What Is In Our Water That Doesn’t Belong There?
Overview:
Students will analyze water samples from local water sources, discover what
contaminants are present, and research/hypothesize reasons why the
contaminants are present.
Keywords:
water cycle, water pollution, sources of water pollution, point source and
non-point source pollution
Subject:
Earth Science, Environmental Science
Age / Grade Range:
9th-12th Grade Science
Background:
Common Core and
Idaho Content
Standards:
In order to understand this lesson, students should have prior knowledge of
how the water cycle works. They should have a general understanding of the
individual processes that drive the water cycle (condensation, evaporation,
precipitation, etc…) Teacher should frame the lesson with the following
question: “If you test the water in a nearby river/stream/lake, will you find
pure water?” (answer should be ‘no’ as there are potentially many
contaminants that will be present).
8-9.ES.5.1.1 Analyze environmental issues such as water and air quality,
hazardous waste, and depletion of natural resources.
8-9.ES.1.2.1 Use observations and data as evidence on which to base scientific
explanations.
In this section, please provide a short description of what students will do.
This is to help a teacher do a quick evaluation of the lesson to see if this is
something they would like to do with their students.
Goals:
Students will analyze water samples for contaminants. After obtaining this
information, they will use the internet to research possible sources of this
contamination. Students will then relate these contaminants to potential
local sources.
Essential Question: What substances can be found in our local water and why
are they there?
Objectives:
Each objective identifies the student learning that will take place and is
measurable and observable. Lesson may include integration across several
content areas as appropriate.
Objectives may be stated in the form of critical questions students should be
able to answer.
Students will be able to name 3 contaminants found in their local water
supply.
Students will be able to discuss possible reasons that the contaminants are
present and determine the level of risk that various contaminants present.
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Materials:
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Internet and/or library access, and suggested sources of information
tables to record testing results
Contaminated water for testing. This should be from a nearby lake,
stream, river, or ocean.
Commercial water quality test kit
table to record search results on sources of contamination
Set up:
Have water samples prepared ahead of time, unless you are planning to
collect them as part of a class field trip. Try to collect samples from nearby
lakes, streams, rivers, etc… Determine how many different sources and how
many samples of each that you would like to use.
Time/ Duration:
This activity will generally take 3 full 45-minute periods to complete. 1 for
testing, 1 for research, and one for producing the final project.
Introduction
(Engage):
I recommend showing a brief video to frame the lesson and generate
excitement about the activity. Here is one example, but there are many
possible ways to do this. This particular clip has a dark tone and is rather
extreme, but you get the idea.
https://www.youtube.com/watch?v=IG3thzNUIdY
Lead discussion to recap the main points of how the water cycle works.
Review important vocabulary.
Questions for lead-in discussion:
1. If you test the water in nearby streams, groundwater, lakes, will you
find pure H2O? (no)
2. What are some of the things you might find?
3. Today we will be testing that prediction.
1. Students work in pairs or small groups.
2. Test for contaminants using available equipment.
3. Students record results
4. Students go to computer lab or library for access to Internet and other
information in texts, journals, and pamphlets.
Activity (Explore):
5. Assign each pair or group of students to research a certain number of
possible sources of contamination to determine what those sources
contribute.
6. Students record the source, types of pollution, point source or nonpoint source, and source of information in table 2.
7. Provide possible places to find inform
Explanation:
Introduce the concepts of point source and non-point source pollution. Offer
examples of each.
Lead classroom discussion of what students found.
Elaboration:
Are some contaminants contributed by more than one source? (yes)
Are more contaminants point source or non-point source?
Lead discussion to whether all contaminants are harmful.
Lead discussion to what sources of contaminants are present in local area
Evaluation/
Assessment:
Student’s will be evaluated on the creation of a final product (poster) that
depicts their water source and illustrates the sources and methods that led to
at least 3 of the contaminants they discovered. The poster should outline
possible sources of contamination, how that contaminant entered the water,
and what possible hazards the contaminants present to humans and/or
wildlife.
Additional resources:
http://www.gdrc.org/uem/water/water-pollution.html
http://www.scorecard.org/
http://www.scorecard.org/env-releases/def/cwa-cause-classdef.html#metals
http://www.cee.vt.edu/program_areas/environmental/teach/gwprimer/gwp
rimer.html
http://www.epa.gov/
Family/ Community Connections: Use the above mentioned web resources. Talk
to local officials such as City Superintendent of Public Works, irrigation companies,
dam operators, Departments of Fish and Game, farmers.