Additional Activities
Additional
Activities
Answer Key
Electrical Generation...................................................................................... A-1
Water Tickets.................................................................................................. A-2
Mystery Picture Graph.................................................................................... A-3
Brain Twisters................................................................................................. A-4
House Poster.................................................................................................. A-5
Natural Resource Fact Chart Challenge......................................................... A-6
Hidden Message Graph.................................................................................. A-7
®
A-1
or
Natural
Gas
Fossil Fuel (Oil or Natural Gas)
Boiler
Steam
3. List five things you did this morning that used
electricity. Now decide how you would accomplish
those same things without using electricity.
2. List four ways the environment is affected by the
generation of light (electricity).
1. List the steps shown to produce light.
Let There Be Light
Study the drawing carefully.
Generator
Turbine
Electrical Generation
Electricity
Objective:
Water Tickets
To see how decisions affect our standard of living and our quality of life. This will help
students realize how important it is to use water wisely.
Materials Needed:
• Water Tickets – 25 per student
• Box to use for toll box to collect tickets
Procedure:
1. Introduce the game to the students by listing several places the students use
water in the school, like a drinking fountain, restroom, lunchroom, and sinks.
2. Provide students with 25 Water Tickets each and instruct them to write their name
on all of their Water Tickets.
3. Every time students use water, they are to put a Water Ticket in the Toll Box. If
a student uses heated water, it will cost two tickets, because both water and energy
are being used. It also costs two tickets if a student wastes water unnecessarily. For
example, letting the water run while washing hands or letting it run to get a
colder drink.
4. Keep a record of how many tickets the students have left each day.
Discussion:
• What would happen if there was a real water shortage in the community and families were
issued a certain number of Water Tickets?
• What if, after they used them, all of their water was shut off?
• What would they do to adjust their use of water?
• What do people do for fresh water when rivers flood their communities, dams break, or city
water is contaminated?
A-2
A-2
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
WATER TICKET
WATER TICKET
This ticket allows
one water use
student’s name
student’s name
This ticket allows
one water use
WATER TICKET
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
Mystery Picture Graph
Instructions:
• Plot and connect the points in each section on the grid using the ordered pairs. Connect the points as you go
until you reach STOP.
• Color in the plotted sections when you are directed to do so.
• When the picture is finished, color the rest blue. Write a slogan about what being LivingWise means to you.
(A, 8)
(A, 14)
(C, 18)
(G, 20)
(I, 20)
(M, 18)
(O, 14)
(O, 8)
(M, 4)
(I, 2)
(G, 2)
(C, 4)
(A, 8)
STOP.
(O, 12)
(N, 12)
(M, 13)
(L, 14)
(I, 13)
(I, 14)
(J, 14)
(J, 15)
(K, 15)
(J, 17)
(K, 18)
(M, 18)
STOP, Color Green
(G, 20)
(H, 19)
(G, 17)
(F, 14)
(F, 12)
(E, 14)
(D, 14)
(C, 12)
(E, 10)
(H, 10)
(I, 9)
(I, 8)
(H, 7)
(H, 6)
(G, 2)
(F, 5)
(D, 6)
(D, 8)
(E, 9)
(D, 10)
(A, 11)
STOP, Color Green
(M, 13)
(K, 13)
(J, 11)
(J, 9)
(L, 8)
(L, 5)
(M, 4)
(O, 10)
STOP, Color Green
A-3
Mystery Picture Graph
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
A-3
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
Brain Twisters
1. Jessie saved more energy than Michael.
Michael saved more energy than Maggie.
Maggie saved less energy than Jessie.
Karen saved more energy than Jessie.
List the kids’ names in order of how much energy they saved, least to most:
Jessie, Karen, Maggie, Michael
Maggie, Michael, Jessie, Karen
Michael, Jessie, Maggie, Karen
Maggie, Karen, Michael, Jessie
2. The Maher family used 57,000 gallons of water a year, costing them $525 to heat. Estimate how much
money they would save in a year if they cut their hot water use by 30,820 gallons.
$100
$240
$284
$525
3. If each person in a house uses a 60-watt bulb in his bedroom four hours a day, and there are three people
living there, how many watts will be used a day to light each room?
20 watts
240 watts
650 watts
720 watts
4. For every 10 degrees the water heater setting is turned down, you can save 6 percent of the energy used.
If Charles turns his water heater down by 15 degrees, about what percent savings in energy will he save?
6 percent
9 percent
12 percent
15 percent
A-4
House Poster
Materials:
1. House Poster found on the next page
2. Packages of colored markers or pens
Instructions:
1. Have students add or color the items below.
• Add a bicycle
• Add some recycling bins in the garage
• Add some trees to shade the house
• Add a renewable or green power energy source in the upper left corner
• Put an orange star (for ENERGY STAR® products) on the refrigerator, television, and air conditioner
• Color the energy efficient showerhead green
• Color all items that use electricity yellow
• Color all items that use natural gas red
• Color the thermostat brown
• Color the incoming freshwater pipes blue
• Color the wastewater pipes black
• Draw a purple water drop next to all items in the house that use water
2. This activity can be done throughout the Program or as one exercise.
A-5
A-5
Natural Resource Fact Chart Challenge
Answer the following questions using the Natural Resource Fact Chart found in your kit.
Water Quiz.
Circle, or fill in the blank with, the correct answer.
1. How much of the Earth’s water supply is found in oceans or in saltwater?
a. 82.3%
b. 96.5%
c. 99%
d. 88.7%
2. How much of the Earth’s water supply is groundwater?
a. 6.1%
b. 25%
c. 10%
d. 1.7%
saltwater
3. The largest supply of water in the world is found in __________________
and the smallest supply
rivers
is found in _________________.
4. About 1.74% of the world’s water supply is found in
a. Glaciers and Icecaps
b. Lakes and Streams
c. Water Vapor
d. Oceans
5. On average, how many more gallons of water does it take to produce one serving of watermelon as
49 gallons
opposed to one serving of cantaloupe? _________________
Energy Cost Calculator.
Fill in the blank with correct answer.
6. It costs how much to run an ENERGY STAR® approved central air conditioner for 24 hours?
70 cents
___________________
7. If you ran 5 loads of dirty dishes through an ENERGY STAR® dishwasher every week for 6 months it
$263
would cost you how much? ______________________
8. Watching television for 10 hours a day for one year on a non-ENERGY STAR® 42” television set
$122
would cost you ___________________.
$4
9. $ ____________
is enough money to run a 15-watt Compact Fluorescent
Lamp (CFL) 6 hours a day for one year.
10. Recycling ___________aluminum
cans will save enough
8
energy to run a television for 24 hours.
A-6
WW 09-10
Hidden Message Graph
Instructions: Match the letters to the coordinate points below. By doing so, you will reveal the hidden message
10
y
A
9
V
7
5
N
M
O
Y
D
I
U
S
4
H
3
R
C
2
K
1
0
T
W
8
6
F
B
E
1
2
3
1. (2,4), (2,10), (3,7), (7,0)
SAV E
2. (0,5),
I
4
5
6
7
8
9
x
10
(1,8), (2,10), (9,10), (7,0), (8,3)
WAT E R
(4,2), (2,10), (9,8)
CAN
(5,6), (2,10), (1,1), (7,0)
MAKE
(2,10)
A
(4,5), (0,5), (7,9), (7,9), (7,0), (8,3), (7,0), (9,8), (4,2), (7,0)
DIFFERENCE
!!!!!!!!!!!
A-7
Additional Activities
Additional
AnswerActivities
Key
Mystery Picture Graph.................................................................................... A-1
Electrical Generation...................................................................................... A-2
Brain Twisters................................................................................................. A-3
House Poster.................................................................................................. A-4
Natural Resource Fact Chart Challenge......................................................... A-5
Hidden Message Graph.................................................................................. A-6
Mystery Picture Graph
Instructions:
• Plot and connect the points in each section on the grid using the ordered pairs. Connect the points as you go
until you reach STOP.
• Color in the plotted sections when you are directed to do so.
• When the picture is finished, color the rest blue. Write a slogan about what being Energy Wise means to you.
(A, 8)
(A, 14)
(C, 18)
(G, 20)
(I, 20)
(M, 18)
(O, 14)
(O, 8)
(M, 4)
(I, 2)
(G, 2)
(C, 4)
(A, 8)
STOP.
(O, 12)
(N, 12)
(M, 13)
(L, 14)
(I, 13)
(I, 14)
(J, 14)
(J, 15)
(K, 15)
(J, 17)
(K, 18)
(M, 18)
STOP, Color Green
A-1
(G, 20)
(H, 19)
(G, 17)
(F, 14)
(F, 12)
(E, 14)
(D, 14)
(C, 12)
(E, 10)
(H, 10)
(I, 9)
(I, 8)
(H, 7)
(H, 6)
(G, 2)
(F, 5)
(D, 6)
(D, 8)
(E, 9)
(D, 10)
(A, 11)
STOP, Color Green
(M, 13)
(K, 13)
(J, 11)
(J, 9)
(L, 8)
(L, 5)
(M, 4)
(O, 10)
STOP, Color Green
Mystery Picture Graph
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
A-1
A-2
or
Natural
Gas
Fossil Fuel (Oil or Natural Gas)
Boiler
Steam
3. List five things you did this morning that used
electricity. Now decide how you would accomplish
those same things without using electricity.
2. List four ways the environment is affected by the
generation of light (electricity).
1. List the steps shown to produce light.
Let There Be Light
Study the drawing carefully.
Generator
Turbine
Electrical Generation
Electricity
Brain Twisters
1. Jessie saved more energy than Michael.
Michael saved more energy than Maggie.
Maggie saved less energy than Jessie.
Karen saved more energy than Jessie.
List the kids’ names in order of how much energy they saved, least to most:
Jessie, Karen, Maggie, Michael
Maggie, Michael, Jessie, Karen
Michael, Jessie, Maggie, Karen
Maggie, Karen, Michael, Jessie
2. The Maher family used 57,000 gallons of water a year, costing them $525 to heat. Estimate how much
money they would save in a year if they cut their hot water use by 30,820 gallons.
$100
$240
$284
$525
3. If each person in a house uses a 60-watt bulb in his bedroom four hours a day, and there are three people
living there, how many watts will be used a day to light each room?
20 watts
240 watts
650 watts
720 watts
4. For every 10 degrees the water heater setting is turned down, you can save 6 percent of the energy used.
If Charles turns his water heater down by 15 degrees, about what percent savings in energy will he save?
6 percent
9 percent
12 percent
15 percent
A-3
House Poster
Materials:
1. House Poster found on the next page
2. Packages of colored markers or pens
Instructions:
1. Have students add or color the items below.
• Add a bicycle
• Add some recycling bins in the garage
• Add some trees to shade the house
• Add a renewable or green power energy source in the upper left corner
• Put an orange star (for ENERGY STAR® products) on the refrigerator, television, and air conditioner
• Color the energy efficient showerhead green
• Color all items that use electricity yellow
• Color all items that use natural gas red
• Color the thermostat brown
2. This activity can be done throughout the Program or as one exercise.
A-4
A-4
Natural Resource Fact Chart Challenge
Answer the following questions using the Natural Resource Fact Chart found in your kit.
Water Quiz.
Circle, or fill in the blank with, the correct answer.
1. How much of the Earth’s water supply is found in oceans or in saltwater?
a. 82.3%
b. 96.5%
c. 99%
d. 88.7%
2. How much of the Earth’s water supply is groundwater?
a. 6.1%
b. 25%
c. 10%
d. 1.7%
saltwater
3. The largest supply of water in the world is found in __________________
and the smallest supply
rivers
is found in _________________.
4. About 1.74% of the world’s water supply is found in
a. Glaciers and Icecaps
b. Lakes and Streams
c. Water Vapor
d. Oceans
5. On average, how many more gallons of water does it take to produce one serving of watermelon as
49 gallons
opposed to one serving of cantaloupe? _________________
Energy Cost Calculator.
Fill in the blank with correct answer.
6. It costs how much to run an ENERGY STAR® approved central air conditioner for 24 hours?
70 cents
___________________
7. If you ran 5 loads of dirty dishes through an ENERGY STAR® dishwasher every week for 6 months it
$263
would cost you how much? ______________________
8. Watching television for 10 hours a day for one year on a non-ENERGY STAR® 42” television set
$122
would cost you ___________________.
$4
9. $ ____________
is enough money to run a 15-watt Compact Fluorescent
Lamp (CFL) 6 hours a day for one year.
8
10. Recycling ___________aluminum
cans will save enough
energy to run a television for 24 hours.
A-5
WW 09-10
Hidden Message Graph
Instructions: Match the letters to the coordinate points below. By doing so, you will reveal the hidden message
10
y
A
9
V
7
5
T
W
8
6
F
G
N
M
O
Y
D
I
U
S
4
H
3
R
C
2
K
1
E
0
1
2
3
1. (2,4), (2,10), (3,7), (7,0)
SAV E
2. (0,5),
I
4
5
6
7
8
9
x
10
(7,0), (9,8), (7,0), (8,3), (5,9), (6, 5)
ENERGY
(4,2), (2,10), (9,8)
CAN
(5,6), (2,10), (1,1), (7,0)
MAKE
(2,10)
A
(4,5), (0,5), (7,9), (7,9), (7,0), (8,3), (7,0), (9,8), (4,2), (7,0)
DIFFERENCE
!!!!!!!!!!!
A-6
Additional Activities
Additional
AnswerActivities
Key
Brain Twisters................................................................................................. A-1
Crossword Puzzle........................................................................................... A-2
Efficiency Tips................................................................................................ A-3
Natural Resource Fact Chart Challenge......................................................... A-4
“Save Our Water” Flyer................................................................................... A-5
Hidden Message Graph................................................................................. A-6
Water Tickets.................................................................................................. A-7
Mystery Picture Graph................................................................................... A-8
Water Detectives Unsolved Case................................................................... A-9
Water Treatment Maze................................................................................... A-10
»
Brain Twisters
1. Jessie saved more energy than Michael.
Michael saved more energy than Maggie.
Maggie saved less energy than Jessie.
Karen saved more energy than Jessie.
List the kids’ names in order of how much energy they saved, least to most:
Jessie, Karen, Maggie, Michael
Maggie, Michael, Jessie, Karen
Michael, Jessie, Maggie, Karen
Maggie, Karen, Michael, Jessie
2. The Mather family used 57,000 gallons of water a year, costing them $525. Estimate how much money they
would save in a year if they cut their hot water use by 30,820 gallons by developing a watering plan and
installing devices?
$100
$240
$284
$525
3. If each person in an apartment building drinks the 2 liters of water a day he/she should to be healthy, and
there are 18 apartments with an average of three people per apartment, about how many liters a day will be
consumed in the apartment building?
2 liters
36 liters
54 liters
108 liters
4. The Jones family waters their lawn 4 times per day, 4 days per week, applying 2.0 inches of water per week.
If they would like to continue watering 4 days per week how many times per day should they water to apply
1 inch of water per week?
1
2
3
5
A-1
Crossword Puzzle
1
2
A
5
E
G
R
O
U
N
D
W
A
T
7
T
S
O
R
A
V
E
T
I
C
E
R
A
3
A
N
4
N
S
E
R
V
O
E
E
R
W
9
11
6
W
Q
E
T
10
R
B
U
I
N
T
U
I
F
E
R
C
Y
C
L
E
T
A
B
L
E
G
H
A
A
8
P
O
F
F
Down:
1. First step in water treatment.
4. Waste Material which passes through pipes and tunnels.
5. A device that attaches to the kitchen or bathroom sink that decreases the amount of flowing water.
10. Rainfall or other water flowing over land that is not absorbed by soil.
11. By changing a ___________ you can become more water efficient.
Across:
2. Water found in porous rock strata, soils, and aquifers.
3. To keep from loss or from being used up.
6. The Hydrologic Cycle.
7. It is important to ___________ water.
8. What is water called when it is fit to drink?
9. An underground geologic formation of rock, soil, or sediment that is naturally saturated with water.
A-2
Efficiency Tips
Directions:
Use the word list below to complete the efficiency tips.
• save
• showers
• three
• trigger
• deeper
• efficiency
• full
• heater
• water
• toilet
• faucets
• refrigerator
• moisture
1. Take quick _______________
instead of baths.
showers
2. Install high _______________
showerheads that cut the water flow in half.
efficiency
3. Don’t flush scraps and bugs down the _______________
.
toilet
faucets
4. Fix leaky _______________
and toilets.
water
5. Don’t let the _______________
run when brushing your teeth.
full
6. Use the dishwasher only when you have a _______________
load.
7. Keep a pitcher of water in the _______________
to get a cold drink.
refrigerator
trigger
8. Use a _______________
nozzle when washing your car.
heater
9. Do not set your water _______________
temperature too high. For every 10 degrees, you save 6% of
the energy used.
save
10. Put a water flow restrictor on your toilet to _______________
water when flushing.
11. Leave your lawn two to _______________
inches high when you mow. This encourages the roots to
three
grow and helps retain______________
in the soil, requiring less water.
moisture
A-3
Natural Resource Fact Chart Challenge
Answer the following questions using the Natural Resource Fact Chart found in your kit.
Water Quiz.
Circle, or fill in the blank with, the correct answer.
1. How much of the Earth’s water supply is found in oceans or in saltwater?
a. 82.3%
b. 96.5%
c. 99%
d. 88.7%
2. How much of the Earth’s water supply is groundwater?
a. 6.1%
b. 25%
c. 10%
d. 1.7%
saltwater
3. The largest supply of water in the world is found in __________________
and the smallest supply
rivers
is found in _________________.
4. About 2% of the world’s water supply is found in
a. Ice Caps and Glaciers
b. Lakes and Streams
c. Water Vapor
d. Oceans
5. On average, how many more gallons of water does it take to produce one serving of watermelon as
49 gallons
opposed to one serving of cantaloupe? _________________
Energy Cost Calculator.
Fill in the blank with correct answer.
6. It costs how much to run an ENERGY STAR® approved central air conditioner for 24 hours?
70 cents
___________________
7. If you ran 5 loads of dirty dishes through an ENERGY STAR® dishwasher every week for 6 months it
$263
would cost you how much? ______________________
8. Watching television for 10 hours a day for one year on a non-ENERGY STAR® 42” television set
$122
would cost you ___________________.
$4
9. $ ____________
is enough money to run a 15-watt Compact Fluorescent Lamp (CFL) 6 hours a
day for one year.
8
10. Recycling ___________aluminum
cans will save enough energy to run a television for 24 hours.
WW 09-10
A-4
“Save Our Water” Flyer
Make your community more aware!
Promote what you have learned to your
family, friends, and neighbors!
Materials Needed: Paper, colored pencils/pens or crayons.
Instructions: Have your students design their very own “Save Our Water” flyer to pass
around their neighborhood and school. Encourage them to include the various things
they have learned from the program including ways to save water, how to prevent
pollution, and why everyone should conserve. Once the students complete the
poster, encourage them to make copies to pass out to neighbors and friends, tape to
community mail boxes, or post on a school memo board.
Time: 20-30 minutes.
Save Our Water!
It’s easy to do!
1) Water your lawn in the morning.
2) Change your watering habits.
3) Check faucets for leaks.
4) Install high-efficiency devices in and
around your home.
A-5
Hidden Message Graph
Instructions: Match the letters to the coordinate points below. By doing so, you will reveal the hidden message
10
y
A
9
V
7
5
T
W
8
6
F
B
N
M
O
Y
D
I
U
S
4
H
3
R
C
2
K
1
E
1
2
3
4
5
6
7
8
1. (2,4), (2,10), (3,7), (7,0)
(1,8), (2,10), (9,10), (7,0), (8,3)
S AV E
W AT E R
2. (0,5),
I
(4,2), (2,10), (9,8)
CAN
(5,6), (2,10), (1,1), (7,0)
MAKE
9
x
10
(2,10)
A
(4,5), (0,5), (7,9), (7,9), (7,0), (8,3), (7,0), (9,8), (4,2), (7,0)
DIFFERENCE
!!!!!!!!!!!
A-6
Water Tickets
Objective:
To see how decisions affect our standard of living and our quality of life. This will help students realize how
important it is to use water wisely.
Materials Needed:
• Water Tickets – 25 per student
• Box to use for toll box to collect tickets
Procedure:
1. Introduce the game to the students by listing several places the students use water in the school, like a
drinking fountain, rest room, lunchroom, and sinks.
2. Provide students with 25 Water Tickets and instruct them to write their name on all of their Water Tickets.
3. Every time students use water, they are to put a Water Ticket in the Toll Box. If students use heated
water it will cost two tickets because they are using both water and energy. It also costs two tickets if a
student wastes water unnecessarily. For example, letting the water run while washing hands or letting it
run to get a colder drink will cost an additional ticket.
4. Keep a record of how many tickets the students have left each day.
Discussion:
• What would happen if there was a real water shortage in the community and families were issued a
certain number of Water Tickets?
• What if, after they used them, all of their water was shut off?
• What would they do to adjust their use of water?
• What do people do for fresh water when rivers flood their communities, dams break, or city water
is contaminated?
A-7
A-7
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
WATER TICKET
student’s name
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
This ticket allows
one water use
student’s name
student’s name
This ticket allows
one water use
WATER TICKET
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
student’s name
This ticket allows
one water use
WATER TICKET
Mystery Picture Graph
Instructions:
• Plot and connect the points in each section on the grid using the ordered pairs. Connect the points as you go
until you reach STOP.
• Color in the plotted sections when you are directed to do so.
• When the picture is finished, color the rest blue. Write a slogan about what being WaterWise means to you.
(A, 8)
(A, 14)
(C, 18)
(G, 20)
(I, 20)
(M, 18)
(O, 14)
(O, 8)
(M, 4)
(I, 2)
(G, 2)
(C, 4)
(A, 8)
STOP.
(O, 12)
(N, 12)
(M, 13)
(L, 14)
(I, 13)
(I, 14)
(J, 14)
(J, 15)
(K, 15)
(J, 17)
(K, 18)
(M, 18)
STOP, Color Green
A-8
(G, 20)
(H, 19)
(G, 17)
(F, 14)
(F, 12)
(E, 14)
(D, 14)
(C, 12)
(E, 10)
(H, 10)
(I, 9)
(I, 8)
(H, 7)
(H, 6)
(G, 2)
(F, 5)
(D, 6)
(D, 8)
(E, 9)
(D, 10)
(A, 11)
STOP, Color Green
(M, 13)
(K, 13)
(J, 11)
(J, 9)
(L, 8)
(L, 5)
(M, 4)
(O, 10)
STOP, Color Green
Mystery Picture Graph
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
A-8
Water Detectives Unsolved Case
Teacher Instructions
You will need:
Activity packet for each student.
Experiment Materials Required:
• Measuring Cups
• Water
Getting Started
1. The students are going to become detectives who need to solve Case #1426.
2. Have the students read their activity packet individually.
Before the Experiment
1. Have the students create a hypothesis (educated guess) before beginning the experiment.
2. Group the students
3. Distribute a clear measuring cup to each group. Instruct them to fill the cup with water up to the one cup
line, then place it near a window.
4. Each group is responsible for measuring their cup each day and recording the measurements.
5. Once the class has completed the experiment, check and make sure the students have recorded their results and conclusions.
6. Have the students work in groups to discuss what their hypothesis was and the conclusion.
Think about it!
Group discussion questions
1. Did each group have the same results? Look at where the cups were located. Environmental variable; was
one group’s cup exposed to more sun than another group’s?
2. What about the weather? Was it sunny every day of the experiment or was it raining, cloudy, or foggy, for
example? How could this variable affect the conclusion of the experiment?
3. Explain what the variables are in this case which will help you figure out what happened to Joe. A variable
can be defined as something that is subject to change or variation; Known to be inconsistent.
A-9
Water Detectives Unsolved Case
It was about half past seven in the morning when we got the call. Johnny Bash called us out to his
brother’s home in Miami. Once we arrived at the home, Johnny was a mess. He had discovered his
brother was missing when he came by for a surprise visit. “Where could he be?” he kept asking. You
see, Johnny and his brother Joe are pretty close. Johnny, who has a family in New York, tries to visit
Joe once a month.
We asked Johnny how long it had been since he had seen or spoken to Joe. He explained that last
month he got caught up into some trouble and wasn’t able to call or visit Joe.
“Do you know some of the places he may have gone?” I asked. Johnny sighed and started to wander
around the home of his brother.
“I know he wouldn’t do anything out of the ordinary. He is very predictable,” Johnny said.
“If he has been gone for less than a day, he is probably at
the local motorcycle shop. If he’s been gone for fewer than 4
days, then he might be visiting one of his best friends up North.
He wouldn’t stay there longer than 4 days because his friend
doesn’t have an extra bed and Johnny gets tired of sleeping
on the floor.”
“This is great! Can you think of any other places he might go?”
asked another detective.
“Yes, of course. I know my brother very well,” said Johnny.
“If he’s been gone for more than 4 days, but fewer than 8, then he probably went on a cruise. He
couldn’t afford a cruise for more than 8 days. If he’s been gone for more than 8 days, but fewer than
4 weeks, then he probably went to Italy with a student exchange program through the university. He
applied months ago. If he’s been gone for more than 4 weeks, then he probably went to his condo in
California. I know that he doesn’t stay there longer than 2 months.”
I could sense the fear in Johnny’s voice just before he shouted, “If he has not returned by then, aliens
must have captured him and taken him to space!”
“Have no worries, Johnny. We will help you find your brother,” said another detective as he finished
searching the house.
“Find anything?” Johnny asked.
“Not yet,” said the detective, “but I did notice this measuring cup on the window sill.”
A-9
Water Detectives Unsolved Case
“Oh yeah, he always fills the measuring cup with a cup of water and places
it on the window sill. He has to measure the amount of water he uses for his
delicate azalea plant. It’s the only plant he has left!”
“I’ve got it!” I said. “We can begin by researching the cup of water. The measuring cup only has 3/4 of a cup of water. I think we might be on to something
here.”
Johnny looked confused. “How? Who? What?” he asked.
“It’s a matter of evaporation. The warmth of the sun changes the liquid into water
vapor that we can’t see. Soon after, the water vapor condenses and forms a cloud.
Eventually, the water comes back to the ground as rain, snow, or hail. Over time, it
evaporates again. You see, it’s part of the water cycle.”
“I see,” said Johnny. “So, what can we do now?”
“We are going to doing an experiment. We will put a cup of water in a sunny place and keep track of
how long it takes to evaporate. Based on the results we get, we will be able to estimate how long ago
your brother Joe left the measuring cup on the window sill.”
“Let’s get started!” Johnny said with enthusiasm. “What can I do?”
“You should water the plant,” I said.
A-9
Water Detectives Unsolved Case
Activity Worksheet
STEP 1: Read “ Water Detectives: Unsolved Case # 1426
STEP 2: Write down the facts of the case:
1 cup
A. Original amount of water in the measuring cup___________________.
3/4
B. Amount of water in the measuring cup now______________________.
STEP 3: Write down where Johnny Bash said his brother might be.
- If Joe has been gone for less than a day, he is probably
At a local motorcycle shop
______________________________________________.
- If he has been gone for fewer than 4 days, he is probably
Visiting one of his friends up north
______________________________________________.
- If he has been gone for more than 4 days but fewer than 8, he is probably
On a cruise
______________________________________________.
- If he has been gone for more than 8 days but fewer than 4 weeks, he is probably
In Italy with a student exchange program
______________________________________________.
- If he has been gone for more than 4 weeks but fewer than 2 months, he is probably
Staying at his condo in California
______________________________________________.
- If he has been gone longer than two months
Aliens captured him and took him to space
______________________________________________.
STEP 4: Develop a hypothesis: what do you think happened?
1. How long do you think the water was left in the window?
______________________________________________.
2. According to your answer to number 1, where do you think Joe Bash went?
______________________________________________.
STEP 5: Perform an experiment to estimate the length of time it took for the water to evaporate.
Supplies: Clear measuring cup and water
Directions:
1. Write down today’s date. ______________
2. Fill a measuring cup to the one cup line.
3. Place the cup on a sunny window sill.
4. Record how many days it takes for the water in the measuring cup to reach the 3/4 cup line.
A-9
Water Detectives Unsolved Case
Activity Worksheet
STEP 6: Write your conclusions.
1. It took approximately ______ days for the water to evaporate to the 3/4 line.
2. Where should Johnny begin to look for Joe? _____________________________________.
STEP 7: Make notes about your observations in your water detective’s notebook:
___________________________________________________________________________.
___________________________________________________________________________.
___________________________________________________________________________.
Measurement Log
Day 1: _________________________________________________________Date:____________________
Day 2: _________________________________________________________Date:____________________
Day 3: _________________________________________________________Date:____________________
Day 4: _________________________________________________________Date:____________________
Day 5: _________________________________________________________Date:____________________
Day 6: _________________________________________________________Date:____________________
Day 7: _________________________________________________________Date:____________________
A-9
Water Treatment Maze
First, here is some information about water treatment:
STEP 1: AERATION - first step in water treatment. Forced air circulates through waste water to remove any
odors, replenish oxygen levels and to force “grit’ (small dense materials like coffee grounds) to settle away
from the water.
STEP 2: CHEMICAL COAGULATION AND FLOCCULATION - second step in water treatment. Alum (Aluminum Sulfate) is added (along with an electrical charge) to the waste water causing a chemical reaction. The
reaction allows suspended waste particles to attract to each other, form as clumps of material called floc, and
sink to the bottom of the collection tank due to their combined weight.
STEP 3: SEDIMENTATION - third step in water treatment. The separated floc collects at the bottom of the
collection tank leaving behind cleansed water. This settled floc is treated and made into different types of
fertilizers. Less dense waste material (like grease, oil, soap and plastics) floats to the top of the tank and is
skimmed off with rakes.
STEP 4: FILTRATION - forth step in water treatment. Water separated from Floc is pumped through filters
made up of charcoal and sand to further capture remaining particles of floc, metals such as iron, and any other
minute particulates.
STEP 5: DISINFECTION - fifth step in water treatment. Chemicals are added to the treated water to kill any
remaining germs and bacteria which might discolor the water or alter its taste and clarity.
Follow the maze through the process.
Make sure to do all of the steps in the correct order.
Start
Aeration
Chemical Coagulation
and Flocculation
Pesticides
Oil
Sedimentation
Dust, smoke, dirt
Filtration
Disinfection
Finish
A-10