WATER - Welcome to Discovery Education | Digital textbooks and

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WATER:POLLUTION AND SOLUTIONS

from the Junior Environmental Scientist Unit of Study

Teacher’s Guide

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WATER:Pollution and Solutions

Produced By…Creative Adventures

Teacher’s Guide Written By…Mary Maio, M.A. Ed.

Published & Distributed by…

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WATER:Pollution and Solutions

Teacher’s GuideTable of Contents

Introduction..................................................... 1Teacher Preparation ...................................... 1Student Preparation ....................................... 1Student Objectives......................................... 3View the Video ............................................... 3FOLLOW-UP ACTIVITIESDiscussion Questions ...................................... 4Blackline Masters Activity Sheets .................. 4Resources for Teachers and Students .......... 6Extended Learning Activities......................... 7Bibliography .................................................... 7Answer Key ...................................................... 8Script of Narration ........................................ 11

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WATER: POLLUTION AND SOLUTIONSGrades 1-4

Viewing Time: 12 minutes with Video Quiz

INTRODUCTIONWater is one of our greatest natural resources. Peopleneed water to live, to be clean, to cook their food,and to move their waste. All of these factors contrib-ute to human survival, and each satisfies many ofpeople’s needs and wants.

People need to use gallons and gallons (liters and li-ters) of water daily for their own personal use, to growfood, and to manufacture material. Only a very smallportion of the water on earth is fresh water that canbe used by people; a significant amount of this wateris threatened. Some fresh water is polluted with chemi-cals and wastes.

Kids can help in many ways. Keeping gutters clean,picking up litter, fixing car leaks, and saving wateraround the home are good solutions for protectingand preserving water.

TEACHER PREPARATIONPreview the program, WATER: POLLUTION AND SOLU-TIONS. Read the introductory pages of this guide andthe suggested instructional procedures for this lesson.Duplicate the activity sheets you choose to use forthis lesson.

STUDENT PREPARATIONBefore presenting the video, we suggest the followingsteps:1. Ask the students if they can explain why the earth isthe only planet in our solar system that supports hu-man life. Next, distribute Activity Sheet 1, Pre-Test, toeach student. Inform the students that you want to

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see what they presently know about different ecologi-cal subjects. This Pre-Test will also aid in the evaluationprocess of what growth in learning was achieved dur-ing this program. After the students have completedfilling in the answers, collect the sheets, correct andgrade them, and place them in their portfolios or foryour files.2. Prepare small glasses of water in paper cups. Passthese cups of water to the students and inform themthat no one is to drink from the cup until instructed.Introduce the program by informing the students thatwater helps us to live on this planet. Presently, thereare problems regarding our water sources; the pro-gram will not only present these problems, but alsowill present some of the solutions to the problems.3. Introduce or review with your students the followingvocabulary terms and definitions. Most of these wordsare also found on Activity Sheet 3, Matching Vocabu-lary.

chemical: substance obtained by or used in a chemi-cal process

gas: the state of matter in which a substance will ex-pand to fill its container

groundwater: water beneath the surface of theground

lake: body of water surrounded by land

litter: waste or worthless material left lying about

liquid: the state of matter in which a material is ableto flow freely and take up the shape of its container

ocean: vast body of salt water; oceans cover almostthree-fourths of the earth’s surface

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polluted: to make dirty or impure

solid: the state of matter in which a substance retainsits shape

resource: a source of supply people get from the en-vironment that satisfies their needs and wants

river: a large natural stream of water

waste: anything unused, unproductive or not properlyutilized

STUDENT OBJECTIVESAfter viewing the video and participating in the les-son activities, the students should be able to . . .1. Identify water as a resource that contributes tohuman survival.2. Describe how water pollution threatens the survivaland quality of life of humans.3. Observe, identify, and record water pollution.4. Describe causes of water pollution.5. Identify possible solutions for water pollution prob-lems.6. Demonstrate environmentally friendly activities topreserve fresh water sources and the oceans.

VIEW THE VIDEOShow the program, WATER: POLLUTION AND SOLU-TIONS. The viewing time is — minutes. After the clos-ing credits, a Video Quiz is presented. To help stu-dents who are visual learners, Activity Sheet 6, VideoQuiz, provides the same questions in print. The VideoQuiz may be taken immediately following the videoor at a later date after the students have participatedin other related activities.

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FOLLOW-UP ACTIVITIES

DISCUSSION QUESTIONSIt is recommended that you involve the students in abrief discussion after viewing the video and beforeinvolving them in the other Follow-up Activities. To helpstudents who are visual learners, distribute ActivitySheet 2, Discussion Questions. Introduce the follow-ing questions. If necessary, replay the sections in theprograms that may help students identify informationthat will aid in their discussion.1. What is a resource?2. How is water a resource?3. What are the different ways in which we use wa-ter?4. Where do we get our water?5. Do most of your family members conserve water inyour household?6. How can there be a lack of water for some areas inthe world?7. How can water become polluted?8. What can happen to people if the water is pol-luted?9. Name some ways we can prevent water pollution.10. Name some ways we can conserve water.

BLACKLINE MASTER ACTIVITY SHEETSThere are seven blackline master activity sheets pro-vided for this program’s lesson. Besides the Pre-Test,the other activity sheets may be used during theprogram’s presentation, immediately following theprogram’s presentation, during other class time, or ashomework assignments. Answers for the activity sheetfor this program’s lesson are found in the Answer Keyon pages 8-10.

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Materials Needed for Blackline Master ActivitiesPen and pencilFile folder for portfolioUsed notebook paperActivity Sheet 3: dictionaryActivity Sheet 5: colored nontoxic markers, pencils, orcrayons

1. Distribute Activity Sheet 3, Matching Vocabulary.Students may use a dictionary to help them find thevocabulary words used in the matching exercise. Thepurpose of this activity is to reinforce the vocabularyand concepts presented in the program.

2. Distribute Activity Sheet 4, Water Saved Is WaterEarned. Students investigate around their school andhomes for faucets, shower heads, or toilets that maybe wasting water. Students record their findings andperform the necessary solutions to problems encoun-tered.

3. Distribute Activity Sheet 5, What Belongs In The Gut-ter? Students color according to the number to dis-cover what belongs in the gutter.

4. Distribute Activity Sheet 7, Post-Test. The purpose ofthis activity is to evaluate the students’ progress inmastering the Objectives for this lesson. Go over theanswers in class, or collect the sheets and correct andgrade them according to your grading system. Later,compare the results of the Pre-Test with the Post-Testto evaluate the students’ comprehension. The port-folio folder could also be included for your students’final assessment.

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RESOURCES FOR TEACHERS AND STUDENTSFollowing is a list of organizations that may be a re-source for additional information for you and your stu-dents.1. American Forestry Association, 1319 18th Street, NW,Washington, D.C., 20036. Concerned with soil andforest conservation, reforestation, creation of parks,and the role of trees in combating pollution. PublishesAmerican Forests.2. American Society for Environmental Education, P.O.Box 800, Hanover, New Hampshire, 03755. Educationalmaterials for teachers and the public. Publishes Envi-ronmental Education Report.3. Center for Marine Conservation, 1725 DeSales Street,NW, Washington, D.C., 20036. Publishes the quarterlyMarine Conservation News, which reports progress andproblems with marine mammals, fish stocks, offshoredrilling, and other matters that affect the environmen-tal health of the ocean.4. Conservation International, 1015 18th Street, NW,Suite 1000, Washington, D.C., 20036. A private, non-profit scientific organization dedicated to savingbiodiversity in endangered rain forests and other eco-systems worldwide. Conservation International ar-ranged the first debt-for-nature swap in 1987.5. United Nations Environment Programme, P.O. Box30552, Nairobi, Kenya. In charge of the United Nation’swork to pass international treaties protecting the en-vironment.6. World Wildlife Fund, 1250 24th Street, NW, Washing-ton, D.C., 20037. An influential international organiza-tion devoted to conservation, research, and educa-tion.7. The Jane Goodall Institute, P.O. Box 599, Ridgefield,Connecticut, 06877. Founded Roots and Shoots, aninternational program for youth aiming to integrateeducational goals, environmental awareness, animalwelfare, and community involvement. Through con-

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structive activities, both in and out of the classroom,young people become more aware of their actionsand how they affect their local communities and theenvironment as a whole.

EXTENDED LEARNING ACTIVITIES1. Wearing plastic gloves, have the students collectlitter around the school. Display what was collectedand talk about how these items could pollute watersources and/or the ocean. Recycle those items thatare recyclable and properly dispose of the rest of yourcollection.2. Have students design posters showing the pollutionproblem on one side and the solution to the problemon the other. Post these projects around the schooland your community. Use the problems and solutionspresented in the program or research other air qualityproblems and solutions such as acid rain or the burn-ing of the rain forests.

BIBLIOGRAPHYArms, Karen. Environmental Science, Second Edition.Saunders College Publishing, Orlando, Florida, 1994.Denton, Michael J. Nature’s Destiny: How the Laws ofBiology Reveal Purpose In The Universe. The Free Press,New York, 1998.Encyclopedia AmericanaWorld Book EncyclopediaCity of Newport Beach, California. Resource-EfficientYard Care, composting and more. City of NewportBeach, California. Phone: (949) 644-3066.Harrison, Percy and Waites, Gillian. The Cassell Dictio-nary of Science. Cassell, London.

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ANSWER KEYActivity Sheet 1, Pre-Test1. T2. F3. F4. F5. F6. resource: a source of supply people get from

the environment that satisfies the people’sneeds and wants

7. chemical: substance obtained by or used in achemical process

8. liquid: the state of matter in which a material isable to flow freely and take up the shape of itscontainer

9. polluted: to make dirty or impure10. groundwater: the water beneath the surface

of the ground

Activity Sheet 2, Discussion Questions1. A resource is something people get from the envi-ronment. A resource is also something that satisfiespeople’s needs and wants. It is often a source or sup-ply of something people must have to live.2. The water is one of our greatest natural resources.People need water to live, to be clean, to cook theirfood, and to move their waste. All of these factorscontribute to human survival, and each satisfies manyof the people’s needs and wants.3. People need to use gallons and gallons (or liters andliters) of water daily for their own personal use (living,cleaning, cooking, ridding of human waste), to growfood, and to manufacture material.4. Fresh water comes from the clouds dropping rainand snow (precipitation) on the earth. Fresh watermay be found in rivers, lakes, and in the ground, asgroundwater.5. Answers will vary.

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6. For some areas in the world where little water falls,having enough water for everybody’s needs is a prob-lem. Some fresh water is polluted with chemicals andwastes and is unusable for drinking and cooking.7.When people contaminate the water with chemi-cals and wastes. Allowing leaves, litter, and car fluidsto wash down into storm drain eventually moving intowater sources and polluting them.8. Be ill, less availability of water.9. Clean the gutters, pick up litter10. Fix leaky faucets, take shorter showers, do not letthe sprinklers water the lawn all night, turning off thewater when brushing teeth, etc.

Activity Sheet 3, Matching Vocabulary1. G2. D3. E4. J5. B6. H7. L8. F9. A10. C11. I12. K

Activity Sheet 4, Water Saved Is Water EarnedAnswers will vary

Activity Sheet 5, What Belongs In The Gutter?1. water2. leaves and litter

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Activity Sheet 6, Video Quiz1. T2. F3. F4. F5. F6. F7. T8. F9. T10. F

Activity Sheet 7, Post-Test1. F2. T3. F4. T5. F6. A resource is something people get from the

environment and satisfies their needsand wants.

7. When people contaminate the water withchemicals and wastes. Allowing leaves,litter, and car fluids to wash down into stormdrain eventually moving into water sourcesand polluting them.

8. leaves and litter9. So there is enough water for everyone’s needs

and wants.10. The fluids may contaminate the groundwater.

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Water: Pollution and SolutionsScript of Narration

When you think about water, it's amazing. As a liquid, it movesand changes shape. As ice, it takes on a solid shape and canfloat. As water vapor or steam, it floats up high in the air. Watercan do so many things. And because it can do so many things,it is one of our greatest natural resources.

What is a resource?

A resource is something people get from the environment. Aresource is also something that satisfies the people's needs andwants. It is often a source or supply of something we must haveto live.

How is water a resource?

If you look closely at your blood under a microscope, you willfind it is made up mostly of water.

When your body is low on water, you become thirsty. It is best todrink water every day. Without water, your body could not sur-vive. To keep your body safe from infection, you must use waterto wash your skin. You need water to stay clean.

To have food, you need water. Water, sun, and soil help theplants we eat to grow.To cook some of your favorite foods, whatdo you need again? That's right, water. When your body makeswaste, what do you need to move the human waste away fromyour home? Water. All these needs are very important to people,and water helps satisfy these needs. That's why water is a re-source.

Where do we get our water?

The water we need to live, cook, and clean must be fresh. Al-most all of our fresh water comes from the clouds that rain andsnow down on the land. Some of this water that falls on the groundis absorbed by plants. Some of this water runs off into rivers andlakes. And some of this water drips down into the ground staysthere. Water that is naturally stored in the ground is calledgroundwater.Of all the water on this planet, only three percentis fresh, and most of this water is ice. Only a very small portion ofthe fresh water on this planet can be used by people.

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How much water do people use?

To stay healthy, it is recommended that each person drink twoliters or half a gallon of clear, fresh water each day. Also, eachperson needs three liters, or three-quarters of a gallon, of waterfor cooking and several more liters and gallons of water to dis-pose of human waste. Because science and technology hasmade it easy for fresh water to get to our houses, a single personmay use large quantities of water. For example, 115 liters, or 30gallons, of water each day is used for the toilet. One hundredliters, or 26 gallons, of water each day is used for the shower.Fifteen liters, or four gallons, of water each day is used for wash-ing dishes. Fifteen liters, or four gallons, of water each day isused for cooking and drinking. Ten liters, or two-and-a-half gal-lons, of water each day is used for brushing teeth. But does itstop there? Water is used in other ways. Did you know it takes147,920 liters, or 39,090 gallons, of water to make a car; 91 liters,or 24 gallons, of water to make one pound of plastic? In citieswhere the weather is very dry, 529 liters, or 140 gallons, of water isused a day to keep a lawn this size green.

Is there enough water for everybody's needs and wants?

For some areas in the world where little water falls, having enoughwater for everybody can become a problem. A lack of wateroften occurs when more and more people use water from asource that can not be refilled in a timely manner. Sometimesclean fresh water can get polluted, which means it containsharmful organisms and chemicals. When fresh water is polluted,you cannot use it for your drinking or cooking needs.

How can the water become polluted?

Water becomes polluted when people dump chemicals andwastes into water sources such as rivers and lakes. Other times,people pour paints, or chemicals into the ground, eventuallypolluting the groundwater. Even if you live miles away from astream, river, or lake, you could be polluting it without your know-ing . When you walk down your street, have you noticed theholes carved out under the sidewalks? These are storm drains.Many storm drains usually allow the water in the streets to draindown into underground waterways eventually allowing this wa-ter to flow into a stream, river, lake, or ocean? If you throw trashand litter into the streets, all this waste may eventually go to theocean, river, lake, or stream. Also, when your car leaks oil or

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other fluids, the rain washes it off the streets, moving it down thedrains, and later into the water. Trash, oil, and even leaves anddirt can hurt and pollute the the lake, river, or ocean, eventuallymaking the water unsafe for people.

What can kids do to help?

The following a list of solutions to help keep your water suppliesclean and plentiful.

Do not pollute!

Do not throw your paper, cans, bottles, plastic, or other litter onthe sidewalks, in the streets, or in the water. Try to recycle theseitems. Wear plastic gloves and pick up any trash or other pollut-ants out of the gutters as often as possible. You do not wantthese to go down the storm drains and later into the water. Lookaround your driveway and streets for oil stains. Tell your parentsabout how the car's fluids can be washed down storm drainsand can pollute the nearby water. Do not pour paints or otherhazardous waste into the ground. Take them to a hazardouswaste dump site. Ask your parents to take you to a stream, river,lake, or the ocean so you can pick up the trash and help keepthe water around you clean. It is a lot of fun. too!

Save water.

Be on the lookout for leaky faucets. Ask your parents to turnthem off or fix them. Remind your parents to not leave the lawnsprinklers on all night. Collect rain and snow for later use in youryard or garden.If possible, take shorter showers.Wet your tooth-brush and then turn off the water while you brush your teeth.Start a water saving program in your school and home. Themaking of toys uses lots of water, so help save water by recyclingyour toys.Water is an important resource. Water helps our bod-ies, helps cook our food, helps make our toys,and helps grow ourfood. Tell your friends and family members about the importanceof using less water and how to keep the water clean.

So, try and be aware of all the amazing water around you. Re-member, water truly gives you the gift of life.

© 2000 Creative Adventures Distributed by AGC/United LearningAll rights to print materials cleared for classroom duplication and distribution.

Name_________________________

Junior Environmental Scientist Unit of Study

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Water: Pollution And SolutionsPRE-TEST

True or FalseDirections: Read the following statements and mark each “T” if it is true, or “F” if itis false.

___ 1. A resource is something people get from the environment.

___ 2. Your body is made up of very little water.

___ 3. Of all the water on earth, almost fifty percent (half) of it is fresh.

___ 4. Generally, people need and use a few gallons or liters of water everyday.

___ 5. There is nothing kids can do to help prevent water pollution.

VocabularyDirections: Define the underlined word in the space provided.

6. Water is one of the earth’s most precious resources.

7. When water is polluted, it often contains harmful organisms and chemicals.

8. Water in ice cubes is solid. Water in the bathtub is liquid. And water in steamis gas.

9. When people don’t take good care of the planet’s water, it becomespolluted.

10. While most of the earth’s water is in the oceans, some of it exists asgroundwater.


Name_________________________


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Water: Pollution And SolutionsDISCUSSION QUESTIONS

1. What is a resource?

2. How is water a resource?

3. What are the different ways in which we use water?

4. Where do we get our water?

5. Do most of your family members conserve water in your household?

6. How can there be a lack of water for some areas in the world?

7. How can water become polluted?

8. What can happen to people if the water is polluted?

9. Name some ways we can prevent water pollution.

10. Name some ways we can conserve water.


Name_________________________


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Water: Pollution And SolutionsMATCHING VOCABULARY

Directions: Match the term with its definition by placing its letter in the blank.

1. ____ chemical

2. ____ gas

3. ____ groundwater

4. ____ lake

5. ____ liquid

6. ____ litter

7. ____ ocean

8. ____ polluted

9. ____ resource

10. ____ solid

11. ____ river

12. ____ waste

A. a source of supply people get from theenvironment that satisfies their needsand wants

B. the state of matter in which a material is ableto flow freely and take up the shape of itscontainer

C. the state of matter in which a substance retainsits shape

D. the state of matter in which a substance willexpand to fill its container

E. the water beneath the surface of the ground

F. to make dirty or impure

G. substance obtained by or used in a chemicalprocess

H. waste or worthless material left lying about

I. a large natural stream of water

J. body of water surrounded by land

K. anything unused, unproductive or not properlyutilized

L. vast body of salt water; these cover almostthree-fourths of the earth’s surface


Name_________________________


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Water: Pollution And SolutionsWATER SAVED IS WATER EARNED

Background:Water is very precious. To maintain adequate water supplies, many communitiespractice water saving techniques. One good technique is to make sure that thewater in a home or school is not leaking. The purpose of this activity is to help youbecome aware of leaks, and to help stop the wasting of water.

Directions:1. Go around your house, your yard, or your school and look for faucets, showerheads, toilets, and spigots. Inspect each item to see if any water is dripping fromit. If a leak is discovered, you could do one or more of the following: Inform theperson responsible for the plumbing (your parents or the janitor), tighten the handlemore to see if that stops the leak, put a clean bowl or pot under the leak, andreuse the collected water later for cooking or watering plants.2. Record the location of the leak, the type of water fixture that had the leak, andthe action you chose to help save the water. Record your findings in the appro-priate column.3. Use the back of this sheet if you need more space. Also record any commentsor observations you may want to add.

Location of Leak Type Of Water Fixture Action Taken To Save Water


Name_________________________


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Water: Pollution And SolutionsWHAT BELONGS IN THE GUTTER?

Directions : Color by number to find out what belongs in the gutter. Then answerthe questions below.

1 Red2 Yellow3 Blue4 Orange5 Blue6 Yellow7 Blue8 Red9 Orange

1. What is the only thing that belongs in the gutter?

2. What does not belong in the gutter?


Name_________________________


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Water: Pollution And SolutionsVIDEO QUIZ

___ 1. A resource is something people get from the environment.

___ 2. Your body is made up of very little water.

___ 3. Of all the water on earth, almost fifty percent (half) of it is fresh.

___ 4. Generally, people need and use a few gallons or liters of water everyday.

___ 5. There is nothing kids can do to help prevent water pollution.

___ 6. People can live without water for many weeks.

___ 7. Only a very small portion of the fresh water on this planet can be used bypeople.

___ 8. Storm drains do not allow leaves and litter to go into rivers, lakes, or theocean.

___ 9. While brushing your teeth, you should turn off the water from the faucet.

___ 10. To maintain rich green lawns, you need to use very little water.


Name_________________________


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Water: Pollution And SolutionsPOST-TEST

True or FalseDirections: Read the following statements and mark each “T” if it is true, or “F” if itis false.

___ 1. People can live without water for many weeks.

___ 2. Only a very small portion of the fresh water on this planet can be used bypeople.

___ 3. Storm drains do not allow leaves and litter to go into rivers, lakes, or theocean.

___ 4. While brushing your teeth, you should turn off the water from the faucet.

___ 5. To maintain rich green lawns, you need to use very little water.

Essay QuestionsDirections: Answer the following questions in the spaces provided. Use the backof the sheet if necessary.

6. What is a resource?

7. How can water become polluted?

8. What does not belong in the gutter?

9. Why is it a good idea to save water?

10. Why should you not dump hazardous waste into the ground?

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