OSM Collaborative Project
Engaging Activities for
Adult Educators to Build
Health and Science Literacy
Naomi Hirsch. Ed.M
Environmental Health Sciences Center
Oregon State University
http://ehsc.oregonstate.edu
Session Overview
 Provide an overview of the
Hydroville Project Curricula.
 Suggest how the Hydroville
problem-based science curricula
can support basic adult
education.
 Activities
 Journal Prompt
 Four Corners
 Video
 Game
 Wrap-up Discussion
Hydroville Curriculum Project
Goal: Develop curricula that will build
enduring understandings of environmental
health science as well as other disciplines
that students can apply in their daily lives
and careers.
Environmental health is the field of
science that studies how the environment
influences human health and disease.
It incorporates:
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Toxicology
Public Health
Environmental Sampling
Modeling – (Engineering)
Risk Assessment
Decision Analysis
Problem Solving & Teamwork
Science Communication
Hydroville Curricula are
 Nine-week modules for 9th to 12th grade
students.
 Open-ended, problem-based scenarios,
with many of the data and texts
provided.
 Based on real-life environmental health
problems.
 Developed by scientists and teachers.
 Multi-disciplinary, integrating science,
math, language arts, social studies,
engineering, and technology.
 Consistent with current learning
theories and educational standards.
 Funded by a seven year grant from the
National Institute of Environmental
Health Sciences. (NIEHS,1R25ES10721)
What is Hydroville?
Hydroville is a fictitious town that is
experiencing environmental health
problems, including:
A Pesticide Spill
Air Quality Problems
Water Quality Problems
Students are Experts
Teams of students:
 Analyze historical and current data
to decide if a problem really exists.
 Identify the possible sources of the
contamination.
 Investigate remediation options
and develop an action.
 Present solutions to the Hydroville
City Council.
Problem-Solving Process*
1. Investigate -- determine if there is
an environmental health problem.
2. Collect Data – apply skills and
knowledge acquired in background
activities.
3. Analyze Data – refine and test
hypotheses based on additional
information and analysis.
4. Synthesize Data, Generate Solutions
– determine appropriate actions and
recommendations using decision
analysis.
5. Present Solutions – communicate
action plan to an audience
representing stakeholders.
*Based on the process of scientific inquiry
Distinctive Features
 Pedagogical model is based on
inquiry.
 Activities are research-based.
 Content and skills taught are
interdisciplinary.
 Problems are real life.
 Infused activities emphasize
21st century skills.
 Optimum classroom delivery
involves teaching teams.
Demonstrated Outcomes
Students demonstrate:
 Increased academic success and
motivation to attend school.
 An understanding of scientific
inquiry as a process.
 Increase self-efficacy to take an
active role in solving environmental
problems.
 A facility to present solutions in
various written and oral genres.
 Increased proficiency in using
higher-order thinking and critical
problem-solving skills.
Demonstrated Outcomes
Teachers report the Hydroville
Curricula:
 Motivate ELL and at-risk students.
 Create an environment where
students take responsibility and
become self-directed learners.
 Teach group process and teambuilding skills.
 Necessitate oral and written
communication in various genres.
Water Quality Scenario
1. Welcome to Hydroville
2. Topographic Maps and Models
Environmental Solutions Team Meet ing #1 – Site Investigator
3. Source to Sink
4. What’s in Your Drinking Water?
5. Reading Water Quality Reports
Environmental Solutions Team Meet ing #2 – Drinking Water Specialist
6. Solution Concentrations
7. Sampling and Monitoring
Environmental Solutions Team Meet ing #3 – Environmental Chemist
8. Groundwater Basics
9. How Contaminants Move in Groundwater
Environmental Solutions Team Meet ing #4 – Hydrogeologist
10. Water Treatment Solutions for Homes
11. Remediation Technologies for Contaminated Sites
Environmental Solutions Team Meet ing #5 – Environmental Engineer
Water Quality Concept Map
Getting Started
Journal Prompt
 Give an example of how human
activity can create problems in the
environment.
 Give an example of how the
environment can affect human
health.
 What do you think the study of
environmental health science
covers?
Water Facts
 2/3 of the World is water, but
less than 1% is drinkable.
 One out of five people in the
world lack access to safe
drinking water.
 2.2 million people die each
year from diseases associated
with poor water and sanitary
conditions.
 Clean water is being used up
much faster than nature can
replace it.
Water, Water, Everywhere
 Put flip charts in four corners
of the room with titles
Water and Your Health
Drinking water Quality
Groundwater
Watersheds
 Student Brainstorming
 Wrap-up Discussion
In Class or Homework:
Where does Our Drinking
Water Come From?
Reading and Worksheet
Welcome to Hydroville
Introduction
WQ Video
Description
This activity introduces students to
the water quality problem in
Hydroville through a 14-minute video.
Students will:
Watch a video to collect
information about the water
quality problem in Hydroville.
 Options:
Identify stakeholders and their
concerns.
Investigate environmental health
science careers
Background Activity 1
Activity
WQ Video
Instructions:
1.
Worksheet: Water Quality Video Notes.
2.
Watch the Hydroville video.
3.
Discuss the term Stakeholder as a class..
4.
Identify Hydroville stakeholders:
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Option 1: replay the video
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Option 2: Use the video script
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Create a class list of stakeholders
WQ Video Discussion
1.
What do we know about the problem in
Hydroville?
2.
What do we not know that we want to
find out?
3.
Do you know where your drinking water
comes from?
4.
Discuss that this problem is based on a
real-life problem. Give an opportunity to
share personal experiences.
5.
Create a bulletin board on articles found
in the news about community drinking
water problems.
Name That Water Quality Hazard
Is my Drinking Water Safe? This activity
introduces students to the Safe Drinking
Water Act and drinking water standards. After
playing the Drinking Water Game, students
will have a better understanding of
contaminants present in drinking water and
their associated health effects.
Activity Time:
Two 50-minute class periods
Homework: Background Reading,
Reading for Understanding Questions
Day 1: Drinking Water Quality Terminology
Day 2: WQ Hazard Game,
Conclusion Questions
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Outcomes
Students will:
 Learn about federal regulations that
ensure safe drinking water.
 Identify primary and secondary drinking
water standards.
 Correlate drinking water contaminants
with human health effects.
 Recognize characteristics of twelve
contaminants commonly found in
drinking water.
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Getting Started
1. Assign Homework /Review with
students
Background Reading and Worksheet 1:
Reading for Understanding Questions
2. Prepare one WQ Hazard Game per
pair of students. (If the game cards
are laminated, the games can be
reused.)
3. Start with a Journal Prompt
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Doing the Activity
 Terminology
Review Reading and Worksheet
 Worksheet 2
1. Work in pairs
2. Hand out Playing Cards and the Game
Keys to each pair of students.
3. Read and follow instructions on
Worksheet 2.
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Play the Game
Work in pairs:
1. Review the Game Key, Playing Cards,
and Game Board.
2. Read and follow instructions.
3. Play one practice round and then
three rounds of the game (eight
hazards).
4. Complete Worksheet 4: Conclusion
Questions.
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Wrap Up
As a class discuss students’
answers to the Conclusion
Questions.
Assessment?
Classroom logistics?
Ideas for Integration?
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www.hydroville.org
See the Hydroville Website to:
 Download activities
 Listen to Hydroville Café testimonials from teachers,
students, and principals
 Find teacher resources on
Environmental Health Science