

lzaak Walton League of America,1701 N. Ft. Myers Dr.., Suite 1100,Arlington, VA 22209.

Mid-Continent Area Power Pool,1250 Soo Line Building, 507Marquette Ave. Minneapolis, MN55402.

National Audubon Society, 645Pennsylvania Ave. SE, Washington,DC 20003.

National Coal Association, 113017th St. NW, Washington, DC 20036.

National Wildlife Federation, 141216th St. NW, Washington, DC 20036.

Trout Unlimited, NationalHeadquarters, 118 Park St. SE,Vienna, VA 22180.

U.S. Environmental ProtectionAgency, 401 M St. SW, Washington,DC 20460.

U.S. Environmental ProtectionAgency, Region V, 230 S. Dearborn,Chicago, IL 60604.

CanadaCanadian Co:lition on Acid Rain,

105 Davenport Rd., Suite 201,Toronto, Ontario M5R 1H6, Canada.

Canadian Nature Federation, 75Albert St., Ottawa, Ontario KIP6G1, Canada.

Environment Canada, Information:Directorate. Les Terrasses de la . .

Chaudiere, 10 Wellington St.,Ottawa. Ontario KIA 0H3. Canada.

Ministere de l'Environment duQuebec. Service de reducation. 5199rue Sherbrooke Est. Bureau 3860.Montreal, Quebec HIT 3X9, Canada.

National Survival Institute, 53Queen St., Suite 27. Ottawa K I P5C5. Canada.

The purpose of Department ofNatural Resources study guides is tohelp increase Wisconsin citizens'knowledge about and understandineof our state's environment. We hopeto provide information aboutimportant environmental issues,encourage respect for theenvironment and help citizens becomeinformed and acti e stewards ot ournatural resources.

Publication of this Study Guidewas partially funded by individualcontributions from Wisconsinteachers. If you would like to make adonation, please make your checkpayable to: Education Programs.Department of Natural Resources.and mail to the address below. Thankyou.

Your comments and suggestions onthis study guide are welcome. Pleaseaddress your reply to:

Environmental EducationSpecialist

Wisconsin Department ofNatural Resources

Box 792!..Madison, \VI 53707

1213

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