In my three decades of teaching, I have found that students understand chemistry much more easily when it is connected to real-world contexts—therefore, I try to drive home the relevance of chemistry by providing examples related to the environment, health and beauty, and the food industry, to name a few. Additionally, towards the end of my career, the board of education I worked for rightly encouraged all educators to incorporate Indigenous perspectives into their lessons.
I had no reservations about including Indigenous content into my chemistry lessons for I believe my own family circumstances helped lead me to do so. My father had collaborated with the Akwesasne Nation (located near Cornwall Ontario) to work on various environmental projects. Though I was merely a child, I remember being impressed that these two distinct environmental stakeholders worked in a remarkable way for the betterment of all.
See available documents and answer keys at the conclusion of the article.
Normally, my addition of Indigenous peoples and cultures to my lessons was done in an ad hoc manner rather than a deliberate, planned one. I recognize that each new mandate imposed by our employer, whether it pertains to Indigenous incorporation or any other such new requirement, presents challenges for teachers to implement. Here are a few reasons why the Indigenous curriculum may be challenging for teachers in their good faith efforts to incorporate same within their chemistry classroom:
- Not all educators feel at ease incorporating Indigenous components into their lesson plans. Perhaps there exists a fear of making mistakes, particularly in our social media age. Ours is an age which seems increasingly prone to "canceling" individuals for missteps rather than offering forgiveness, understanding or discussion. This fear can certainly make navigating new mandates even more challenging, as educators may worry about inadvertently causing offense. While I feel this concern as I write this article, I believe the topic is important enough to justify taking such a risk.
- As with many new or newer elements educators seek to incorporate into their educational programme, many teachers have limited time and energy to devote to researching and creating questions related to Indigenous materials. I would like to alleviate this pressure for you by producing questions for your classes--my offerings are meant simply to be a beginning point for your study--much more can and ought to be done to address such timely and relevant topics.
- The chemistry curriculum is very full, making it increasingly difficult to integrate additional components into lessons. Not to worry as I hope to give you some examples that effortlessly complement your existing class work.
The Canadian Encyclopedia defines “Land Acknowledgement” as the following: “Land acknowledgements, also known as territorial acknowledgements, are short statements that recognize both the land and the Indigenous people who lived — and in many situations continue to live — on the land prior to Canada’s colonial history.”1 In my school, the land acknowledgement became a daily repeated component that perhaps many students “endured” rather than actually learned from or appreciated. As such, an additional aspect of learning about Indigenous peoples and cultures is that a meaningful Land Acknowledgment must indeed consist of more than merely recognizing territory and nation names, for such also necessitates incorporating a relevant story, too. By exposing our students to these narratives,we not only teach them chemistry concepts but also provide them with important stories to share and reflect upon.
There are numerous connections to Indigenous people and culture which can be incorporated into chemistry lesson plans. I will attempt to help introduce/enhance your students’ interest and knowledge about these important ideas in future articles. The inspiration will come primarily from a wonderful set of articles written several years ago for the CHEM 13 News Magazine Special Addition – Chemistry and Inuit Life and Culture. Given that I am not an expert in Indigenous studies, I will be seeking assistance from experts to ensure cultural appropriateness. I am committed to doing my utmost to avoid causing offense or misrepresentation in these lesson components. I have been fortunate to have had the opportunity to teach future Chemistry Teachers at Brock University. The initial lesson plans below were drafted by such students, covering various topics from the CHEM 13 News Magazine Special Edition. I have refined their material into chemistry questions designed to fit the realities of today’s chemistry classroom. This article explores the material found in “The Land Beneath Our Feet – Inuit Rock of Ages”.2 This component bridges the geology of our vast and ancient land with Inuit culture.
Components for Integration Into Chemistry Lesson Plans
1) Topic #1 - Granite
Background:
Inukshuk (plural inuksuit) are constructed from rock and function as a type of communication for people living in the North. For example: an inukshuk may serve to indicate a good hunting or fishing area, guiding travellers or warning of danger. Inuksuit can also mark sacred and special places. Inuksuit are elemental roots of the Inuit Society. Inuksuit are thus found everywhere where people live in the North from Greenland, to Canada and ultimately Alaska. Inuksuit represent the common bond Northern peoples enjoy with one another and with the environment in which they live in. Inuksuit are primarily made from the enormously hard granite found in the Canadian Shield.3
Classroom Applications:
Visual Aid Students:
Granite’s physical characteristics gives it perhaps a note of equal parts gravitas and wonder in the eyes of those who see it and feel it. Granite can be obtained from various sources including the local environment, rock shows, ETSY, Amazon, hobby shops, and even countertop businesses.
a) Chemistry Topic #1 - Nomenclature and Bonding:
1) Granite is made up of a variety of chemicals, as shown below.4
i) Complete Table 1 by filling in the chemical formula for each component of granite.
ii) Determine the type of bonding (ionic, covalent, metallic) for each compound, and explain your choice of bonding type.
iii) Identify which compound names are examples of trivial naming (not IUPAC).
Possible Extensions:
a) Categorize covalent bonding into specific categories such as polar, non-polar, and network solids.
b) Experiment – Properties of Substances (various links to labs are included below).
Table 1 - The Chemicals that make up Granite
Name | Chemical Formula |
Type of Bonding |
Explanation for type of bonding |
Silicon dioxide | |||
Aluminum oxide | |||
Potassium oxide | |||
Sodium oxide | |||
Calcium oxide | |||
Iron (II) oxide | |||
Iron (III) oxide | |||
Magnesium oxide | |||
Dihydrogen monoxide (water) | |||
Titanium (IV) oxide | |||
Diphosphorus pentoxide | |||
Manganese (IV) oxide |
Chemical Composition of Granite
- Silicon dioxide — 70.18%
- Aluminum oxide — 14.47%
- Potassium oxide — 4.11%
- Sodium oxide — 3.48%
- Calcium oxide — 1.99%
- Iron (II) oxide — 1.78%
- Iron (III) oxide — 1.57%
- Magnesium oxide — 0.88%
- Water — 0.84%
- Titanium (IV)oxide — 0.39%
- Diphosphorus pentoxide — 0.19%
- Manganese (II) Oxide — 0.12%
b) Chemistry Topic #2 - Chemical Composition:
1) World averages of the chemical composition of granite are shown to the right.5 [You may opt to utilize local averages, if available.]
a) Calculate the total percentage of all components and discuss whether the sum makes sense. Provide reasons for your conclusion.
b) An Inukshuk is constructed using granite rocks (refer to Figure 1). The table below shows the mass of some of the granite rocks used. Complete Table 1 with the requisite information (BE CAREFUL of significant figures).
Figure 1: Inuksukjuaq (which means “very big inuksuk”)6, Foxe Peninsula (Baffin Island), Nunavut, Canada - Ansgar Walk, CC BY-SA 2.5, via Wikimedia Commons.
Inunnguaq [EE-new-ngoo-AHk] indicates the presence of humans and is a non-traditional marker. For further explanation of the meaning of common Inukshuks please visit the following site: “Intrigued By Inukshuk” by Donna Janke.7
Table 1 - Mass of rocks used in the Inukshuk
ROCK # | MASS OF ROCK |
CHEMICAL SPECIES |
MASS of CHEMICAL SPECIES in the ROCK (kg) |
1 | 22.68 kg | silicon dioxide | |
2 | 34.02 kg | calcium oxide | |
3 | 11.3398 kg | diphosphorus pentoxide | |
4 | sodium oxide | 2.64 kg | |
5 | MgO | 0.34 kg | |
6 | Al203 | 3565 g |
b) Complete Table #2 (answers should be to two decimal places):
Table 2 - % Composition by Mass
SUBSTANCE | FORMULA |
% COMPOSITION by MASS of EACH ELEMENT |
sodium oxide | ||
titanium IV oxide | ||
diphosporus pentoxide | ||
silicon dioxide | ||
water |
Possible Extensions:
- The mass of a granite rock is 25.0 kg. Determine how much silicon would be in the granite rock.
-
RESEARCH QUESTION: Though granite remains the choice for many homeowners to adorn their new, fabulous counter-top, newer composite materials have been created to produce countertops that are even harder than granite ones and we can thank chemists in the material science and engineering fields for this. a) Research one type of newer composite countertop that is stronger/harder/more durable than granite countertops. b) How was this countertop changed chemically? c) What makes the countertop stronger/harder/more durable than granite?
-
Research the inukshuk on the flag of Nunavut.
2) Topic #2 - Soap Stone:
Background:
Soapstone, commonly found in the Arctic, consists primarily of mineral talc characterized by layers of silicate (SiO4-4) alternating with layers of magnesium hydroxide (Mg(OH)2). Soapstone’s distinct softness results from the weak chemical bonding that exists between said layers. The myriad distinct colours of soapstone results from the replacement of central ions with cations such as Cr+3 and Fe+2. In Inuit culture, soapstone holds special significance for its use in carvings. An important application involves the crafting of Quilliqs--bowls carved from soapstone. Quilliqs can be filled with seal oil and be ignited using Arctic cottongrass as a wick. Such are often lit before ceremonial events and hold significant cultural value, and many such bowls are passed down through the generations within families.8
Classroom Applications:
a) Chemistry Topic #1 - Lewis Dot Structures, VSEPRS, and Formal Charge:
i) Complete Table #1:
Table 1 – Lewis Dot Structure, VSEPRS, and polarity of silicate ion:
Molecule | Total # electrons for bonding | Bonding capacity of each different element and highlight the central atom | Lewis dot diagram | Lone pairs (LP) & Bonding pairs (BP) around the central atom | VSEPR with bond dipoles | VSEPR name | Molecular polarity |
SiO4-4 |
ii) a) Draw the Lewis Dot Structure of Mg(OH)2.
b) Explain the reason for the difference in the Lewis Dot structure of Mg(OH)2 and SiO4-4
iii) Determine the formal charge of each element in SiO4-4 and calculate the total formal charge.
b) Chemistry Topic #2 - Crystal Modeling:
Activity: This activity should be done in groups (4 students per group is ideal)
Materials needed: Modeling kits or toothpicks and small marshmallows, parchment paper (regular paper can be used)
1) Part 1 – Making the silicate layer.
a) Make a total of four silicate compounds (SiO4-4). Note: if students have not done the VSEPR exercise this step may require extra time.
b) Students can use a “hint” card with Diagram #1 and #2, if necessary.
c) Have students attempt to make a “layer” of silicate compounds.
d) Students can use a “hint” card with diagram #3, if necessary.
e) Repeat Step #1 one more time. A total of 8 silicate compounds will be made, with four in each layer.
3) Part 2 – Making magnesium hydroxide compound
a) Make one magnesium hydroxide compound.
b) Students can use a “hint” card with Diagram #4, if necessary.
c) Magnesium hydroxide forms a crystal structure. Since this course has not covered crystal structures, we will represent this layer with a piece of parchment paper. Obtain two pieces of parchment paper from the instructor.
4) Part 3 - “Making” soapstone.
a) Layer the molecules as follows:
i) Parchment paper on bottom.
ii) Layer of four silicate molecules.
iii) Parchment paper on top of silicate molecules.
iv) Layer of four silicate molecules.
Activity Questions:
1) Draw a sketch of the soapstone molecule that you made. Be sureto label each layer as either SiO4-4 and Mg(OH)2.
2) a) Where are the vulnerabilities in the soapstone? Explain your reasoning.
b) What makes soapstone so “carveable”?
c) Why do you think “soap” stone was so named?
3) The magnesium in soapstone can be replaced with Cr+3 and Fe+2.
a) What are the new formulas if these ions bond with hydroxide?
b) What do you think “veining” might mean in regard to soapstone?
c) What might cause the differently coloured “veins” in soapstone? [HINT – see Q3a]
Possible Extensions:
a) RESEARCH QUESTION:
Soapstone countertops have become very popular.
i) What are the pros and cons of a soapstone countertop?
ii) Which type of countertop would you get in your kitchen granite? Or Soapstone? Explain your reasoning.
b) MOM demonstration:
This demonstration features milk of magnesia (MOM), primarily composed of magnesium hydroxide, and universal indicator. This demonstration can be integrated into various topics such as acids and bases, solubility, equilibrium, and Le Chatelier’s principle. Instructions for conducting this demonstration12 are available through Flinn Scientific. During the ChemEd 2023 conference, Linda Cummings very ably showcased a variation of this demonstration using butterfly pea flower tea. The instructions provided by Linda for this modified demonstration in the supporting information.13
c) Crystal growing experiment
Throughout the years, I've conducted numerous crystal-growing experiments, but my favourite remains Growing Copper Crystals, a lab learned at the ASM Material Camps for Educators. For additional information about this free camp for teachers, please see the ASM Foundation website.
I also often ran a less structured crystal-growing lab where students conduct research and primarily utilize trial and error to grow crystals of either alum, copper (II) sulfate, or magnesium sulfate. Students were given a 100 g of the chemical, a few corresponding safety rules, and a two-week period of time to “grow” crystals. I have to say that this lab entertains me to no end as the students endeavour to find the “Holy Grail” on how to grow a large yet beautiful crystal. Each fall the classes best crystals are sent to the National Crystal Growing Competition sponsored by the Chemical Institute of Canada. Attached is the crystal growing experiment for reference.
Citations:
- Land acknowledgment. The Canadian Encyclopedia. (2022, March 22). https://www.thecanadianencyclopedia.ca/en/article/land-acknowledgment
- Rayner-Canham, G., & Naqitarvik, R. (2022, September 9). The land beneath our feet. Chem 13 News Magazine. https://uwaterloo.ca/chem13-news-magazine/fall-2022-special-edition/feat...
- Rayner-Canham, G., & Naqitarvik, R. (2022, September 9). The land beneath our feet. Chem 13 News Magazine. https://uwaterloo.ca/chem13-news-magazine/fall-2022-special-edition/feat...
- Granite. Visit the main page. (n.d.). https://www.newworldencyclopedia.org/entry/Granite
- Granite. Visit the main page. (n.d.). https://www.newworldencyclopedia.org/entry/Granite
- What is an inukshuk?: History: Elements by cultural elements. Elements. (2018a, July 27). https://blog.culturalelements.com/what-is-an-inukshuk/
- Janke, D., Says:, J., says:, D. J., Says:, Artpartnersbunbury. com, says:, S. B., & says:, J. (2019, August 13). Intrigued by inukshuk. Destinations Detours and Dreams. https://www.destinationsdetoursdreams.com/2014/10/intrigued-by-inukshuk/
- Rayner-Canham, G., & Naqitarvik, R. (2022, September 9). The land beneath our feet. Chem 13 News Magazine. https://uwaterloo.ca/chem13-news-magazine/fall-2022-special-edition/feat...
- NASA. (2020, November 4). Educator guide: Modeling silicates and the Chemistry of Earth’s crust. NASA. https://www.jpl.nasa.gov/edu/teach/activity/modeling-silicates-and-the-c...
- NASA. (2020, November 4). Educator guide: Modeling silicates and the Chemistry of Earth’s crust. NASA. https://www.jpl.nasa.gov/edu/teach/activity/modeling-silicates-and-the-c...
- NASA. (2020, November 4). Educator guide: Modeling silicates and the Chemistry of Earth’s crust. NASA. https://www.jpl.nasa.gov/edu/teach/activity/modeling-silicates-and-the-c...
- Upset tummy? mom to the rescue! - flinn scientific. (n.d.). https://www.flinnsci.com/api/library/Download/714b4c99293a4eaaa0a680d015...
- Linda Cummings, University of Colorado, Colorado Springs. (n.d.). A Milk of Magnesia (MOM) Acid-Base Demo Using Household Chemicals.
Experiment – Part A Properties of a Substance
Experiment – Part B Properties of a Substance
Experiment – Growing Copper Crystals
Demonstration – MOM to the Rescue adapted with Butterfly Pea Flower Tea
Answer keys for Granite & Soapstone can be found in the Supporting Information:
Supporting Information can be viewed when you are logged into your ChemEd X account. Not a member? Register for FREE!
Prepare materials and documents to be shared with students.
Thank you to Matthew Clifford, my editor-in-chief.
Thank you to Zach Harrietha and Kyle Faiczak, two of my Brock University Students who created the initial lesson plan dealing with The Land Beneath our Feet!
Thank you to Jean Hein for her unwavering support in all matters related to chemistry (and beyond.)
Thank you to Sya VanGeest, Rev. Teresa Burnett-Cole, Abbey Ramdeo, Erica Taylor, Geoff
Rayner-Canham (one of the authors of the CHEM 13 News Special Addition) for reviewing the Indigenous components of the article.
Thank you to Linda Cummings for sharing her demonstration adaption of MOM to the Rescue with butterfly pea flower tea.