ENERGY& THEENVIRONMENT

Transcription

1 ENERGY& THEENVIRONMENT PARC

2 PARC Energy and the Environment Kit #1: Water Filtration Table of Contents Topic Template Kit Materials List Water Filtration Teacher Guide Engage Activity Explore Activity: Can You Clean the Water? Explain Options and Activities Elaborate Options. 25 Evaluate Options... 26

3 Topic Template Topic Title Water Filtration Associated PARC Curriculum Associated Content Or Subject Summary Materials Needed Energy & the Environment Series Water Quality; Climate Change Physical Science, Earth Science Using the 5E Instructional model students use the engineering design to clean dirty water and learn about water filtration. PARC Energy & the Environment Kit # 1: Water Filtration [Includes activity materials and flash drive with PowerPoint presentation titled Water Filtration] Recommended Grade Level(s) Related NGSS Standards Essential Question Engage Activity Explore Activity Explain Activities Materials provided by the teacher: Organic materials, such as leaves, tadpoles, minnows, etc. to put in tub to create dirty water. Computer with USB port & projector 4-8th grade ESS3.C Human Impacts on Earth s Systems ESS2C Water Cycle ESS2A Earth s material and systems MS-ESS2-4 Develop a model to describe Earth s systems driven by energy from sun and force of gravity MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering How do we bring balance back to an ecosystem, when it is disrupted by natural, or human made disasters? How do we find clean water? How do we clean the water? Do You Know How to Get Clean Water in a Disaster? Show slides of Nepal earthquake, St. Louis flooding and Flint, MO and the problem of finding clean water in a disaster. Can You Clean the Water? Students will work in groups and explore how to clean dirty water using the materials in the filtration kit. How does nature filter water? Students are able to learn about how water filters naturally through the following activities: 1. Animated video of water cycle 2. Water cycle diagrams 3. Earth s Fresh Water 4. Water Distribution Demo 5. Water Cycle Game PARC Outreach Energy & the Environment Water Filtration

4 Elaborate Evaluate Options include: 1. Toilet to Tap video (4 min) 2. Redesign water filtration device, Engineering Design 3. Life Saver Bottle Ted Talk Life Saver Video (7 min) 4. EPA webpage for Thirstin s Water Filtration Lesson Options for: I. Constructive Response II. Performance Task III. Redesign Extension Resources Grades 3-5 Water Filtration tration Grades 5-8 Purify Water on Mars rials/listbytype/water_filtration_challenge.html Ideas on Filtration Methods ex.htm Grades 9-12 High School Design a Wastewater Treatment Plant PARC Outreach Energy & the Environment Water Filtration

5 PARC Energy and the Environment Kit #1: Water Filtration Materials Included in Kit: Ø 1 Copy Water Filtration Unit Module Lesson Plan Activity Title Item Qty Unit Distribute All USB drive with Water Filtration PowerPoint presentation 1 each for the teacher Engage: Clean Water in a Disaster? Explore: Can You Clean the Water? Use presentation only NA NA NA Student worksheet copy master 1 each For the teacher long, low plastic tub 6 each 1 per student station clay, gravel, sand, 1 bag each 6 set 1 per student station cotton balls 36+ each 6 per student station 2-L plastic bottle 12 each 2 per student station charcoal pellets, 1 gal bag 1 bag shared by class nylon panty-hose 6 pair 1 per student station coffee filter 12 each 2 per student station funnel 6 each 1 per student station plastic cup, 12 oz 12 each 2 per student station colander 6 each 1 per student station measuring cup set 6 set 1 per student station mesh, plastic, 12 x 12 inches 6 each 1 per student station cheesecloth 1 pkg shared by class disposable pipets 12 each 2 per student station food color 6 each 1 per student station paper towels 1 roll shared by class Explain 1: Animated Water Cycle Explain 2: Water Cycle Diagrams Use link provided in instructor pages Use Water Filtration PowerPoint presentation NA NA NA NA NA NA Explain 3: Earth s Fresh Water Explain 4: Water Distribution Demo Explain 5: Water Cycle Game Student sheet copy master 1 each for the class 5 gallon bucket 1 each For class demo 2-cup measure 1 each For class demo ½ cup measure 1 each For class demo disposable pipet 1 each For class demo table salt, 1-LB box 1 box For class demo food coloring, 2 colors/set 1 set For class demo paper towels 1 roll For class demo Laminated station sheets, set of 9 1 set 1 per student station Dice 9 each 1 per student station Student worksheet copy master, 2pgs 1 each For the teacher Evaluate Options Student worksheet copy masters 1 each For the teacher PARC Outreach Energy & the Environment Water Filtration

6 Materials Provided by the Teacher: Ø Computer with USB port and projector Ø Organic materials to make dirty water (soil, leaves, sticks, rocks, etc.) Ø Ice cubes for the EXPLAIN #4 demonstration Ø Photocopies of student worksheets PARC Outreach Energy & the Environment Water Filtration

7 Water Filtration Teacher Guide Water Filtration is an important component of the water cycle process. This lesson series allows students the opportunity to explore how to filter dirty water. Using the engineering design process students will learn about water, the water cycle and design a method to clean water. Finally students will have the opportunity to demonstrate their understanding with an evaluation. ENGAGE Show the 2 slides of flooding and natural disasters that are found on the teacher PowerPoint presentation titled Water Filtration [found preloaded on a USB drive in the kit materials, or online for download at Ask the students how do you find clean water in a disaster? Have the students think to themselves, and then share with their partner or group. Have each group share out. EXPLORE Put students into 6 groups with each group having a water filtration kit on their table. Take all the materials out of the plastic tubs, as this tub will be used to create the dirty water that the students will start to clean. Fill the tub about ½ with water and then add items that can and cannot be filtered out. Items to create the dirty water can be leaves, tadpoles, sticks, rocks, sand, etc. You can also color the water with food coloring. Say to the students, Your job is to figure out a way to clean the water so it s clean enough to drink. Give students about minutes to create a way to filter the water. Have them use the following page, Can you Clean the Water?, to create a sketch of what they plan to do to clean the water. If they can, have the students describe what order they used items to filter out the waste water and why they chose the order. Remember this is the Explore section, so it provides the students the opportunity to gain some first hand experience with filtering the water. After the time is up, have each student group share out what they chose to do in order to filter the water. It s important to leave time for clean up and for all students to wash their hands before the class is over. Tell students that they were just starting to use the Engineering Design Process with their group to get the water as clean as possible. Refer to the Engineering Design Poster & ask students what they did in each part: 1. Identify need/problem - to clean the water 2. Research and brainstorm - they brainstormed how to clean the water with their group 3. Choose Best Ideas - within their short time frame they were to choose best idea 4. Construct a prototype - they made a model or prototype of their water filtration device 5. Test and evaluate - They tested their device here. PARC Outreach Energy & the Environment Water Filtration

8 Safety precaution: Tell students they are not allowed to drink the water. There might be bacteria in the water. Also if students choose to use the soda bottles for filtration devices, help the students by cutting the tops off the soda bottles with scissors. PARC Outreach Energy & the Environment Water Filtration

9 EXPLORE Student Name Can You Clean the Water? Design Challenge: As a group, use the materials provided to clean your water sample. How can you test to see if it is clean enough to drink? Sketch and label your design idea below: PARC Outreach Energy & the Environment Water Filtration

10 The Engineering Design Cycle PARC Outreach Energy & the Environment Water Filtration

11 EXPLAIN For the explain phase, we provide many resources that you may use with your students to help them learn about water filtration as part of the water cycle. There are several different opportunities listed here to help your students understand how water filtration works and also allows for differentiation, depending on what your students need. 1. Water Cycle Animated Video Use the following link to show an animation of the water cycle: 2. Water Cycle Diagrams The picture below is in the slideshow on the flash drive and shows how naturally water will filter through the process of the water cycle. You may want to ask students to explain what is occurring with each arrow. For instance, have students Turn and Talk to discuss the following questions: What is evaporation? What does an underground aquifer do? How do animal waste and pesticides end up in bodies of water? The main focus is for students to understand that as water moves in the different phases, it is also has a naturally filtering process that occurs as it goes through rock, sand, etc. PARC Outreach Energy & the Environment Water Filtration

12 3. Earth s Fresh Water Probe Adapted from Page Keeley, Uncovering Student Ideas in Earth and Environmental Science Purpose The purpose of this exercise is to elicit student ideas about the distribution of fresh water on Earth. Students should recognize that most of the Earth s fresh water is found in frozen form, or in groundwater. Background Information The Earth is mostly rock. About ¾ of the surface of the Earth is covered with water, and the entire planet is surrounded by a thin layer of air. Most of the Earth s water is found in the ocean and is saline. Only about 3% of Earth s water is fresh. Most of this fresh water is found as ice, snow, groundwater, and soil moisture. Only about 0.3% is found in liquid form on the surface in lakes, swamps, rivers and streams. A small percentage of water on Earth is also found in living things and the atmosphere. Fresh water is necessary for life. Water in rivers, lakes and underground can be depleted or polluted, making it unsuitable for life. This probe is intended for students in grades Use this probe as a formative assessment for the student s understanding of where the most freshwater is found. This is adapted from Page Keeley s Probe - Where is the Most Fresh Water? Have each student complete the following page, Earth s Fresh Water, then discuss their answers. After discussing their ideas, show the slide of how much fresh water is available [Water Filtration PowerPoint presentation]. PARC Outreach Energy & the Environment Water Filtration

13 Student Name Earth s Fresh Water Three students were talking about the Earth s fresh water. They each had a different idea about where most of the Earth s fresh water is found. Skyler: Liz: I think most of Earth s fresh water is found in snow, ice caps, glaciers and under the ground. I think most of the Earth s fresh water is found in lakes, rivers, streams and swamps. Chris: I think most of the Earth s fresh water is found in the ocean, seas and bays. Who do you agree with the most? Explain you choice: PARC Outreach Energy & the Environment Water Filtration

14 4. Water Distribution demo and video This demonstration helps students see how little clean fresh water there is for human use. Materials: 5 - gallon bucket OR aquarium filled with water 2 - cup measure, clear glass ½ - cup measure, clear glass 1 disposable pipet 1 lb. box of table salt 2 cups ice cubes Food coloring Paper towels Procedure: a. Explain that the water in the aquarium or bucket represents all the water on Planet Earth. b. Remove 2 cups of water from the aquarium or bucket. Explain that this is all the fresh water on Earth and the rest of the water is salt water (ocean). Pour salt into the aquarium or bucket and place the salt container in front of it. Remove ½ cup of water from the 2 cups. Explain that the 1.5 cups remaining is frozen in polar ice caps and glaciers. Pour out the 1.5 cups of water and replace with ice cubes. The ½ cup represents all the unfrozen fresh water found on Earth s surface, in the ground and in the air. c. Fill the dropper from the ½ cup and place one drop in one student s hand. d. Ask students what do they think the one-drop of water in your hand represents? (Answer: The portion of all the water on Earth that is available for human use.) Explain that the rest of the half-cup is too polluted, in accessible or too costly to transport. Place a few drops of food coloring in the remainder of the ½ cup of water. e. Show the NASA Show Me The Water video (2:49 minutes) f. Ask the students why is it important to have clean water? Lead a class discussion of the ways people use water, and how animals and plants use water. PARC Outreach Energy & the Environment Water Filtration

15 5. Water Cycle Game This game simulates the movement of water within the water cycle. Students will simulate the water cycle by playing a dice game that demonstrates how the path of water molecules is not always circular and can vary depending on many conditions. Background Earth s water is predominately found in the ocean, glaciers, rivers, lakes, clouds, plants, animals, and in the ground. The system of movement of water between these locations is known and the water cycle. Many factors influence whether water will remain in its place, or move through other parts of this system. Heat energy, electromagnetic radiation, gravity and the Earth s surface structure all directly influence changes in a water molecule s phase (solid, liquid or gas), and subsequent changes in its location. Materials Laminated Station Sheets Dice Student Worksheet with Vocabulary Instructions 1. Lay out one station sheet and 1 die at separate locations around the room. 2. Tell the students they each be a water molecule, and will travel through the Earth s water cycle. Assign an equal number of students to each station. This will be their START. 3. Each student will roll the dice to determine where they will go next. They must record the name of the next location on their data sheet (column 2). 4. Students will use words from the vocabulary listed on the back of their worksheet to describe their movement process at each step. 5. Allow the game to progress until most students have 10 data entries. 6. Have a group discussion of the data, either as a class or within small groups. Emphasize that the water cycle is not always a circle. Give students the opportunity to discuss what surprised them about the concepts learned in the game. For instance, most students will be shocked to learn that water will stay in a glacier for a long time and so will not be part of the constant recycling of water through the water cycle. PARC Outreach Energy & the Environment Water Filtration

16 Animal Roll a Go to Pathway 1 Soil Water is excreted through the feces and urine. 2 Soil Water is excreted through the feces and urine. 3 Clouds Water is respired or evaporated from the body. 4 Clouds Water is respired or evaporated from the body. 5 Clouds Water is respired or evaporated from the body. 6 Stay Water is incorporated into the body. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

17 Clouds Roll a Go to Pathway 1 Soil Water condenses and falls on soil. 2 Glacier Water condenses and falls as snow onto a glacier. 3 Lake Water condenses and falls into a lake. 4 Ocean Water condenses and falls into the ocean. 5 Ocean Water condenses and falls into the ocean. 6 Stay Water remains as a water droplet clinging to a dust particle. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

18 Glacier Roll a Go to Pathway 1 Ground Water 2 Clouds Ice melts and water filters into the ground. Ice evaporates and water goes to the clouds (sublimation). 3 River Ice melts and water flows into a river. 4 Stay Ice stays frozen in the glacier. 5 Stay Ice stays frozen in the glacier. 6 Stay Ice stays frozen in the glacier. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

19 Ground Water Roll a Go to Pathway 1 River Water filters into a river. 2 Lake Water filters into a lake. 3 Lake Water filters into a lake. 4 Stay Water stays underground. 5 Stay Water stays underground. 6 Stay Water stays underground. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

20 Lake Roll a Go to Pathway 1 Ground Water Water is pulled by gravity and filters into the soil. 2 Animal An animal drinks water. 3 River Water flows into a river. 4 Clouds Heat energy is added to the water; water evaporates and goes to the clouds. 5 Stay Water remains within the lake or estuary. 6 Stay Water remains within the lake or estuary. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

21 Ocean Roll a Go to Pathway 1 Clouds Heat energy is added to the water; water evaporates and goes to the clouds. 2 Clouds Heat energy is added to the water; water evaporates and goes to the clouds. 3 Stay Water remains in the ocean. 4 Stay Water remains in the ocean. 5 Stay Water remains in the ocean. 6 Stay Water remains in the ocean. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

22 Plant Roll a Go to Pathway 1 Clouds Water leaves the plant through the process of transpiration. 2 Clouds Water leaves the plant through the process of transpiration. 3 Clouds Water leaves the plant through the process of transpiration. 4 Clouds Water leaves the plant through the process of transpiration. 5 Stay Water is used by the plant and stays in the cells. 6 Stay Water is used by the plant and stays in the cells. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

23 River Roll a Go to Pathway 1 Lake Water flows into a lake. 2 Ground Water Water is pulled by gravity and filters into the soil. 3 Ocean Water flows into the ocean. 4 Animal An animal drinks water. 5 Clouds Heat energy is added to the water; water evaporates and goes to the clouds. 6 Stay Water remains in the current of the river. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

24 Soil Roll a Go to Pathway 1 Plant Plant roots absorb water. 2 River The soil is saturated, so water runs off into a river. 3 Ground Water Water is pulled by gravity, and filters into the soil. 4 Clouds Heat energy is added to the water; water evaporates and goes to the clouds. 5 Clouds Heat energy is added to the water; water evaporates and goes to the clouds. 6 Stay Water remains on the surface (in a puddle or adhering to a soil particle. Remember to mark on your student sheet where you go next. PARC Outreach Energy & the Environment Water Filtration

25 Name Student Sheet - Water Cycle Game Data Table: Dice Roll START Location of water (ocean, glacier, animal, plant, etc.) Process by which the water gets to next location (evaporation, precipitation, etc.) PARC Outreach Energy & the Environment Water Filtration

26 Student Sheet - Water Cycle Vocabulary Words to describe how water changes from a liquid to a gas through heating (going to the clouds): Evaporation, evaporated, evaporating Words to describe how water changes from a gas to a liquid through cooling: Condensation, condensed, condensing Words to describe how water falls from the sky in forms such as rain, snow, sleet, or hail: Precipitation, precipitated, precipitating Words to describe how water stays in one place without changing form: Accumulated, Accumulation, collection, collected, collecting, pooled, gathered Words to describe how water leaves pores of plants as a vapor (gas): Transpiration, transpired, transpiring Words to describe how water leaves pores of animals as a vapor (gas) or from a liquid to a gas: Evaporation, evaporated, evaporating Words to describe how water leaves animals through breathing as a vapor: Respiration, respired, respiring Words to describe how water leaves pores of animals as a liquid: Perspiration, perspired, perspiring Words to describe how water leaves animals as a liquid (urination): Elimination, eliminate, eliminating Words to describe how water enters animals: Drink, ingest, ingestion Sublime - phase change from solid directly to a gas. (Sublimation) Glacier to cloud Water changing to a solid (ICE) is freezing: solidify Water seeps from a lake or river into to ground water, or seeps from soil to ground water Other useful vocabulary words Cycling Temperature Cumulus Cloud Vapor Atmosphere Cirrus Cloud Stratus Cloud Freeze Cumulonimbus Cloud Absorbed Molecule PARC Outreach Energy & the Environment Water Filtration

27 ELABORATE 1. Show some of the real solutions to this problem: Toilet to Tap CBS video 3:35 minutes 2. Students could now apply what they have learned to go back to the Engineering Design to redesign their filtration device, to make it even better. 3. The Life Saver Bottle Ted Talk 10:04 minutes This video explains how a person engineered a real solution to water crisis by developing the Life Saver Bottle To help students who need assistance, teachers might want to show students how to create a filtration device showing the following EPA webpage for Thirstin s Water Filtration Lesson. EVALUATE On the following pages there are several options for evaluating student understanding. PARC Outreach Energy & the Environment Water Filtration

28 Student Name: EVALUATION OPTION I Constructive Response The diagram shows a model of the water cycle used to clean water. Identify the states of matter present in the model above. Explain why the level of the muddy water will decrease slightly if the model is left in a sunny location for several days. What water cycle process is represented by the drops of clean water falling into the glass? Explain why the amount of sediment in the muddy water will remain the same. Describe how the model is used to separate the mixture of muddy water into two components. What other method could you use to separate this mixture? PARC Outreach Energy & the Environment Water Filtration

29 EVALUATION OPTION I Constructive Response (Answer Key) The diagram shows a model of the water cycle used to clean water. 1. Identify the states of matter present in the model above. Liquid; Gas 2. Explain why the level of the muddy water will decrease slightly if the model is left in a sunny location for several days. The water will evaporate and condense on the plastic wrap. 3. What water cycle process is represented by the drops of clean water falling into the glass? Precipitation 4. Explain why the amount of sediment in the muddy water will remain the same. Because this is a closed system, so there is no way for the mud to get out. 5. Describe how the model is used to separate the mixture of muddy water into two components. What other method could you use to separate this mixture? You could separate the mud from the water by using mesh. The mesh would collect the mud, and the water will go through the mesh. PARC Outreach Energy & the Environment Water Filtration

30 Student Name: EVALUATION OPTION II - Performance Task Clean Water? Directions: Use the following information to answer questions 1 8 Darcie and Matt were hiking in the Cascade Mountains and ran out of clean water. The only water they could find was from a muddy stream. They designed and built the water cleaner system shown in the diagram below. Darcie and Matt made their water cleaner system from equipment found in their backpacks. They poured muddy water into the bottom of a large plastic bowl. They placed a metal cup into the middle of the muddy water in the plastic bowl. They stretched clear plastic wrap over the topof the bowl. Finally, they placed a rock on top of the plastic wrap causing the plastic wrap to sag in the middle. Their water cleaner system functioned with the energy input from sunlight. Darcie and Matt used their scientific understanding of the water cycle around them in the design of their water cleaner system. Four processes that are part of the water cycle are listed below: 1. Condensation 2. Evaporation 3. Precipitation 4. Collection PARC Outreach Energy & the Environment Water Filtration

31 Questions: 1. How does this design use condensation? 2. How does condensation happen in the environment? 3. How does the design use evaporation? 4. How does evaporation happen in the environment? 5. How does the design use precipitation? 6. How does precipitation happen in the enviornment? 7. How does the design use collection? 8. How does collection happen in the enviornment? PARC Outreach Energy & the Environment Water Filtration

32 Student Name: EVALUATION OPTION III Redesign Darcie and Matt realized that their Water Cleaner System was not cleaning as much water as they needed. They decided to redesign their water cleaner system to produce clean water faster than the original. They had the following four items available to use in their redesign: ü Large pieces of aluminum foil ü Metal pot ü Large, black plastic bag ü White towel Use one or more of the materials listed to redesign the original Water Cleaner System. You may also use the original materials. Be sure to: Describe how you would use the material(s) to redesign the original Water Cleaner System. Explain how your redesign would clean water faster than the original Water Cleaner System. Use words, labeled pictures, and/or labeled diagrams in your response. PARC Outreach Energy & the Environment Water Filtration

33 RUBRIC for Redesign A 2-point response score The response uses one or more of the materials listed (along with any of the original materials) to redesign the original Water Cleaner System by: 1. Describing how the material(s) would be used to redesign the Original Water Cleaner System, AND 2. Explaining how the redesign would clean water faster than the Original Water Cleaner System Example: Set the whole Water Cleaner System onto the aluminum foil. The reflected sunlight would increase the temperature of the muddy water and air inside the Water Cleaner System, so water will evaporate much faster. A 1-point response score The response describes how the material(s) would be used to redesign the original Water Cleaner System but the explanation of how the redesign would clean water faster than the original Water Cleaner System is incomplete, vague, or shows some misconception of the scientific concepts being applied. OR The response explains how the redesign would clean water faster than the Original Water Cleaner System, but does not provide enough design details to get credit for the redesign of the original Water Cleaner System. A 0-point response score Notes: 1. Responses using materials other than those in the scenario and/or in the list (e.g. fire, tape) may not be credited. 2. Responses may use increased temperature (e.g. warmer, hotter, more heat) to imply faster. 3. Responses which create a new type of system (e.g. filtration system, boiling water) may not be credited. 29