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Catchy Title: Don't Sit So Close to the TV
Theme/Topic of Lesson: Exposure to Electronic and Magnetic Fields
Time Commitment: three 50-Minute Periods/Blocks
Subject Area(s):
Mathematics
Science
Grade Level(s): 6,7,8
Standards Alignment:
Class Challenge Question: What are EMF's and can they hurt me?
Overview:
In the 1990's, the availability of high-tech luxuries such as personal computers and cellular phones has become commonplace. With these phenomena, questions about the safety of such products arose. Everyone was told as a child to "not sit so close to the television." Police officers have been diagnosed with cancer stemming from their use of radar when monitoring speed limits. Are similar ailments going to stem from our close proximity to the computer monitor or a cell phone? Scientists are currently debating this issue. Some say that the health side effects are inevitable citing cancer rates of those that live near power line towers. Others say that there is no laboratory evidence supporting that claim so there is little to worry about.
In this lesson, students will measure exposure levels of electric and magnetic fields (EMF's) with regard to common household objects. They will use Internet and printed resources along with data collected from an experiment to investigate levels of EMF's. Students will compare articles written by those who believe that EMF's pose no health threats with articles that feel that research will eventually show that cancer and possibly birth defects could be a result of everyday exposure. Hopefully, students will finally understand why mom or dad said, "Don't sit so close to the TV!"
Accommodations will be made as per IEP's, 504 plans, COMAR regulations, and assistive technology regulations. Students will create a presentation using information they have gathered on EMF's. Investigative teams will have to defend one of the following positions: 1) Exposure to EMF's causes significant health problems or 2) Exposure to EMF's causes no health problems. Students will either videotape their presentation or create a PowerPoint presentation. Presentations will be graded using the rubric handout.
Prerequisite skills and knowledge of students regarding technology use (i.e. creating a PowerPoint presentation) must be identified prior to implementing this lesson.
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Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.17
describe to others how scientific information was used. (MLO 1.2.7.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.1
access and process information from readings, investigations, and /or oral communications. (MLO 1.1.1.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.4
recognize/develop well-designed procedures that identify the independent and dependent variables, the need for control when testing a factor, the importance of multiple trials, the selection of appropriate materials/equipment, and the development of clear, logical directions within an investigation. (MLO 1.1.4.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.3
use observations, research, and select appropriate scientific information to form predictions and hypotheses. (MLO 1.1.3.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.14
provide supporting evidence when forming conclusions, devising a plan or solving a practical problem. (MLO 1.2.4.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.6
use appropriate instruments and metric units when making measurements and collecting data. (MLO 1.1.5.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.7
collect, organize, and display data in ways others can verify (i.e., numbers, statistics, tables, graphs, drawings, charts, diagrams) using appropriate instruments (e.g., calculators, spreadsheets, databases, and graphing programs). (MLO 1.1.6.) | Earth/Space Science
(K-12) | Maryland Content Standards Indicators
Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. | | Social, ethical, and human issues
(Gr. 6-8) | ISTE Technology Standards
2. Social, ethical, and human issues
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Students understand the ethical, cultural, and societal issues related to technology.
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Students practice responsible use of technology systems, information, and software.
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Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
| ISTE Technology Performance Indicators
Demonstrate knowledge
Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
| Social, ethical, and human issues
(Gr. 6-8) | ISTE Technology Standards
2. Social, ethical, and human issues
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Students understand the ethical, cultural, and societal issues related to technology.
-
Students practice responsible use of technology systems, information, and software.
-
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
| ISTE Technology Performance Indicators
Exhibit legal and ethical
Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
| Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Use content-specific tool
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
| Technology productivity tools
(Gr. 6-8) | ISTE Technology Standards
3. Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Apply productivity/multim
Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
| Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Design, develop, publish
Design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom
| Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Collaborate with peers
Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
| Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and use appropriat
Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
| Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Research and evaluate
Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
| Knowledge of Statistics
(6-8) | Maryland Content Standards
Students will collect, organize, display, analyze, and interpret data to make decisions and predictions. | Maryland State Indicators
4.8.2
interpret, organize and display data using frequency tables, circle graphs, histograms, box and whisker plots, scatter plots and histograms. (MLO 3.2.) |
Learning Objectives:
The Students will:
- Compare and contrast articles about EMF's and potential health risks.
- Organize and analyze data using a scatter plot and curve of best fit.
- Demonstrate an understanding of EMF's and their role in our world by completing a presentation using Microsoft's PowerPoint and TI-83 Graphing Calculators.
Assessment
Students will work to complete a creative presentation of the facts that they have gathered on EMF's. Investigative teams will have to defend one of the following positions: 1) Exposure to EMF's causes significant health problems or 2) Exposure to EMF's causes no health problems. Students will have to either videotape their presentation or create a PowerPoint presentation. The presentations will be graded using the rubric handout "Don't Sit so Close to the TV: Student Activity Packet."
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Resources
| Other Technology | Calculators TI-83 Graphing Calculators
TI-83 Overhead Projection Gel Screen
TI Calculators & Educational Solutions http://www.ti.com/ | | Camcorders | | Blank videotapes | | Computers with Internet capability | | TV & VCR | | Software | Microsoft PowerPoint An easily used multimedia presentation program. | | http://www.microsoft.com/powerpoint/ | | Print Materials | Electromagnetic Fields: A Consumer's Guide B. Blake Levitt. San Diego : Harcourt Brace, 1995. | | Questions and Answers about EMF National Institute of Environmental Health Sciences and U.S. Dept. of Energy. Washington, D.C. : U.S. Dept. of Energy, 1995. | | Electromagnetic Fields and Radiation Riadh W.Y. Habash. New York : Marcel Dekker, 2002. | | Internet Sites | EMF-Link This site provides substantive information on biological and health effects of electric and magntic fields from common sources such as power lines, electrical wiring, appliances, medical equipment, communications facilities, cellular phones, and computers. | | http://infoventures.com/emf/ | | Power Lines and Cancer: Questions and Answers This extensive question and answer site discusses current research and potential health hazards of exposure to EMF. The site provides objective information and is a source that will provide answers to just about any question that can be thought of regarding EMF's. (Neu) | | http://www.mcw.edu/gcrc/cop/powerlines-cancer-FAQ/toc.html | | Environ News by Topic This government site, supported by the National Institute for Environmental and Health Sciences (NIEHS), is pointed toward the most recent information regarding EMF's. Reports can be read which support either position of potential health risks associated with EMF's. | | http://ehis.niehs.nih.gov/topic/emfs.html | | EMF: Electric and Magnetic Fields This is a link from the previous page, which provides information through a question and answer format. Viewers can investigate levels of exposure to EMF in several areas of the typical home. (Neu) | | http://www.niehs.nih.gov/oc/factsheets/emf/emf.htm | Questions and Answers about EMF and Electric Power This site provides some of the same information reported by the people at NIEHS. It also offers links regarding potential cancer cluster connection. (AR)
| | http://infoventures.com/private/federal/q&a/cover.html | | NIH Report Labels EMF as Possible Human Carcinogen This site reports on an article released by NIEHS stating a clear connection to EMF's and cancer. This startling article caused a public relations nightmare. You can read a summary of the article or link and read the full report from this site. (AR) | | http://www.lessemf.com/niehs.html |
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Materials
Per class- Dr. Gauss Meter
- Computers with Internet Access (3)
- Computers with PowerPoint (5)
- VCR and Monitor
- Videotape of Internet Sites
- Internet Articles (2)
- Overhead Projector
- Hair Dryer
- Cell Phone
- Digital Clock
- Electric Pencil Sharpener
- Camcorder
Per student team/group of 4
Vocabulary
- Electric and Magnetic Fields - invisible lines of force that surround any electrical device
- Gauss - the unit of measure for EMF exposure
Procedures
This three-day lesson takes a great deal of preparation by the teacher. For this lesson, students will be divided into investigative teams of four. The classroom or computer lab will be divided into:
• 6 stations labeled A-F
• 3 Internet stations (A, B, C)
• 1 VCR station (D)
• 1 experiment station (E)
• One TI-83 graphing calculator station (F)
Students can begin at stations A-E and rotate alphabetically in 15-minute intervals. (Note: Students cannot start at station F because they will not have collected data to analyze.) For each station, students will respond to questions in their activity packets at this station. Each station should be set up and monitored as follows:
Stations A-C: The Internet stations should be organized so that one station is centered on a "no-risk" Website; one is reserved for "at-risk" Website; and one is set for students to gather information through the question and answer formats. (Neutral sites) The Internet sites are organized by persuasive stance with the ratings NR, AR, and Neu representing "no-risk", "at-risk", and "neutral" respectively. Each station should also include printed Web pages that support the station's theme. These hard copy pages are included to ensure that students focus on the appropriate information for that station. The major thrust of this portion of the lesson is to have students gather information that supports both opinions on the health risks of EMF's.
- "Don't Sit so Close to the TV Station A"
- "Don't Sit so Close to the TV Station B"
- "Don't Sit so Close to the TV Station C"
Station D: This interactive VCR station will allow students to gather specific information by watching a video of Internet Sites. The videotape information supports both sides of the debate.
- "Don't Sit so Close to the TV Station D"
Station E: Students will use the Dr. Gauss Meter to measure levels of EMF on common electrical items such as a television, a computer screen, a cell phone, a pencil sharpener, a clock, and a hair dryer. Students will gather reading from distances in 2cm intervals. Data will be recorded in the Student Activity Packet.
- "Don't Sit so Close to the TV Station E"
Station F: Students will use TI-83 graphing calculators to create a scatter plot and curve of best fit in order to make predictions about levels of EMF exposure.
- "Don't Sit so Close to the TV Station F"
Students will rotate through the stations for 2 class periods. (50 minutes). During the third class period, students will plan their assessment presentation (described in the "Don't Sit So Close to the TV: Student Activity Packet").
Days 1 & 2: What's the buzz? What are EMF's?
Daily Challenge Question: Is it true that TV could possibly kill us?
Set-up Directions:
The classroom or computer lab will be divided into:
- 6 stations labeled A-E
- 3 Internet stations (A, B, C)
- 1 VCR station (D)
- 1 experiment station (E)
Teacher Presentation & Motivation:
The teacher will ask, "Have you ever heard anyone tell you not to sit too close too the TV?" At least one positive response should be received. The teacher will then ask, "Why do you think they told you that?" The teacher will explain that not only televisions but other common electronic items may be potentially dangerous. Further, the teacher should explain that students will be part of investigative groups that will discover more about how these items could endanger them.
Activity 1 - Activities A - E
Students will rotate through the stations A - E completing the appropriate packets at each station.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements. The focus for viewing the Internet sites in activity stations A-C is noted on the accompanying activity sheets.
Wrap Up:
At the end of each day, the teacher will take an informal poll of the students asking if what their opinion is of the potential hazard is to them in their day-to-day lives.
Day 3: The Facts About EMF's: What's it all Mean?
Daily Challenge Question: Add a challenge question.
Set-up Directions:
The classroom or computer lab will be divided into TI-83 graphing calculator stations appropriate to the number of calculators available for class use.
Teacher Presentation & Motivation:
The teacher will explain that the students have gathered information over the past two class sessions and will now bring it all together.
Activity 1 - Activity F Packet & Storyboarding
Students will complete the "Don't Sit so Close to the TV Station F" activity packet. After completing Activity F, students will decide the method of their final presentation - PowerPoint or video. They will use the remainder of the class time to storyboard their presentations.
Wrap Up:
The teacher will ask each group to declare the method of its final presentation -- PowerPoint or video. The teacher will ask the students what conclusions they can draw from the graphing activity.
Day 4: Putting it all Together: What Have I Learned?
Daily Challenge Question: Add daily challenge question.
Set-up Directions:
Computers with PowerPoint software loaded will be available for groups to use. Additionally, enough camcorders for groups to use will also be available.
Teacher Presentation & Motivation:
The teacher will tell the students that they have done research on EMF's and their potential hazards. When they began the project, they probably did not know much about EMF's. The products they are creating will be more than schoolwork; they will be creating informative pieces that may alert someone to the potential hazards of EMF's.
Activity 1 - Activity 1
Add directions for creating the informative piece. Refer students to the scoring tool "Don't Sit So Close to the TV: Student Activity Packet"
Wrap Up:
Class Discussion.
Enrichment Options
Field Experiences
Students could visit their local power plants to see how electrical energy is used in their community. Students could prepare questions for a plant employee directed at the impact of EMF's on environmental health.
Cross-Curricular Extensions
Math
Students could study trends in areas of the country with high cancer rates. Students could trace the cancer rates over time as different technologies have become mainstreamed.
English
Students could write a persuasive essay to their school's principal or a letter to their congressman for the purpose of explaining why EMF's are or are not a health concern.
Social Studies
Students could study the impact of environmental health groups on society. Students should investigate groups that are specific to EMF's and research how they help introduce new legislation into Congress. Students could form debate teams to argue their position on EMF's.
Art
Students could create posters that inform the public about EMF's. Students could try to persuade their audience to be fearful of products or they could attempt to ease tensions regarding EMF's.
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Bill Barnes and Jeremy Carlino
Modified by: Mike Brown
Program: EnviroHealthLink
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