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    Lesson 1 Filtering Water: Next Generation Science Standards

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    Edgar Miralles Inales Manriquez
    This lesson teaches students about water pollution and filtration through discussion and a hands-on activity. In the activity, students work in groups to create simple water filters using common materials like sand, gravel, and cotton balls. They then use their filters to clean "polluted" water and observe the results. The goal is for students to understand issues around access to clean water globally and how water filtration works at a basic level.

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    Lesson 1 Filtering Water: Next Generation Science Standards

    Uploaded by

    Edgar Miralles Inales Manriquez
    143 views8 pages
    This lesson teaches students about water pollution and filtration through discussion and a hands-on activity. In the activity, students work in groups to create simple water filters using common materials like sand, gravel, and cotton balls. They then use their filters to clean "polluted" water and observe the results. The goal is for students to understand issues around access to clean water globally and how water filtration works at a basic level.

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    lesson plan for teacher

    Original Title

    5-8-Lesson-Plan1

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    This lesson teaches students about water pollution and filtration through discussion and a hands-on activity. In the activity, students work in groups to create simple water filters using common materials like sand, gravel, and cotton balls. They then use their filters to clean "polluted" water and observe the results. The goal is for students to understand issues around access to clean water globally and how water filtration works at a basic level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    143 views8 pages

    Lesson 1 Filtering Water: Next Generation Science Standards

    Uploaded by

    Edgar Miralles Inales Manriquez
    This lesson teaches students about water pollution and filtration through discussion and a hands-on activity. In the activity, students work in groups to create simple water filters using common materials like sand, gravel, and cotton balls. They then use their filters to clean "polluted" water and observe the results. The goal is for students to understand issues around access to clean water globally and how water filtration works at a basic level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 8

    Lesson 1

    Filtering Water

    INTRODUCTION
    This lesson will introduce students to the concepts of water pollution and access to clean water
    through class discussion and a water filtration experiment.
    Note: The filtration methods used in this activity are a simple demonstration and the water should
    not be considered safe for drinking.

    LESSON OVERVIEW
    Grade Level & Subject: Grades 5 - 8: Science and Social Studies

    Length: 1 class period

    Objectives:
    After completing this lesson, students will be able to:
     Understand the issues of water pollution and the importance of access to clean water.
     Experiment with filtering various substances from water by making their own simple water
    filters.
     Observe and draw conclusions based on their experiment.

    Next Generation Science Standards Addressed:


     MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and
    ecosystem services.
     MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems
    driven by energy from the sun and the force of gravity.
     MS-ESS3-3. Apply scientific principles to design a method for monitoring and
    minimizing a human impact on the environment.
     MS-ETS1-2. Evaluate competing design solutions using a systematic process to
    determine how well they meet the criteria and constraints of the problem.
     MS-ETS1-3. Analyze data from tests to determine similarities and differences among
    several design solutions to identify the best characteristics of each that can be combined
    into a new solution to better meet the criteria for success.
     MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient
    precision to ensure a successful solution, taking into account relevant scientific principles
    and potential impacts on people and the natural environment that may limit possible
    solutions.

    Materials Needed:
     Chalkboard or whiteboard
     One 2-liter soda bottle for each student or small group of students
    o These should be pre-cut in half by an adult (see preparation instructions below)
     Filtration materials, such as:
    o Napkins
    o Gravel
    o Sand
    o Cotton Balls
    o Clay
     Materials to be used as “pollution,” such as:
    o Dirt
    o Litter (bits of plastic, small objects like paperclips, etc.)
    o Food scraps (i.e. orange peels, egg shells, lettuce, etc.)
    o Bits of leaves or grass
    o Food coloring
    o Cooking oil
    o Glitter
    o Salt or other spices
    o Use any of the above, or any other materials you may have
     Cups or containers for mixing the “polluted water.”
     Towels or napkins for clean-up
     Worksheet #1 – Water Filter Procedure (one for each student or small group of students)
     Worksheet #2 – Water Filter Lab Worksheet (one for each student)

    Assessment:
    Students will be assessed through the following activities:
     Participation and contribution to class discussion
     Participation in Water Filter Activity
     Completion of Worksheet #2 – Water Filter Lab Worksheet

    LESSON BACKGROUND
    Relevant Vocabulary:
     Pollution: Unnatural or harmful substances.
     Filtration: The process of removing matter from a liquid by means of porous media (materials
    with holes, various-sized).

    Information:
    Although Earth is covered with water (over 70% of Earth’s surface), only about 3% of the water on
    our planet is not salt water. Of this tiny amount of freshwater, much is locked up in ice and glaciers.
    Of the remainder, less and less is available to humans because of rising populations and increased
    pollution. Everyone on Earth must share the same water continuously cycling through, and we are
    all connected by watersheds. Almost everyone in the United States is used to having clean water
    anytime, at the turn of a faucet. Most of the world’s people are not so lucky, and must obtain water
    from a variety of sources. Many of these water sources contain pollution of some form, whether it is
    bacteria and microorganisms, chemicals, toxins, waste, litter, or other substances and materials.
    Resources:
    https://water.usgs.gov/owq/
    http://www.earthday.org/
    http://waterwatch.usgs.gov/wqwatch/

    Preparation:

    1. Before the lesson, the 2-liter bottles should be pre-cut for each student or small group of
    students.
    2. Cut circumferentially around the bottle about 1/2 or 1/3 of the way down.
    3. Keep both pieces together and set aside for activity.

    LESSON STEPS
    PBS Kids: pbskids.org/zoom
    Warm-up: Water in Your Life
    1. Begin this lesson by discussing with your class the importance of water in our daily lives.
    Have your students brainstorm how many times today they have used water, and write their
    answers on the board.
    a. Examples: drinking, flushing the toilet, taking a bath or shower, brushing teeth, watering yard or
    garden, washing dishes, filling a pet’s water dish or fishtank, cleaning, doing laundry, swimming,
    fishing, etc.

    Activity One: Water, Water, Everywhere?


    1. Lead students in a discussion about the overall scarcity of clean water on our planet, and the
    impact this has on humans around the world:
    a) Although Earth is covered with water (over 70% of Earth’s surface), only about 3%
    of the water on our planet is not saltwater. Of this tiny amount of freshwater, much
    is locked up in ice and glaciers, and of the remainder, less and less is available to
    humans because of rising populations and increased pollution.
    b) What are some sources of water pollution? Oil spills, bacteria and other organisms, toxic
    chemicals, litter, run-off from city streets, industrial waste, human waste, agricultural waste, etc.
    c) In the United States, we are lucky to have sources of freshwater, and sanitation
    facilities and water treatment plants to clean our water. We are also lucky that most
    of us have running water in our homes, schools and other buildings, and we can
    access clean water any time of day.
    d) What would you do if you turned on your faucet at home, and no water came out?
    Where would you find water? Think of nearby bodies of water in your area. Is there
    a stream or river? A lake? The ocean?
    e) What do these places look like? Could you drink the water? Cook with it? Bathe with
    it? Feed your pet?
    f) Many people around the world do not have running water in their homes, or even
    access to clean water. They must gather water from sources near their homes such as
    communal wells, sewers, rivers, streams, ponds, lakes or swamps. What do you think
    they find in this water? Fish, plants and other wildlife, trash, wastes, chemicals etc.
    g) Depending on where they live, there could be all kinds of things in their water.
    Activity Two: Water Filter Activity
    1. Break students into small groups, and pass out Worksheet #1 – Water Filter Procedure
    (one for each student, or one for each lab group) and Worksheet #2 – Water Filter Lab
    Worksheet (one for each student). Distribute lab supplies to each station (2-liter soda bottle
    pre-cut in half, filtration materials, “pollution” materials).

    2. Have students think about the types of pollution they discussed in the first activity. How
    could they represent these with the materials provided?

    3. Have each group follow the procedure outlined in Worksheet #1 – Water Filter
    Procedure and answer the questions in Worksheet #2 – Water Filter Lab Worksheet.

    4. Clean up.

    Wrap Up: Water Filter Discussion


    1. Have your students imagine again that they have no running water and no water treatment
    facilities, and they must collect water from sources near their homes. What might this water
    look like, taste like, smell like, etc. Would they like to use this water for drinking, cleaning,
    cooking, etc.?

    2. Based on the water filter activity, how would they design a water filter to clean the water they
    would be using?
    a. What pollutants would they need to filter out?
    b. What materials would they use to filter each kind of pollutant?
    c. Are there any pollutants that they were not able to filter out with their hand-made
    filters?
    d. Even if the water looked clean, is it possible that the water was still undrinkable?
    e. How might they remove contaminants from the water that cannot be filtered out?
    f. Would they feel safe and comfortable using and drinking the water after using a
    homemade filter? Would they get sick?

    3. Think about microscopic organisms that are too tiny to see and possibly too small to filter.
    Also, think about contaminants that are dissolved in the water and thus would be difficult to
    filter. How do water treatment plants and sanitation facilities solve this problem? (Ex. they
    use chemical cleaners to treat the water.)

    4. Remind your students that, although most citizens in the United States generally have
    reliable access to clean water, many people around the world are not so lucky and must
    collect and clean their own water. In addition, conditions such as drought, pollution,
    increased population and unequal distribution of natural resources threaten Earth’s water
    supply. This makes it necessary for each of us to conserve water and find ways to reduce our
    daily water usage.

    Extensions: Building a Water Filter and Learning About Your Area’s Water!
    1. Have students design a water filter they would use if they had to, including drawings. How
    much would a filter like this cost? Would it be hard or easy to make? Do they have access to
    all of these materials?

    2. Take a field trip to a water treatment facility! Find out more about the filtration process and
    other steps involved in purification.

    CONCLUSION
    After completing this lesson, students will be more familiar with the issues of water pollution and
    access to clean water. Through experimentation with a simple, handmade water filter, they will have
    an idea of some methods of filtration.

    LESSON PLAN CREDITS


    Brenna Holzhauer
    Kevin Hauff
    Water Filter Procedure

    Make Your Water Filter:


    1. Place the top half of the soda bottle upside-down (like a
    funnel) inside the bottom half. (Make sure the cap is off).
    The top half will be the filter and the bottom half will hold
    the filtered water.

    2. Layer the filter materials (sand, gravel, napkins, cotton


    balls, etc.) inside the top half of the bottle.
    PBS Kids: pbskids.org/zoom

    Make Your Pollution:


    3. Make a concoction of polluted water. Use any of the “pollution” materials
    provided to you.

    4. Predict what type of “pollution” might be removed by each layer of the filter
    materials. Write down your predictions on your worksheet.

    Filter Your Water and Make Observations:


    5. Pour the polluted water through the filter.

    6. Observe what the filtered water looks like.

    7. Take apart your filter and look at each of the different layers. Can you tell what
    each material filtered from the water? Write down the results on your worksheet.

    Try it Again:
    8. Empty the bottle, throw out the filter materials, and wipe out the bottle.

    9. Try it again! See if you can make the filtered water even cleaner! Try putting
    materials in different layers or try using different amounts of each material.

    This experiment was adapted from “Water Filter,” PBS Kids, pbskids.org/zoom, 2008.
    Water Filter Lab Worksheet Name _________________
    Make Your Water Filter:
    1. Draw and label the layers in your filter on the image:

    Make Your Pollution:


    2. Write your predictions of what type of “pollution”
    might be removed by each layer of the filter
    materials:
    Filter Layer 1:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Layer 2:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Layer 3:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Layer 4:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Your Water and Make Observations:


    3. Write your observations of the filtered water here:
    It looks: _________________________________________________________________
    Color: _____________ Transparency: _____________ Smell: ____________
    Does this water seem like it could be drinkable: __________________________________

    4. Were your predictions about the filter layers correct? If no, why not? Explain below:

    Filter Layer 1:

    Filter Layer 2:

    Filter Layer 3:

    Filter Layer 4:
    Try it Again:
    5. What do you think you could do to improve your filter next time?

    Re-Make Your Water Filter:


    6. Draw and label the layers in your filter on the image:

    Re-Use Your Pollution:


    7. Write your predictions of what type of
    “pollution” might be removed by each layer of
    the filter materials:

    Filter Layer 1:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Layer 2:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Layer 3:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Layer 4:
    Filter material _________________________________
    Pollution filtered out ____________________________

    Filter Your Water and Make Observations:


    8. Write your observations of the filtered water here:
    It looks: _________________________________________________________________
    Color: _____________ Transparency: _____________ Smell: ____________
    Does this water seem like it could be drinkable: __________________________________
    Is this water cleaner than last time? Why or why not?

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