TeachingElementaryScience

Oil Spill Clean-up for Students

This summer I did a lesson at the Boys and Girls Club of Charlotte for students that was a hit.  I’d like to believe the lesson was a hit because I am such a wonderful teacher but the truth be told it was relevant to the students and our world.  I asked the students to clean up an oil spill that I created in a clear plastic cup.  We all have heard about the BP oil spill for over three months in the news, radio, and on television.  Everybody knew about the spill and many of us just didn’t understand why BP or our federal government didn’t just plug up the leak and clean up the spill.  This activity addressed how difficult the clean up portion of the oil spill is.

First I showed the students the PowerPoint showing pictures of the oil spill and some images of the clean up.  The students were engaged with the introductory slide show.  We spoke a bit about the impact of the oil on the Gulf coast community from the environment to the unemployment from the loss of tourism, fishing jobs, and drilling jobs as well.

After the introduction I showed the students a clear plastic cup with about one inch of cooking oil in it along with a bit of grass and mulch to simulate the marine environment.  They were given about 10 minutes to plan the oil spill clean up using the following tools:  2 cotton balls, one eye dropper, 2 coffee filters, soap, 3 paper towels, and 4 Q-Tips.  This step is important to allow the students in groups of four to discuss the cleanup and how they will implement the cleanup.  You, as the facilitator, will wander around the room asking questions about their plan and making sure the students are on task.  After the planning time, hand out the tools and the cup with the oil spill.  You should also supply each group with an additional cup to help with the clean up process.  After about 15 minutes of  “cleaning up the oil spill” have each group bring their finished product up the front of the room.   Each group’s representative can briefly explain what they did to clean up the water.  After each group has presented you can ask them, “How hard was that to do?”  Usually the response will be HARD!   Remind them that the oil in the Gulf of Mexico was a lot more and thicker.

If time remains you can do the process again and see if each group will try another method to clean their spill.  You can also add a drop of food coloring for the “chemicals present” in the water.  This could be the oil dispersant, if you choose.  The students should have cleaner water.  After the second try I suggest having the students journal about the experience.  You can have questions such as: 1) how did you remove the oil the first time?, 2)  explain how your second trial differ from the first?, and 3) what questions do you still have about oil spills?

After the students journal perhaps you can demonstrate how oil affects feathers by dipping one feather in cooking oil. Remember all birds have two types of feathers, pin and down.   The pin feathers are used for flight and need to stay together but oil will change that.  The down feathers are used for warmth for the birds and after you dip them in oil they will separate too.  Then show the students how to clean the feather using Dawn dishsoap.  It should take a while to remove the oil and ask them what they think?  How difficult would it be to remove thick oil from an entire bird and not just one feather?

This activity demonstrates good science because it is inquiry and relevant to the students.  Please give it a try and let me know how it works in your classroom.

Judy