| Grade Level: |
Subject Areas |
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Middle School |
- Science
- Environmental
- Behavioral
- Geography
- Math
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Description: A
large concern in all areas of the world is the amount of accessible water that can actually be utilized.
It becomes a problem when the water we do have (which is already lacking)
is not of high quality. Students will learn what
causes both lack of water quality and good quality. Students will learn
poor human habits that cause poor quality and discuss ways to improve quality.
Go directly to:
| Skill
Areas |
- Mathematical measurement and analysis of water sample
- Comparative analysis
- Critical thinking
- Integration of broad concepts to sepcific examples
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| Vocabulary |
- Water quality
- Water pollution
- Clean water standards
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| Class
Time |
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Goals and objectives
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Materials and Equipment
- Access to chemistry lab and equipment
- Water quality standards
- Purified water
- Variety of non-toxic chemicals
- "Troubled Waters" Video
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Science:
Chemicals that destroy water quality
Effects on wildlife and human health
Effect of low quality on water cycle
Environmental:
How does low quality affect plant life and the atmosphere
Water quality
Behavioral:
How can people improve
What are we doing, not doing?
Geography:
What regions in US and world are affected by poor water quality
Talk about places in the world known for "good quality" water
Talk about places in the world that have historically been known for quality water but are now facing a crisis as well.
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Teaching
Preparation
Teacher should utilize strategies that will allow hands on activities for
students to really take part in water quality. It is also important to use
methods that are relevant to their life (such as samples from around them,
examples from their daily habits, etc.).
Poor water quality makes it difficult for humans,
animals, and other organisms to stay adequately hydrated. Businesses, farms,
and residential areas all become affected, for water is one of the most
important natural resources necessary for survival.
Water quality is of more concern for rural areas and small towns in the
United States than for larger cities. With growth in large cities and industrialization,
the demand becomes higher in the larger cities and the rural areas are targeted
to meet that need (i.e. the water supply in rural areas is distributed to
the larger cities for their use). Not only is the source depleting but the
runoff and pollution from the larger cities is trickling down into the smaller
towns and making it more difficult to find a quality water source in those
areas. Finally, many rural areas don't have the resources to build new water
facilities to meet water quality standards.
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Student Activity
A. If there is a water source on campus (lake, pond, stream,
etc.) conduct samples of the water and measureits quality. Check for certain
chemicals using agents that can detect them. Allow the students to get in
small groups and gather the samples and conduct the tests.
- Litmus paper can detect acidity
- If not a science class, ask your science teacher for a manual or chart
that tells you what certain chemicals look like under a microscope and
when mixed with certain bases (this will allow you to know what is found
in the samples)
- Students should have a chart of different chemicals to be looking
for and should be marked off as found (a sample chart that may be used
is found below)
- Once all samples and tests are conducted, the students should summarize
their findings and rate the water source
B. Have students bring in jars full of water and plant
life from their neighborhoods to do a comparison and tests. The students
will each test the samples brought in using a chart naming each sample and
also containing possible chemicals in the water.
- Once tests are complete, students will compare the samples and decide
which areas in their school district have the cleanest water supply
and which have the poorest quality.
- Next students will water plants of the same kind or plant seeds (vegetables
or plants) of the same type in soil watered with the water samples collected,
and monitor the affects over the next 5 days to see what water quality
can do to plant life.
C. Teacher will provide each student with purified water
in 5 small jars. The students will then place different chemicals in each
jar except one. Next the students will either place plant life/or animal
life in the water or use the water on 5 different plants to see the effects
of each chemical and purified water, monitoring the growth or death.
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Extension
“Water
links us to our neighbor in a way more profound and complex than any
other.
”
John
Thorson
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1. Have students visit the following
website about the Tigris and Euphrates River http://www.mfa.gov.tr/grupa/ad/adg/
and focus on the following issues:
- The Euphrates river originates from Turkey and flows through Syria
and Iraq. Which of these three areas contributes the best quality to
the river and which contribute the least quality (i.e. who pollutes
the water more)
i. Is pollution an issue with the Euphrates river at all?
ii. Do the areas relying on this river have any other supply of "clean
water?"
- The Tigris river originates from the Lake Hazar. Is the Lake Hazar
a clean water supply?
i. Does the Lake Hazar affect the Tigris river positively or negatively?
ii. Could the Tigris river "survive" without the Lake?
- The Tigris and Euphrates rivers join after crossing Iraqi territory
and then runs into the Persian Gulf. What issues affect the two joining
bodies and then the Persian Gulf?
i. When the two bodies join, do they combine negative agents or is the
water of good quality?
ii. When the two bodies join with the Persian Gulf, are they supplying
"good water" or polluted agents?
- What areas of the world are affected most by the Tigris, Euphrates,
and Persian Gulf?
i. What is the quality level of each area affected by these bodies of
water?
ii. Are there particular portions of the bodies of water that are more
polluted than others?
iii. Are there any other areas of focus in these areas pertaining to
water quality?
- What is the agricultural situation in the areas that are affected
by the Tigris, Euphrates, and Persian Gulf?
i. Is water quality an issue in the increase or decrease in agriculture
in these areas? (Of course, if the water is of good quality, then the
agricultural system may not be suffering)
2. Many nations in the world cannot obtain a quality water
supply and are stricken with many diseases. Ask each student to get online
and find one country that is affected by this problem. Have them prepare
a presentation describing the situation visually. The students should be
looking for the following:
- What is the major cause of water pollution in this country?
- What could be done to change the situation (should probably be presented
at the end of the presentation)
- What diseases are present as a result of the situation in this country?
- What are the major forms of food in this country and how are they affected
by the water situation in this country?
- What are the average water levels in this country? Is the main issue
in this country the overall quality or quantity, or both?
- What major bodies of water contribute to this country?
- Are there other sources of quality water for this country?
- How many deaths each year are present in this country as an affect of
the poor water supply?
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Additional
Resources
North Carolina Clean Water Management Trust Fund
http://www.cwmtf.net
U.S. Environemntal Protection Agency - Water
http://www.epa.gov/OW
The Seven Principles of Water Savings
Water Authority of Western Australia (1994), Water-Wise
Gardening, Water Topic No. 25, Public Information Pamphlet
http://www.vacets.org/articles/anson1.html
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