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Quality Standards for Water
Name: Joe Slapak
Title of Lesson: Quality Standards for Water
Length of Lesson: Two 50 minute class periods
Description of Class: High School Biology/Environmental Science
Sources for lesson:
www.access.gpo.gov/nara/cfr/waisidx_02/40cfr141_02.html
www.lcra.org
TEKS addressed:
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(C) Organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) Communicate valid conclusions.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(B) evaluate promotional claims that relate to biological issues such as product labeling and advertisements;
(C) evaluate the impact of research on scientific thought, society, and the environment;
(5) Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:
(A) Summarize methods of land use and management;
(B) Identify source, use, quality, and conservation of water;
(C) Document the use and conservation of both renewable and non-renewable resources;
(D) Identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;
(E) Analyze and evaluate the economic significance and interdependence of components of the environmental system
The Lesson:
I. Overview
The purpose of this lesson is to familiarize student with the standards set by the Environmental Protection Agency for different uses of water.
II Performance or learner outcomes
Students will be able to:
Describe different categories of water regulated by the EPA.
Understand sources of substance contamination in water
Learn the importance of group-data compilation.
III. Resources, materials and supplies needed
Internet access
IV. Supplementary materials, handouts
none
Five-E Organization
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Teacher Does |
Student Does |
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Engage: Learning Experience: Ask students to think of as many uses that humans have for water as they can.
Students will probably be surprised to know that there are various chemicals found in water, even drinking water, such as arsenic and metals.
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Anticipated student responses: Students give answers such as drinking, bathing, swimming, washing clothes and cars, water sports, growing food, preparing food, etc. Many students may think that this is incorrect. Others may know certain substances may be permitted in water as long as they are in small concentration. |
Evaluate
Ask students what the difference is between potable versus non-potable water.
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Explore: Learning Experience(s): Students are informed that is the Environmental Protection Agency that sets the general regulations for water standards in our country. Students will work individually. Each student will be given a chemical or other substance (such as bacteria) commonly found in drinking water. They will be told to find out what the acceptable level of their substance is (if it is acceptable), what possible sources of the substance are, and what the health risks of dangerous levels of the substance pose. They will be given class time to work on the assignment in groups of four to a computer, since all of them will be using the same website (http://www.epa.gov/water/citizen/health.html)
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Anticipated student responses: Some students may already know this, as will be displayed when they are asked the question.
Students may experience some difficulty in interpreting the information on the website and will be aided by the teacher. Teacher will stay after school and during free periods to allow those students that have not finished and do not have internet access at home to complete their assignment. |
Evaluate
Teacher will go to each group to determine if they are finding and interpreting data correctly.
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Explain: Each student will submit their data, which will be compiled by the teacher and distributed to the class. Class discussion will then address the different levels of the substances allowable and the possible effects on human health
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Anticipated student responses: Surprise at what is actually considered to be safe in our drinking water.
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Evaluate
Ask students what substance they are most surprised to find in their drinking water.
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Extend / Elaborate: Point out to students that water quality is maintained by a fine balance. Have students brainstorm ideas that they have about how we can keep our water sources clean. Inform them of local projects regarding water monitoring by private citizens in our area
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Anticipated student responses: Indifference, or wanting to work with such organizations.
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Evaluate
Have students write a one page paper describing the importance of maintaining high drinking water standards.