Spark 101 Lesson Plan
Video Presentation Title: Clean Drinking Water: Using the Scientific Method
Unit of Instruction:
Water Pollution and Treatment
Standard(s): TEKS: N/A
Subject/Course: AP Environmental Science
Objective(s):
Students will be able to identify and develop via scientific process
water collection and treatment for safe drinking water.
AP Environmental Science:
SWBAT respond use the “scientific process” to explain and describe the
collection and treatment of safe drinking water.
Water
Assessment/Demonstration of Learning:
 Google Apps Presentation
Resources Needed:
 Scientific Process review outline
 Projector + Spark 101 Video
 Laptops and/or iPad Tablet
 Water Pollution and Treatment Activity handout
(1 copy per group of 3)
 Google Apps access
© 2014 Spark 101
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Pollution
Sources, causes and effects
Surface and groundwater issues
Cultural Eutrophication
Water purification
Sewage treatment
Human health risks
Clean Water Act and other laws
Developed by Kim Fullerton, Nimitz High School, Irving, Texas
Page 1 of 7
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Time:
5-7 minutes
Problem/Motivation
(Part I of video)
Time:
2-5 minutes
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
© 2014 Spark 101
Ask students to list and explain the steps in scientific. And ask students to provide
general information about water pollution and treatment methods and also about the
various sources for our drinking water. Also ask student about water quality standards
and the general laws that regulate the standards.
Show this first segment of the video to your students, letting them know that they will
be using the scientific to develop ways in which that can access safe drinking water.
After the first segment of the video, have students look at the wind direction diagrams
and project constraints handouts. Allow them to work in small groups to evaluate the
locations of wind turbines and to complete the poster assignment (copied below):
Time:
30 minutes
Grouping:
Teacher Procedure
Independent
Pairs
Small groups (3-5)
Whole group
Water Pollution and treatment Activity
Activity Requirements: Working with your group, work in Google Apps to research
information on water pollution and treatment:
 Noting the various water sources-each groups required to develop its
hypotheses on finding, treating and providing safe water.
Developed by Kim Fullerton, Nimitz High School, Irving, Texas
Page 2 of 7
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Grading Rubric:
Project Component
Water pollution
Assignment
Steps in Scientific process
Conclusion and
applicability
Group member evaluation
TOTAL
Maximum Points
15
Points Earned
7 X 10
10
5
100
Group members’ names:
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
© 2014 Spark 101
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Time:
7-10 minutes
Time:
___ minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
2-5 minutes
Have students discuss and write their answers to the following questions:
 How did the engineers decide which site to use?
 How was your solution similar to the one generated by the team? How was it
different?
Based on the way the team solved the problem, what would you change about your own
solution? Why?
Checks for Understanding
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Developed by Kim Fullerton, Nimitz High School, Irving, Texas
Page 3 of 7
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Time:
7 minutes
Summarizer/Closure
Time:
5 minutes
Assessment (if applicable)
Checks for Understanding
Students will share their work with everyone via Google Apps and groups will draw
straws to present their findings to the class.
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Using Cornell Notes, each student will be required to write a brief description of the
experiment design chosen by his/her group and give one plausible reason for their
choice of hypothesis.
Google Apps review and feedback
Differentiation for Diverse Learners:
Additional Notes (if needed)
Accommodations/Modifications for Special Populations:
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Provide extra time to complete tasks.
Provide a correctly completed example of the task.
Begin with a KWL or other instructional strategy to activate prior knowledge of energy resources.
English Language Learners:
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Allow some native language discussion in small groups.
Allow students to respond to checks for understanding and questions in writing rather than verbally.
Explicitly teach (or re-teach) challenging vocabulary words.
Extensions for Advanced Learners:
Add more constraints for the problem-solving scenario: more buildings, budget constraints, etc., and have them
solve the problem using these new constraints.
© 2014 Spark 101
Developed by Kim Fullerton, Nimitz High School, Irving, Texas
Page 4 of 7
CK12 Connections (if available)
OpenStax Connections (if available)
Free videos, activities, problems, and background text available at:
http://www.ck12.org/earth-science/Protecting-Water-From-Pollution/
© 2014 Spark 101
Developed by Kim Fullerton, Nimitz High School, Irving, Texas
Page 5 of 7
Name _________________________________________________________________ Date ________________________________________________
Water Pollution and Treatment Activity
Work in groups of THREE to answer/explain the following. Use Google Apps to submit your report.
1.
What is water pollution and water quality?
2.
What are some examples of water pollutants?
3.
What standards have been established to measure water quality? Who establishes these standards?
4.
How is water quality monitored?
5.
Define, describe, and explain the significance for water quality of each of the following:
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Dissolved Oxygen (DO) and Biochemical Oxygen Demand (BOD)
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Waterborne pathogenic microbes and fecal coliform bacteria
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Nutrients (N, P)
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Oil (Exxon Valdez)
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Sediment
Which parameters are most important in determining water quality? Why?
© 2014 Spark 101
Developed by Kim Fullerton, Nimitz High School, Irving, Texas
Page 6 of 7
6.
What is eutrophication? What causes eutrophication? What is cultural eutrophication?
Know the meaning of the following:
eutrophic/oligotrophic
phytoplankton/ algae/algal bloom
8.
What is the difference between point and nonpoint sources of pollution? How can these sources be reduced?
9.
What are the common sources of groundwater pollution and how is this problem being addressed?
Terms:
Leachate
Leaking Underground Storage Tanks (LUSTs)
saltwater intrusion
10. How is wastewater treated?
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septic tank systems
primary treatment, secondary treatment, advanced treatment, disinfection
constructed wetlands
11. Can wastewater be recycled and reused? What are some of the problems with wastewater reuse? How can
wetlands be used to treat wastewater?
12. What are some of the landmark laws and legislation that have been enacted to protect water?
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Clean Water Act
Safe Drinking Water Act
Water Quality Act
© 2014 Spark 101
Developed by Kim Fullerton, Nimitz High School, Irving, Texas
Page 7 of 7