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The next meeting of the
District Governing Board
is scheduled for
Dec. 9, 2008, at 1 p.m.
at District Headquarters
in Palatka.
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Water Pollution Lesson Plan:
Don’t Trust Your Eyes
6–12
4 Weeks
Water Pollution
Indoors
Objectives
- Students will develop a list of student actions that would protect our water resources from pollution.
- Students will formulate hypotheses and conclusions through observation of pollutants.
Materials
- Tap water
- Bleach
- Fertilizer
- Detergent
- Motor oil
- Vinegar
- Soil
- Leaves
- Twigs
- Dead insects
- 42 baby food jars
- Wide-range pH paper
- Student worksheet
Background
Water pollution is pollution that occurs when unwanted wastes (such as sewage, industrial wastes, and agricultural wastes) are released into water sources. This is the result of human activities.
Procedure
- Gather contaminants (leaf, twig, insect, and soil) and pollutants in advance of class. Fertilizer represents agricultural, garden, or lawn waste; detergent and motor oil represents domestic and road wastes; and bleach and vinegar represent industrial wastes.
- Divide students into teams. Each team will need eight baby food jars. The teams will use the following directions to make their experiment samples:
- Into the first jar, pour ¼ cup (60 milliliters [mL]) of tap water. Do not add pollutants to this jar; it will be the control.
- Into the second jar, mix ½ teaspoon (2–3 mL) of bleach and ¼ cup of tap water.
- Into the third jar, mix ½ teaspoon fertilizer and ¼ cup of tap water.
- Into the fourth jar, mix ½ teaspoon detergent and ¼ cup of tap water.
- Into the fifth jar, mix ½ teaspoon of motor oil and ¼ cup of tap water.
- Into the sixth jar, mix ½ teaspoon of vinegar and ¼ cup of tap water.
- Into the seventh jar, mix leaves and twigs with ¼ cup of tap water.
- Into the eighth jar, mix dead insects and ¼ cup of tap water.
- (Items b–e represent pollution caused by humans. Item f represents pollution caused by either humans or nature. Items g–hrepresent pollution caused by nature.)
- Seal and label the jars. Place in a bright location, but not in direct sunlight.
- Give each group eight copies of the student worksheet and have them complete Sections 1 and 2 for each jar.
- Each week for the next 4 weeks, allow the groups time to write their observations on the worksheets. Have students test the water in each jar with pH paper and note any changes. Have students discuss how the changes they are observing would affect a natural water system.
- At the end of the fourth observation, allow time for the groups to draw a conclusion and record it on the worksheets. Then have the groups share their conclusions and observations with each other.
- As a wrap-up, give each group 10 minutes to brainstorm an answer to the question, “What can you do to prevent water pollution?” When doing this, tell students to think about prevention as well as a solution to the problem after it has already occurred.
- Make sure all pollutants are properly disposed of after their use. Liquid mixtures, except for the motor oil, can be flushed down the sink.
Sunshine State Standards
Grades 6–8
Science
The Nature of Matter
Standard 1: The student understands that all matter has observable, measurable properties.
SC.A.1.3.1: The student identifies various ways in which substances differ (e.g., mass, volume, shape, density, texture, and reaction to temperature and light).
Processes that Shape the Earth
Standard 2: The student understands the need for protection of the natural systems on Earth.
SC.D.2.3.2: The student knows the positive and negative consequences of human action on the Earth’s systems.
How Living Things Interact with Their Environment
Standard 2: The student understands the consequences of using limited natural resources.
SC.G.2.3.2: The student knows that all biotic and abiotic factors are interrelated and that if one factor is changed or removed, it impacts the availability of other resources within the system.
SC.G.2.3.4: The student understands that humans are a part of an ecosystem and their activities may deliberately or inadvertently alter the equilibrium in ecosystems.
The Nature of Science
Standard 1: The student uses the scientific processes and habits of mind to solve problems.
SC.H.1.3.4: The student knows that accurate record keeping, openness, and replication are essential to maintaining an investigator’s credibility with other scientists and society.
SC.H.1.3.5: The student knows that a change in one or more variables may alter the outcome of an investigation.
Social Studies
People, Places, and Environments (Geography)
Standard 2: The student understands the interactions of people and the physical environment.
SS.B.2.3.6: The student understands the environmental consequences of people changing the physical environment in various world locations.
SS.B.2.3.9: The student understands how the interaction between physical and human systems affects current conditions on Earth.
Grades 9–12
Science
Processes that Shape the Earth
Standard 2: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4: The student understands the interconnectedness of the systems on Earth and the quality of life.
How Living Things Interact with Their Environment
Standard 2: The student understands the consequences of using limited natural resources.
SC.G.2.4.6: The student knows the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).
The Nature of Science
Standard 1: The student uses the scientific processes and habits of mind to solve problems.
SC.H.1.4.1: The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
SC.H.1.4.7: The student understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.
Standard 3: The student understands that science, technology, and society are interwoven and interdependent.
SC.H.3.4.3: The student knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
Social Studies
People, Places, and Environments (Geography)
Standard 2: The student understands the interactions of people and the physical environment.
SSB.2.4.4: The student understands the global impact of human changes in the physical environment.
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