Description: In this lesson, students are introduced to the threat of groundwater pollution and the impacts this may have to the immediate and surrounding natural environment. The activity encourages students to help ‘solve a mystery’ regarding a pollution incident in a fictional place. The town is a small community, with all residents using private wells. After discovering which of the three possible fuel companies had caused the fuel spill, students are asked to visually showcase what they think the nearby wetland area may look by comparing a healthy (pollution cleaned up) and unhealthy (pollution not cleaned up) natural area. This draws upon students’ previous knowledge regarding healthy ecosystems and interactions among species. Although the community is a fictional town, the issue of water pollution and the possible affected habitats (aquatic environments and wetlands) are related to those found in Eastern Georgian Bay. Extension activities will bring more specific focus to the Georgian Bay area once students complete initial activity and become familiar with concepts. It will also allow students to determine what may happen with the pollution ‘culprit’.

Learning Environment: In Classroom Prep Time: 10 minutes (printing + distributing paper handouts); Handouts given to students consist of pages 3-7 of this package (5 pages). Length of Lesson: 40 minutes + 20 minute extension lesson Key Vocabulary: pollution, fuel storage, wells, groundwater, aquifer, permeable, contamination, watershed, wetland, pollution source, contour, ecosystem, plume Staffing: 1 educator Resources: each student requires:

printed handouts

pencil

highlighter

other drawing utensils

Groupings: In pairs Teaching/Learning Strategies:

Presentation of information

Reading together as class

Discussion

Individual Problem Solving

Expectations:

Assess impacts of pollution created by humans on natural environments such as wetlands; understand why (demand for fuel) and how pollution can enter the natural environment (underground storage leaks, aboveground fuel leaks etc.).

(Kaiman, 2014)

Solve a Pollution Mystery Understanding Ground Water Pollution

Understanding Life Systems

Understanding Structures & Mechanisms – Forces Acting on Structures & Mechanisms

Understanding Matter & Energy – Properties of & Changes in Matter

Understanding Earth and Space Systems Conservation of Energy & Resources

Overall Expectations

1. Analyse the impact of hu-man activities and technologi-cal innovations on human health

1. Analyse social and environmental impacts of forces acting on structures and mechanisms

1. Evaluate the so-cial and environmen-tal impacts of pro-cesses used to make everyday products

1. Analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and re-sources

Specific Expectations

1.1 Assess the effects of social and environmental factors on human health, and propose ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial

1.2 evaluate the impact of society and the environment on structures and mechanisms, taking different perspectives into account and suggest ways in which structures and mechanisms can be modified to best achieve social and environmental objectives

1.1 Evaluate the environmental impacts of processes that change one product into another product through physical or chemical changes 1.2 Assess the social and environmental impact of using processes that rely on chemical changes to produce consumer products, taking different perspectives into account and make a case for maintaining the current level of use of the product or for reducing it

1.1 Analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts 1.2 Evaluate the effects of various technologies on energy consump-tion and propose ways in which individuals can improve energy conservation

Table 1. Expectations of Learning Outcomes Based on Grade 5 Ontario Curriculum

Background:

Water Pollution Sources: Surface and ground water sometimes become locally or regionally polluted. Sources of pollution include industrial and municipal discharge (sewage, excess water used in processing plant), urban and agricultural runoff (chemicals found in every day household cleaning and cosmetic products i.e. shampoo, soap, detergents, pesticides), spills (fuel spills above and underground), and airborne pollutants (exhaust). All of these pollution types may enter and cause harm to aquatic environments. It can appear easy and simple to dispose of waste by dumping it into a river or lake – but this is wrong, and certainly does not dispose of the waste safely. Just because the waste seems to be distributed and disappear, this does not mean it has. A pollutant may easily re-appear downstream, change forms, bioaccumulate (become concentrated inside the bodies of living things) or dilute – but never disappear (Environment Canada, 2010).

Chemical Contaminants: Pollution contains chemicals that can be harmful to living organisms. Synthetic chemicals (those made by humans) are especially damaging because they’re not natural and sometimes interact and react within an ecosystem in ways that are too complex to understand. What’s worse, pollution can sometimes be very difficult to clean up or track. Chemicals affect wildlife by altering or destroying their habitat or ability to live normally. This may include a contaminated food source, or genetic effects that lead to developmental issues. Some species are naturally more resistant to chemicals in the environment, while others are not affected as much. Certain species may be able to change and adapt their certain habits to cope with living in a polluted environment. However, the only way a species can truly adapt its biological, chemical and physical characteristics to deal with a completely different environment is through evolution, which takes millennia! The pace at which humans are altering the natural environment is too fast and overwhelming for species to deal with. In recent years, humans have led to the alteration and disruption of countless habitats that have negatively affected entire ecosystems (Moyle et al. 2015). The activities at the start of the lesson introduce students to terms including: surface water, ground water, ecosystem, chemicals, ecosystem etc. The focus in this activity will be groundwater polluted by a leak in an underground fuel storage tank. References Environment Canada. (2010). Water Pollution. [Online]. Accessed on March 7 2015 from: http://www.ec.gc.ca/eau-water/default.asp?lang=En&n=E86BC86A-1 Moyle, P., Kelt, D., & Davis, J. (2015). Marine Bio: Wildlife and pollution [Online]. Accessed on March 7 2015 from: http://marinebio.org/oceans/conservation/moyle/ch11/

Teaching and Learning

Activity #1 – Tracking Pollution Mystery (45-60 minutes) 1. Divide class into pairs. Explain that each pair of students will work together as detectives to

solve a mystery in a small town. Explain that the mystery cannot be solved unless you follow the mayor’s directions step-by-step and complete each clue! Emphasize that the activity does not end once you find out who was responsible for the pollution. The following steps involving the effects on wetlands and species are just as important. (Hand out all related handouts and have students each have a pencil, highlighter and other colouring utensils ready).

2. Move through mystery hand-out with class (There is a teacher copy with answers provided) Activity #2 –Optional/ Extension (15 minutes – unlimited) Resources: Large topographic map of town and surrounding area (including Georgian Bay Biosphere Reserve). 1. ‘Culprit Activity’ – Once all students have moved through activity and have discovered who

the ‘culprit’ is, they can talk about the consequences that the town council and mayor may impose on the company that caused the pollution. Think of an appropriate fine, and/or another complimentary method such as ordering the company to clean up the spill and begin monitoring the ecosystem. What should the company do in the future?

2. Divide class into two. Ask class to look at, examine and interpret the contour lines on a map. Ask the class to find where they live, and other features like Killbear Park. Have them locate wetlands, lakes and rivers using the map and legend. Lead a conversation regarding pollution – where can pollution come from (i.e. headwaters, other rivers, larger towns), and where/how can pollution enter the water bodies close to their hometowns? Relate the conversation and guide answers to the likeness of the ‘tracking pollution mystery activity’ that was completed earlier.

Tracking Pollution MYSTERY The Town of Waterville needs YOUR HELP!

You have been hired as a secret detective to help the city solve a water

pollution mystery! Follow the clues below!

What you need:

1. Pencil (1)

2. Highlighter (1)

3. Calculator (1)

Clues to be completed: CHECK WHEN COMPLETE

1. Top Secret Map

2. Fuel Diagram

3. Wetland Diagrams

4. Ecosystem Diagrams

Next step – THE CLUES!

The Issue: Citizens in Waterville have been complaining that their drinking water tastes bad!

The town is very small so most people have their own private wells. This includes businesses

and schools too! The Mayor has provided you with a special map of the town

Q: How many wells are there in total? _____

THINK: In what ways can fuel enter the environment? Why is this important to

understand? You can help the Mayor by sketching where the fuel may leak out of on the

picture below

Answer:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

FUEL DIAGRAM: USE TO ANSWER QUESTIONS BELOW

1. How does pollution happen here (1.)? Give one example. Draw it! Answer: (Hint: What do we use fuel for?)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. How does pollution happen here (2.)? Give one example. Draw it! Answer:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How does pollution happen here (3.)? Give one example. Draw it! Answer: (Hint: What do we use fuel for?)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

4. Answer “What is this?” (Hint: one word) Answer: ______________________________________

Clue #1: Scientists have tested the water from several wells in town, and found that the ground water has been contaminated with some kind of fuel! Oh no!

-From the FUEL DIAGRAM above, circle where the main source of pollution is coming from in Waterville. Answer: circle main source of pollution

-Look at your map to answer: 1. How many contaminated wells are there? Answer: ____ 3. What fraction of all the wells are contaminated? Answer: ____ 4. What percentage of wells in the town are contaminated? (Hint: You will need to use the

total number of wells you counted!) Answer: ____

Clue #2: The mayor has told you there are three fuel companies in town that may be responsible for contamination. Take your highlighter and find the three

companies.

1. What may these companies represent in terms of pollution? Answer:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

....All three fuel companies say they have checked their underground storage tanks and are not

responsible for any leaks. WE NEED YOU TO HELP US FIND WHO REALLY DID IT! 2. Why is it important to prove who caused the pollution?

Answer:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

LET’S START INVESTIGATING!

The mayor has given you topographic map with contour lines…

1. What does “topographic” mean?

Answer:

____________________________________________________________________________

____________________________________________________________________________

2. What do ‘contour lines” represent?

Answer:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. With your pencil to draw several perpendicular lines towards the line having the next

lowest elevation

a. In which direction does ground water flow on your map?

Answer:

____________________________________________________________________________

____________________________________________________________________________

4. With your pencil, try and draw ONE loop around all the contaminated wells.

a. What do you think the area inside the loop represents?

Answer:

____________________________________________________________________________

____________________________________________________________________________

b. What can the loop tell you about the movement and spread of pollution?

Answer:

____________________________________________________________________________

____________________________________________________________________________

c. Based on contour lines and the locations of the contaminated wells, which company is the

source of pollution?

Answer: _______________________________________

5. The contamination plume (or the loop you have drawn), will continue to spread slowly

through the ground…

a. Describe where on the map you think the pollution will move to. Answer:

_________________________________________________________________________

_________________________________________________________________________

b. Is there a sensitive area that may be negatively impacted? What is this ecosystem called?

Circle it on your map. Answer:

_________________________________________________________________________

_________________________________________________________________________

c. What types of animals may be found close to the contamination site? List at least three

(Hint: look at the picture below for a clue!) Why are they in danger?

Answer: Three animals I think are in danger are:

____________________________________________________________________________

____________________________________________________________________________

Answer: These animals are in danger because:

____________________________________________________________________________

____________________________________________________________________________

Image adapted from the Partnership for the Delaware Estuary, 2015

http://www.delawareestuary.org/Wetland_Assessment

You need to help the Mayor show the polluting company how the wetland will

look like if they do not clean up the pollution.

Help them by drawing!

IF POLLUTION IS NOT CLEANED UP....

Answer these questions by circling the correct response:

1. Are there going to be many animals and trees/plants living in this wetland? YES NO

2. Are there going to be many insects living in this wetland? YES NO

3. Is this wetland going to be very healthy? YES NO

4. Is it important to clean up pollution and care about the environment? YES NO

Image Source: http://www.balticdeal.eu/measure/planning-a-wetland/

IF POLLUTION IS CLEANED UP...

Answer these questions by circling the correct response:

1. Are there going to be many animals and trees/plants living in this wetland? YES NO

2. Are there going to be many insects living in this wetland? YES NO

3. Is this wetland going to be very healthy? YES NO

4. Is it important to clean up pollution and care about the environment? YES NO

Image Source: http://www.balticdeal.eu/measure/planning-a-wetland/

Image Adapted from the Environmental Protection Agency Website

http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_9-12_trackingpollution.pdf

Teacher Answer Sheet (Map & diagram answers included as well)

Q: How many wells are there in total? A: 38 Q: In what ways can fuel enter the environment? Why is this important to understand? A: it is important to understand so that companies can check these areas for leaking fuel, and prevent pollution!

Questions Related to Fuel Diagram (ABOVE) 1. How does pollution happen here? Draw it! A: fuel can spill when a car’s tank is being filled 2. How does pollution happen here? Draw it! A: Fuel tank leaking 3. How does pollution happen here? Draw it! A: the fuel spills during transfer – like when you

put gas into your car! 4. Answer “What is this?”: A: aquifer Q: From the picture above, circle where the main source of pollution is coming from in Waterville. A: Children should circle/highlight the area around #2 in the fuel diagram Q: How many contaminated wells are there? A: 16 Q: What fraction of all the wells are contaminated? A: 16/38 Q: What percentage of wells in the town are contaminated? Hint: You will need to use the total number of wells you counted! A: 42% - almost half! Q: What may these companies represent in terms of pollution? A: point sources of pollution For Teacher: What are point sources of pollution? Any single identifiable source of pollution from which pollutants are discharged, such as a pipe. Examples of point sources include: discharges from wastewater treatment plants

Q: Why is it important to prove who caused the pollution? A: So the responsible company can clean it up quickly before it reaches the nearby wetland and other areas! ...Cleaning up ground water contamination is an expensive job, so you need to know exactly where the source is so that time and money aren’t wasted cleaning up the wrong area!...impacts to other wells, groundwater supply etc…as well as impacts on ecosystems! Section: Steps Detective Must Take ... 1. The mayor has given you topographic map with contour lines…

a. What does “topographic” mean

A: detailed map of the surface features of land. It includes the mountains, hills, creeks,

and other bumps and lumps on a particular hunk of earth

b. What are ‘contour lines” and what do they show?

A: a line on a map joining points of equal height above or below sea level.

2. With your pencil to draw several perpendicular lines towards the line having the next

lowest elevation

Image Adapted from the Environmental Protection Agency Website

http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_9-12_trackingpollution.pdf

a. In which direction does ground water flow on your map? Hint: use the picture below for a

clue! A: downwards/down to the water

3. With your pencil, try and draw ONE loop around all the contaminated wells.

Image Adapted from the Environmental Protection Agency Website

http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_9-12_trackingpollution.pdf

a. What do you think the area inside the loop shows?

A: where the pollution is located/concentrated...this is called a contamination plume

b. Looking at your loop, what does it tell you about the possible spread of pollution?

A: the pollution may be spreading in two directions – to top right and lower left

c. Based on contour lines (which show the movement of water) and the locations of the con-

taminated wells, which company is the source of pollution?

A: The Trucking Company

4. The contamination plume (or the loop you have drawn), will continue to spread slowly

through the ground…

a. Describe where on the map you think the pollution will move to

A: the pollution will most likely move towards the lowest elevation (because of gravity), and

eventually end up at the open water at the bottom of the map where it will disperse into the

aquatic ecosystems

b. Is there a sensitive area that may be negatively impacted? Circle it on your map.

A: Children should recognize that there is a wetland present on the lower left-hand side of

the map. They can circle the wetland, and/or the shoreline areas where fish appear. Make

sure to talk about both, and explain that the aquatic environment is one entire area that is

sensitive to pollution. We focus on wetlands because these are habitats with a high number

of species in one area, but less dense areas (i.e. open lake water) are still important to

keep clean.

c. What types of animals are found close to the contamination site? Why are they in danger?

A: fish species, birds, insects, amphibians etc. Have children name specific species they

know.

Section: Drawing

If Pollution is NOT cleaned...the wetland may look like this...

1. Are there going to be many animals living in this wetland? YES NO

2. Are there going to be many trees and plants living in this wetland? YES NO

3. Are there going to be many insects living in this wetland? YES NO

4. Is this wetland going to be very healthy? YES NO

5. Is it important to care about the environment? YES NO

-Have children think about what a healthy ecosystem looks like. In this case, the wetland they

are drawing is unhealthy because the fuel company has not cleaned up the pollution. Have

them add a limited number of species to the drawing. Have them draw in the oil spill/pollution.

Emphasize how dangerous fuel and pollution can be to the living animals in this habitat.

If Pollution is cleaned...the wetland may look like this... 1. Are there going to be many animals living in this wetland? YES NO

2. Are there going to be many trees and plants living in this wetland? YES NO

3. Are there going to be many insects living in this wetland? YES NO

4. Is this wetland going to be very healthy? YES NO

5. Is it important to care about the environment? YES NO

-Have students think about what a healthy ecosystem looks like. They can refer to the picture at

the bottom of the 3rd page of the handouts. In this case, the wetland they are drawing is healthy

because the fuel company has cleaned up the pollution. Have them add a multitude of different

species to the drawing.

For Teacher: Terms: ‘Aquifer’: a body of permeable rock that can contain or transmit groundwater. ‘Groundwater’: water held underground in the soil or in pores and crevices in rock ‘Permeable’: (of a material or membrane) allowing liquids or gases to pass through it. ‘Well’: a hole drilled into the ground to access water contained in an aquifer. A pipe and a pump are used to pull water out of the ground, and a screen filters out unwanted particles that could clog the pipe

Extension Activity:

-‘Culprit Activity’: Once all students have moved through activity and have discovered who the ‘culprit’ is, they can talk about the consequences that the town council and mayor may impose on the company that caused the pollution. Think of an appropriate fine, or other method such as ordering the company to clean up the spill completely and begin monitoring the ecosystem. What can and should the company do in the future?

Discussion Questions:

-What amount of a fine would be sufficient for the polluting company?

-What does the fine depend on? (Answer: it depends on the size of the spill, and how much

damage it caused)

-Do you think a fine would be enough to stop the company from polluting again?

-What should the mayor order the company to do in order for them not to pollute again?

(Answer: The Company should fix their underground fuel storage so that it no longer leaks)

-What could the company do into the future after this spill? (Answer: they should start by

cleaning up the spill – because it is their responsibility to do so! Further, they can start long-term

monitoring of the ecosystem to ensure health is maintained into the future. Also, they can

improve their ‘image’ by planting trees, or cleaning up other natural areas.

-Time permitting, divide class into two. Provide each group with large topographic maps of their town and surrounding areas (making sure the Georgian Bay Biosphere Reserve is shown). -Ask class to look at, examine and interpret the contour lines on a map. Ask the class to find where they live, and other features such as Kilbear Park. Have them locate wetlands, lakes and rivers using the map and legend. -Try and foster a conversation regarding pollution – where can pollution come from (i.e. headwaters, other rivers, larger towns), and where/how can pollution enter the water bodies close to their hometowns? -Try and relate the conversation and guide answers to the likeness of the ‘tracking pollution mystery activity’ that was completed earlier.

Clean Water Challenge Understanding Water Pollution Using Filters

Description: In this lesson, students design their own water filtration system using a 2 litre plastic water bottle and various materials. They will test their filter by first running dirty water through the filter and examining the result. Food colouring will be added to the dirty water to represent specific types of chemical pollution that will be run through the filter as well. Students will become aware of how pollution moves through the soil and how it may be naturally filtered. Emphasis should be given to the fact that chemical pollution is a threat to aquatic habitats such as wetlands, and that natural filtration is not enough to eliminate harmful toxins from the environment. The worksheets to be completed before the construction activity focus on how pollution filtrates through natural areas such as forests vs. bare soils, and the source of chemical pollutants. These worksheets are designed for students to examine and understand water pollution and filtrations. The pre-activity worksheets allow students to think about the results of their filter design before they conduct it (basic hypothesis creation) and afterwards.

Learning Environment: In Classroom Prep Time: 15 minutes (distributing handouts, cutting water bottles, separating other materials) Length of Lesson: 45-60 minutes

Key Vocabulary: water scarcity, water cycle, renewable resource, evaporation, condensation, precipitation, run-off, percolation, coagulation, sedimentation, filtration, disinfection, watershed, wetland, contaminants, sediment, bacteria, pollution Staffing: 1 educator Resources:

printed handouts

pencil or pen

specific materials for filter construction (details below)

Materials (per pair/group of students)

1 empty (clean), pre-cut 2 Litre plastic pop bottle *teacher will cut water bottles before - encourage students to bring one from home!

gravel/rocks

coarse sand

fine sand

coffee filter

elastic band

dirty water

a maximum of 5 different food colouring colours (red, green, black (soy sauce), purple, orange)

*Do not throw out the plastic water bottles! Try and collect as many large gravel rocks as possible - to use next time! Sand, cotton balls, and filters will need to be replaced.

**Inform parents and students to bring a change of clothes and to wear clothes that can get dirty.

Groupings: In pairs or groups of three

Teaching/Learning Strategies: reading through handout together and re-visiting knowledge/facts regarding water conservation; hands-on activity with creating water filter and examining how process works in nature

Expectations: Assess impacts human chemical pollution may have on natural environments such as wetlands; understand how water is filtered in nature; review water cycle; understand how water is filtered by water treatment plans on the basic level; Students develop an awareness of chemicals and pollutants present in products used every day (i.e. shampoo, fertilizer) and consciously begin reducing the amount of chemicals they release into water.

Understanding Life Systems

Understanding Structures &

Mechanisms – Forces Acting on Structures & Mechanisms

Understanding Matter & Energy –

Properties of & Changes in Matter

Understanding Earth and Space

Systems Conservation of

Energy & Resources

Overall Expectations

1. Analyse the impact of human activities and technological innovations on human health

1. Analyse social and environmental impacts of forces acting on structures and mechanisms

1. Evaluate the social and environmental impacts of processes used to make everyday products

1. Analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources

Specific Expectations

1.1 Assess the effects of social and environmental factors on human health, and propose ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial

1.2 evaluate the impact of society and the environment on structures and mechanisms, taking different perspectives into account and suggest ways in which structures and mechanisms can be modified to best achieve social and environmental objectives

1.1 Evaluate the environmental impacts of processes that change one product into another product through physical or chemical changes 1.2 Assess the social and environmental impact of using processes that rely on chemical changes to produce consumer products, taking different

1.1 Analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts 1.2 Evaluate the effects of various technologies on energy consumption and

perspectives into account and make a case for maintaining the current level of use of the product or for reducing it

propose ways in which individuals can improve energy conservation

Table 1. Expectations of Learning Outcomes Based on Grade 5 Ontario Curriculum

Background:

Sources of Water Pollution: Water pollution occurs when waste is added to a water body that significantly changes its’ chemical and biological composition. Sources can include oil, garbage, fertilizers, chemicals and sewage. Today, urban run-off is considered one of the leading sources of pollution within a city. Litter is another large contributor, with about 10% of all plastic produced per year eventually ending up in the ocean. Personal and household cleaning products, as well as industrial and agricultural chemicals are also dangerous as these are often synthetic. Unfortunately, we often do not fully understand the degree of damage man-made chemicals may have on the natural environment (Canadian Wildlife Federation, 2015).

Water Pollution and Land: The amount and type of landcover within a watershed greatly determines the health of surrounding rivers, lakes and wetlands. As more undisturbed forested areas become subjectto human development and other destructive activities, the overall impact on water quality becomes higher. Forests help maintain water quality by filtering water. Forests protect water by slowing run-off (catching water in leaves, stems, soil, and roots), keeping soils stable by means of large and intertwined root structures and filtering pollution. Wetlands improve water quality by trapping and storing valuable organic and nutrient-rich sediments. Developed lands such as urban and agricultural areas increase surface water and soil run-off therefore impairing the natural processes of filtration by wetlands and forests. Developed lands ‘load’ hundreds of different chemicals into our waterways. Sources include fertilizers, pet waste, road salt, detergents, manure etc. Removing vegetation removes the natural buffer offered along rivers and wetlands putting these habitats at great risk. Without buffers, soil erosion and pollutant loading both increases, further impairing the natural processes. A lack of vegetation also means less shade and a lack of strong root systems to keep soil in place (Vermont.gov, 2003). References Canadian Wildlife Federation. ( 2015). Water pollution [Online]. Accessed on March 7 2015 from: http://cwf-fcf.org/en/discover-wildlife/canada-waters/threats/water-pollution.html Vermont. Gov. (2003). Vermont surface water management strategy appendix c. [Online]. Accessed on March 7 2015 from: http://www.vtwaterquality.org/wqd_mgtplan/swms_appC.htm

Teaching and Learning

Activity #1 – Water Filtration Introduction (20 minutes), Construction (10 minutes) & Experimentation (15 minutes) *Option to take the construction activity outside once introduction sheets are completed. Inform children to bring a change of clothes and wear clothes that can get dirty. 1. Divide class into pairs or groups. Follow

handout along with students, highlighting this is a pre-activity to their water filter construction projects

*Note: Have water filter materials (i.e. sand, gravel) away from students at this point so they can focus on handout activity first) 2. Once introduction handouts are

complete, explain that each group will work together to design a water filter.

3. Construction Procedures: Each group

will have (See materials) a pre-cut 2L plastic pop water bottle and equal amounts of the following materials gravel/rocks, coarse sand, fine sand

(about 4 cups each), coffee filter (1-3), elastic band, dirty water in a beaker, coffee filter (1-3), elastic band, dirty water in a beaker.

a. Remove cap, place coffee filter (students can choose to use 1, 2 or 3 filters) outside bottom of bottle, securing with an elastic band (see figure 1, 2)

b. Place top of water bottle into other half as shown (see figure 1, 2)

c. At this step, students will place materials in their filter in the order they decided on in the Part 1 Handout (i.e. from top: rocks, coarse sand, fine sand, coffee filter; OR from top: fine sand, coarse sand, gravel, coffee filter)

d. Students may pour dirty water (1 large beaker) into filter and examine results

e. Have students pour water into a separate beaker *tell students to be careful when dismembering filter

f. Have students assemble filter again. This time, students pour dirty water (1 large beaker) that has a significant amount of food colouring added to it.

g. Have students examine their results

A Clean Water Challenge: Let’s Build a Filter!

Did you Know? Plants and forests naturally filter water! On the diagram below, put a star next to all the places that a forest can ‘catch’ water when it is raining. Place at least 4 stars on your diagram and explain below! Example: The forest ‘catches’ water: in the leaves of the trees! (Draw a star beside the forest leaves/canopy)

(Vermont.gov, 2003)

The forest ‘catches’ water:

___________________________________

___________________________________

___________________________________

___________________________________

The forest ‘catches’ water

___________________________________

___________________________________

___________________________________

___________________________________

The forest ‘catches’ water

___________________________________

___________________________________

___________________________________

___________________________________

The forest ‘catches’ water

___________________________________

___________________________________

___________________________________

___________________________________

Can the forest store (hold) a lot of water? (yes or no) ________________

Why or Why Not? ___________________________________

___________________________________

___________________________________

___________________________________

Does water stay in the forest for a long time? (yes or no) _____________

Why or Why Not?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What if there is no forest? Put a start on the diagram where the earth can ‘catch water’

(Vermont.gov, 2003)

Can earth without forest store (hold) a lot of water? (yes or no) ________________ Why or Why Not?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Does water stay in earth without forest for a long time (yes or no) _____________

Why or Why Not?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Now that you have learned about how water is cleaned in nature use the pictures below

to answer questions about water pollution and its sources.

Chemical pollutants run-off into water and pollute and cause harm to natural environments. You will be using different food colouring to represent various chemical

pollutants.

Using the diagram below, fill out the SOURCES of pollution in the bubbles:

Using the diagram below, list examples of items or activities that may release pollutants into the environment:

NOW YOU ARE READY TO START BUILDING YOUR WATER FILTER!

Build Your Own Water Filtration System!

Group Member Names: ______________________________________________________________________ Read all instructions before building the filtration system. Step 1: Materials: -water bottle - gravel/rocks -coarse sand -fine sand -coffee filter -elastic band -dirty water

Step 2: Remove cap, place coffee filter outside bottom of bottle & secure with elastic.

Use (circle choice) 1 coffee filter, 2 coffee filters, 3 coffee filters

We think that using ______ coffee filter(s) will:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 3: Place top of water bottle into other half as shown below

Step 4: Remember your materials: gravel/rocks, coarse sand, fine

sand

Place the materials in this order (from top to bottom) DRAW IT!

Top:________________________________

Middle:______________________________

Bottom:______________________________

Step 5. Answer the questions below.

a. This group thinks the water at the end of the filter will be (circle one):

Very dirty (dark brown) Slightly dirty (light brown) Clear

b. ***After we build our water filter and did the experiment, the water was:

Very dirty (dark brown) Slightly dirty (light brown) Clear

Step 6. Answer the questions below. Once your filtration system is built, pour dirty water

and the chemical pollutant into the top of your filter.

There are 5 different ‘chemical pollutants’ to run through your filter.

a. This group will choose colour:

b. This group thinks the water at the end of the filter will be (circle one):

Very dirty with colour Slightly dirty with colour Clear with colour Clear

c. ***After we build our water filter and did the experiment, the water was:

Very dirty with colour Slightly dirty with colour Clear with colour Clear

Remember, you will use a different food colour to represent chemical pollutants.

Think about what pollutant each colour may represent (there is no wrong answer!)

a. The source of RED food colouring:____________________________________

b. The source of GREEN food colouring: _________________________________

c. The source of BLACK food colouring: __________________________________

d. The source of PURPLE food colouring:_________________________________

e. The source of ORANGE food colouring:__________________________________

WHEN YOU HAVE READ THE INSTRUCTIONS: Go Back to Step 1 and build your

filter - Remember to Answer 5 b and 6 c after you are finished.

Teacher Guide/ Answer Sheet

On the diagram below, put a star next to all the places that a forest can ‘catch’ water when it is raining. Place at least 4 stars on your diagram and explain below! Example: The forest ‘catches’ water: in the leaves of the trees! (Draw a star beside the forest leaves/canopy)

(Vermont.gov, 2003)

The forest ‘catches’ water 1) leaves (catches rainfall) The forest ‘catches’ water 2) leaves takes water out from the atmosphere The forest ‘catches’ water 3) forest floor (soil, stem, leaves; more shade = less evaporation) The forest ‘catches’ water 4) roots of large trees, as well as smaller plants on forest floor The forest ‘catches’ water 5) water is held in the soil (roots hold water, and take up water! Water is also held within animals and plants, as well as within other structures such as fallen logs, fungus) Can the forest store (hold) a lot of water? (yes or no) YES Does water stay in the forest for a long time (yes or no) YES – because plants (roots) hold soil in place (less erosion) so the water stays saturated in the soil profile What if there is no forest? Put a start on the diagram where the earth can ‘catch water’ -Students may place a star on the surface. Emphasize that there is little water storage able to happen here, because of the lack of plants and large trees (no large roots to hold soil and water underground! This leads to more evaporation and run-off)

(Vermont.gov, 2003)

Can earth without forest store (hold) a lot of water? (yes or no) NO

Does water stay in earth without forest for a long time (yes or no) NO – because there are no natural structures (roots, leaves, fallen leaves) for the water to filtrate through slowly – so water runs off from this area quickly and does not have a chance to be cleaned!

Additional Questions: What can the above picture tell us about water pollution and nautre? A: It is difficult to filter pollutants out of the water by natural ways; alternative answer: pollutants easily end up in ground water or run-off and may enter our watershed What will happen when all the polluted water filters down into the watershed? A: The water will not be pure, and will have pollutants within it; the water will need to be cleaned before we can use it Project: Build Your Own Water Filtration System We think that using 3 coffee filter(s) will: (Possible answer): make the water cleaner Chemical pollutants run-off into water and pollute and cause harm to natural environments. You will be using different food colouring to represent various chemical pollutants.

Using the diagram below, fill out the SOURCES of pollution in the bubbles:

Using the diagram below, list examples of items or activities that may release pollutants into the environment:

How can water pollution be prevented? A: Have children discuss what they can do to prevent pollution. *Focus on reducing water pollution in large scale (i.e community) & small scale (i.e. in their own homes). Try and relate answers to diagram above.

-Agriculture: you can prevent pollution from this source by buying local foods that take

less gas and fuel to get to you. Go to a local farmers market where you know what types of chemicals were used on the food you are buying.

-Urban Areas: Try to use public transport or your bike so that less fuel (smaller chance of gas leaks) is used overall; use natural cleaning products; do your laundry 1x a week to prevent large amounts of detergent from entering water; recycle plastic and compost to reduce the amount of garbage created.

-Mining/Industry: These industries provide us with materials we use to build things – all things! Such as radios, cars, chairs, refrigerators! You can try and buy recycled/used appliances or furniture, even clothing! If you buy something used instead of new, there will be a smaller need/demand for these industries to keep producing items and extracting materials from the earth. ...Remember, you will be using different food colouring to represent various chemical pollutants. Think about what type of chemical pollutant each colour may represent (there is no wrong answer!)

Teacher may explain what type of pollutant is represented by each of the food colourings, asking children to elaborate on sources of these pollutants in their community (i.e. Businesses downtown apply salt to the roads in winter; there is a golf course outside of town that uses pesticides on its grass...) a. The source of RED food colouring may represent pesticides b. The source of GREEN food colouring may be garden fertilizers c. The source of BLACK food colouring may be gas, oil, dust, salt run-off d. The source of PURPLE food colouring: may be household chemicals (i.e. cleaning

products, chemicals in soap) e. The source of ORANGE food colouring: may be leachate (extremely toxic matter formed in

landfills) Questions for during/after water filtration experiment: What do the plastic water bottle and the materials inside represent? A: Portions of earth with different soil types – these exist in nature! What are some possible areas our water could move to if the plastic water bottle was in real life? A: The water could move as groundwater, or if there was a large storm event, it could be runoff (surface water) Where does the water from any portion of the earth eventually drain into? A: A watershed; an area of land which all water drains to the same location Which water in the container was cleanest and clearest? A: Have children examine other water bottle filters and results from around the class **Remind children that although water may appear clear, there are tiny microbes/bacteria in the water that we cannot see that may be dangerous to human health. How does water filtration work with the pollutants present, compared to the water filtration without? What was different? A: The water filtered through, but it was the colour of the food colouring What does this mean in terms of water pollution? A: It is difficult to filter pollutants out of the water by natural ways; alternative answer: pollutants easily end up in ground water or run-off and may enter our watershed What will happen when all the polluted water filters down into the watershed? A: The water will not be pure, but will have pollutants within it How can water pollution be prevented? A: Have children discuss what they can do in their everyday lives to prevent pollution. *Focus on reducing water pollution in large scale (i.e. community) & small scale (i.e. in their own homes). Try and relate answers to diagram above.