The heart of this module is the set of six lessons. These lessons are the vehicles that we hope will carry important concepts related to human health and chemicals in the environment to your students. To review the concepts in detail, refer to the chart, Conceptual Flow of the Lessons.

Format of the Lessons

As you scan the lessons, you will find that each contains several major features.

At a Glance gives the teacher a convenient overview of the lesson.

• The Overview provides a short summary of student activities.
• The Major Concepts section states the central idea(s) the lesson is designed to convey.
• Objectives lists two to six specific understandings or abilities students should have after completing the lesson.

Background Information provides the teacher with the science content that underlies the key concepts of the lessons. The information provided here is not intended to form the basis of lectures to students. Instead, it is designed to enhance the teacher’s understanding of the content so that the teacher can more accurately facilitate class discussions, answer student questions, and provide additional examples.

Notes About the Lessons places each lesson in the context of the concepts presented in the Background Information. It provides a short commentary about the practical application of the concepts to the activities in the lesson.

In Advance provides instructions for collecting and preparing the materials required to complete the activities in the lesson.

• Web-Based Activities tells the teacher which of the lesson’s activities make use of segments on the Web site.
• Photocopies lists the paper copies or transparencies that need to be made from masters.
• Materials lists all the materials needed for each of the activities in the lesson. View the complete materials list below for the entire module.
• Preparation outlines the things the teacher needs to do to be ready to teach each of the activities in the lesson.

Procedure outlines the steps for each activity in the lesson. It provides implementation suggestions and answers to questions. Lessons 1-5 each include an Extension Activity that describes ways to extend or enrich the lesson.

Within the procedures, annotations provide additional commentary.

• Tip from the Field Test includes actual field-test teachers’ suggestions for teaching strategies, class management, and module implementation.
• Assessment provides the teacher with strategies for assessing student progress throughout the module and is identified by an assessment icon (see below).
• Icons identify specific annotations:

	identifies teaching strategies that address specific science content standards as defined by the National Science Education Standards.
	identifies when to use the Web site as part of the teaching strategies. An annotation instructs the teacher how to find the appropriate segment on the Web site. A print-based alternative is provided in each lesson for all Web-based activities in the event that a computer with Internet access is not available.
	identifies when assessment is embedded in the module’s structure. An annotation suggests strategies for assessment.

The Masters required to teach the lessons are located in the Teacher’s Guide Masters section.

Timeline for Teaching the Module

There are several ways to complete the six lessons in this module.

The first timeline outlines the optimal plan for completing the six lessons in this module. The plan assumes you will teach the activities on consecutive days. It is important that Activities 3 and 4 from Lesson 2 and Activity 1 from Lesson 3 follow each other on three consecutive days. If your class requires more time for laboratory procedures, discussion of issues raised in this module, or completing activities on the Web site, adjust your timeline accordingly.

The second timeline outlines an abbreviated timeline for completing the lessons in the curriculum supplement by assigning some activities as homework, using the Web site in place of the laboratory experience, and deleting one activity.

Suggested Timeline

Timeline	Activity	Cross-Curricular Opportunities
3 weeks ahead	Reserve computers Check Internet access
1 week ahead	Copy masters Make transparencies Gather materials
Day 1 Wednesday	Lesson 1 Activity 1: What Is a Chemical? Activity 2: Protect the Toxicologist
Day 2 Thursday	Activity 3: Case Studies of Routes of Exposure	Language Arts
Day 3 Friday	Lesson 2 Activity 1: Dose and Concentration Activity 2: Planning the Seed Investigation	Mathematics
Day 4 Monday	Activity 3: Setting Up the Seed Investigation
Day 5 Tuesday	Activity 4: Gathering Data	Mathematics
Day 6 Wednesday	Lesson 3 Activity 1: Graphing the Response to Chemical Dose	Mathematics
Day 7 Thursday	Lesson 4 Activity 1: Different Doses for Different People
Day 8 Friday	Activity 2: A Poisonous Dose?	Mathematics/Health
Day 9 Monday	Activity 3: The Chemical Caffeine: How Do You Respond?	Mathematics/Health
Day 10 Tuesday	Lesson 5 Activity 1: People at Risk Activity 2: What Is Your Risk?	Social Studies Language Arts
Day 11 Wednesday	Lesson 6 Activity 1: The Field Trip Activity 2: What Can I Do?

Abbreviated Timeline

Timeline	Activity
3 weeks ahead	Reserve computers Check Internet access
1 week ahead	Copy masters Make transparencies Gather materials
Day 1 Wednesday	Lesson 1 Activity 1: What Is a Chemical? Activity 2: Protect the Toxicologist Activity 3 (assigned as homework): Case Studies of Routes of Exposure
Day 2 Thursday	Lesson 2 Activity 1: Dose and Concentration Activity 2: Planning the Seed Investigation
Day 3 Friday	Use the Web site to gather data for the seed investigation. Lesson 3 Activity 1 (assigned as homework): Graphing the Response to Chemical Dose
Day 4 Monday	Discuss the homework and Web version of investigation
Day 5 Tuesday	Lesson 4 Activity 1: Different Doses for Different People Activity 2: omit
Day 6 Wednesday	Activity 3: The Chemical Caffeine: How Do You Respond?
Day 7 Thursday	Lesson 5 Activity 1: People at Risk Activity 2: What Is Your Risk?
Day 8 Friday	Lesson 6 Activity 1: The Field Trip Activity 2: What Can I Do?

Master List of Supplies for Chemicals, the Environment, and You
The following is a complete list of supplies needed for this module. Quantities are based on a class of 30 students.

Lesson Number	1				2					3		4				5			6
Activity Number	1	2	3	E*	1	2	3	4	E*	1	E*	1	2	3	E*	1	2	E*	1	2
Supply Description
Beaker (50-mL)		1					60					1
Beaker (100-mL)							10					1
Beaker (1000-mL) or large jars					3							4
Caffeinated soft drink (12 oz.)														30
Internet access
Chemicals (variety)
Clear containers (different sizes)										3
Clock with second hand
Clothing (variety)
Coin																			30†
Computer
Current events stories
Eyedropper							10
Food coloring (blue)
Graduated cylinder (50-mL)							10
Graduated cylinder (10-mL)							10
Index cards (4 x 6 inch)
Jar with lid (50 mL or larger)		1
Latex gloves, pair							30
Masking tape
Overhead markers
Overhead projector
Paper napkin (one-ply, 12 x 11 5/8 inch)							120
Permanent marker							10
Plain paper
Plastic resealable sandwich bags						1	60
Poster board, white					1
Purified water
Radish seeds							600
Red marker																			1†
Safety glasses							30
Science notebook	30
Shoe box (large with cover)		1
Transparency
Tray							10
* Extension activities. † Optional. You will need these supplies if you use the print version of this activity.