Mercury

"The early Chinese believed that medications containing cinnabar and mercury could prolong life. Consequently, several emperors were reputed to have died from mercury poisoning in futile attempts to attain immortality."

"Faith in mercury's magical powers was extended to medicine with new efforts to cure syphilis. Such notables as Napoleon, Ivan the Terrible, Robert Burns and countless kings and noblemen are believed to have been shepherded to the netherworld by mercurialists in vain attempts to cure the dread disease."

From: Mercury Contamination: A Human Tragedy, by Patricia and Frank D'itri, John Wiley and Sons: New York, 1977.

Return to Table of Contents

Teacher's Guide

Lesson Objectives:
                - to be aware of the toxicity of mercury, what to do if it spills and how to dispose of it
                - to develop skills in working together successfully with others
                - to develop community problem solving strategies
                - to develop skills in thinking logically
                - to use English to talk about solving problems
                - to help students develop a textual visual map for solving problems

Multiple Intelligences Developed in this Lesson:
                - Linguistic
                - Logical/Mathematical
                - Interpersonal
                - Intrapersonal
                - Visual/Spatial

Procedure:
- Ask the students what they know about mercury.

- Distribute a Mercury lesson packet to each student. A lesson packet includes a title page, a content outline, a group problem solving activity* and a student feedback form. Have the students complete the left side of the feedback form.

-Read the quote on the title page to the students.

- Have the students take turns reading the outline. Using the glossary, define any unfamiliar vocabulary for the students. Answer any questions the students may have.

- Direct the students to turn to the "What do I do?" page in their packets. Read the problem aloud to the students. Read aloud the parts of the chart to the students. Divide students into groups of 3, 4 or 5 depending on class size. Direct each group to appoint a reader, a secretary and a spokesperson. Once each group has completed its chart, have the groups share their results with the rest of the class. Give the students the option of acting out the problem.

- Direct the students to complete the right side of the feedback form. Collect the forms. Using the facts on these forms for dictation would be an excellent additional use of these forms.

*The group problem solving lessons in this manual have a multiple intelligence focus and are adapted from a unit on social responsibility in A Guidebook for Applying MI Theory in the Second Language Classroom by Maryann Christison, Ph.D., Burlingame, CA: Alta Book Center Publishers, 1999.

Content Outline

                I. Definitions of key terms
                        A. Mercury
                        B. Toxic
                        C. Vapor
                        D. Thermometer Exchanges

                II. Dangers associated with mercury
                        A. It is toxic to humans and causes health problems
                                1. Brain
                                2. Central nervous system
                                3. Liver and kidneys
                        B. It contaminates the food chain
                                1. Water
                                2. Wildlife

               III. High Risk Groups
                        A. Children under the age of six
                        B. Developing fetuses
                        C. Pregnant women and women planning on becoming pregnant

              IV. Sources of mercury in common household products
                        A. Glass thermometers
                        B. Older thermostats
                        C. Blue-tinted automotive headlamps
                        D. Fluorescent bulbs, high intensity discharge (HID) bulbs, metal halide, high pressure sodium and neon bulbs

              V. Mercury cautionary practices
                        A. Never break open products that contain mercury
                        B. Follow this procedure if you have a mercury spill
                                1. Ventilate the room.
                                2. Keep children and pets away from the spill.
                                3. Never vacuum up spilled mercury.
                                4. Wear gloves and use cardboard or tape to scoop up beads.
                                5. Put in an envelope or airtight container in a secure place.
                                6. Bring to the next local hazardous waste collection day or facility.
                        C. Do not pour mercury down the drain.
                        D. Never burn mercury containing products.
                        E. Do not put mercury containing products in the trash.
                        F. Always dispose of mercury containing products at a household hazardous waste collection day or facility.
                        G. Participate in a thermometer exchange program.
              VI. Fresh water fish consumption advisory for all of Connecticut's fresh water rivers and lakes
                        A. For high risk groups
                                1. Limit consumption to 1x month
                                2. Consume no fish from these lakes
                                        a. Lake Wyassup, North Stonington, CT
                                        b. Lake McDonough, Barkhamstead, CT
                                        c. Silver Lake, Berlin, CT
                                        d. Dodge Pond, East Lyme, CT
                        B. For all others
                                1. Limit consumption to 1x month from the lakes listed above

VII. Community Resources  

Community Resources

For mercury thermometer exchange dates and locations and for mercury education:

Connecticut Department of Environmental Protection
Office of Pollution Prevention
79 Elm Street
Hartford, CT 06106-5127
(860) 424-3297

For questions about a broken mercury container or for assistance if you think your child may have ingested mercury:

University of Connecticut Health Center
Poison Control Center
Open 24 hours a day, seven days a week
1-800-343-2722

"What do I do?"

Directions: Read through the problem carefully. Select a reader, a writer, and a speaker within your group. Complete the chart. Share your group's recommendation with the rest of the class.

You have a job in a factory that makes aircraft parts and engines. You have worked here for 5 years. You work in the wood shop making wooden prototypes of engine parts. You are working right now. Your supervisor is changing a fluorescent light bulb. Suddenly, the light bulb drops and crashes to the floor. "What do you do?"

Identify the problem in your own words:

 Group Recommendation:

 Student Feedback