Search for Resources
Description
This resource contains three lessons which deal with the issue of unsafe drinking water by focusing on the role that viruses and bacteria play in contaminating water. Activities include two simulations- one modelling pathogen transmission in a population, and the second showing techniques used to filter drinking water. Two research projects are assigned, one of which is locally focused.
Lesson One- Bacteria vs Virus- What's the Difference? (3X60min)
After a mini lesson giving background information on the properties of viruses and bacteria and how they spread disease, a simulation lab is done which models the pathogenic transmission of a communicable disease that could occur in polluted water. Students are then asked to complete a research project (or create a fictitious virus) after choosing from a list of topics.Lesson Two- You Make A Decision- (2X60min)
Students can choose from a list of six possible topics(or come up with their own) and do a research project on an issue relating to water quality and conservation in their community. Data must be gathered by the students via computer or interviews. Then the project is presented publicly.
Lesson Three- How is My Water Purified? (1X60min)
After observing a teacher demo simulating techniques used to clean drinking water(screening, sedimentation, filtering, and chemical treatment), students predict how bacterial growth on a potato slice will be affected by polluted water, unpolluted water, and water treated with chlorine. After three days, bacterial growth is re-examined and conclusions drawn.
General Assessment
What skills does this resource explicitly teach?
- Perform an experiment and record results
- Interpret data and draw conclusions
- Make predictions based on observations
- Communicate findings of an investigative report
- Work cooperatively in a lab group
- Design a plan for research
- Gather information for research topics in a variety of ways- reading print resources, using electronic resources, and doing interviews
- Presentation skills
Strengths
- Simulations are fun, educational and relevant to the issue
- Lessons are easy to understand and follow
- Students are given the opportunity to practice lab techniques and obtain results that are relevant to their lives
- Students are encouraged to connect with people in the community when doing research
- Student handouts are easy to use
- Research topics are relevant and interesting
- Students can choose their own topics to research as long as they are relevant to the issues in this resource
Weaknesses
- Not enough links provided for background information on topics and issues
- No authentic case studies or out of doors experiences
- First Nations issues are not addressed
- No accommodations for struggling learners
- Rubric/assessment techniques need development
- No authentic action experience
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Environmental Investigations
- Science
- Step 4Relevant matches
- Environmental Chemistry
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14: Investigating Matter and Energy in Living Systems
- Science 14:Investigating Matter and Energy in the Environment
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 24:Disease Defence and Human Health
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Nunavut
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14: Investigating Matter and Energy in the Environment
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 24:Disease Defence and Human Health
- Ontario
- Step 2Select a grade level
- Grade 9
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 11(College Prep.) Microbiology
- Environmental Science
- Step 4Relevant matches
- Environmental Science (Univ/College Prep.) Human Health and the Environment
- Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
- Environmental Science (Workplace Prep.) Human Health and the Environment
- Environmental Science (Workplace Prep.) Human Impact on the Environment
- Grade 12
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology:The Living World
- Environmental Science & Technology: The Living World
- Science & Technology:The Living World
- Science and the Environment: The Living World
- Saskatchewan
Themes Addressed
Human Health & Environment (3)
- Environmental Contaminants & Health Hazards
- Health Promotion
- Quality of Life
Waste Management (1)
- Liquid Waste
Water (2)
- Water Quality
- Water Treatment and Distribution
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Satisfactory | The resource relies on simulations, short teacher lectures, and research projects to gather information on the effect of pathogens in water supplies. How the pathogens got there in the first place, and the cost of treating the exposed water, are not fully discussed, although some of these issues may be addressed in research topics chosen by students. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Satisfactory | The resource does send the message that society has an obligation to provide safe drinking water, which means dealing with environmental problems which may contaminate water, and being responsible for treating water which contains dangerous microbes. The financial cost of ensuring this happens, although not stated outright, will be evident when completing the research assignments. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Poor/Not considered | Poor Students are exposed to limited information about viruses, bacteria and pathogenic transmission as it relates to unsafe drinking water. The simulations are powerful, but little discussion or reflection time is given or promoted. The focus is on the "science" behind contamination. It is up to the students to delve more deeply into issues in their own research topics. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | Poor. There is no action experience beyond a presentation of a research project. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Poor/Not considered | Poor. There are no opportunities for students to clarify their values, or express their beliefs in a class discussion. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | The discussion of the diseases caused by consuming unsafe drinking water will foster empathy for those whose quality of life is affected by these illnesses. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Satisfactory | |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Because safe drinking water is an issue in any community, this issue has a local focus. The research component in lesson two also asks students to concentrate on a topic with relevance to the students' own community. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Poor/Not considered | Poor There are no discussions about past, or present conditions as there are no case studies. The focus is on the"science" behind water contamination. The future would be seen as postive only if students are vigilant in monitoring safe drinking water practices in their communities. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Satisfactory | Although for the most part question sheets and simulations direct students to conclusions, there are some opportunities in the two research projects for students to investigate possible solutions for problems on their own. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | The resource is primarily science based, with labs and teacher demos. The research assignments have some integration with art (poster-making), technology (computer research), and language arts (researching, organizing and presenting a written project) |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | Students participate in a simulation of pathogenic transmission and observe /predict results of a teacher simulation on water treatment, both of which for the most part are teacher directed. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | Activities are well presented and teach to both cognitive and affective domains. The research topics would be very challenging for some students and need extensive modifications for those with learning difficulties. There are no accomodations suggested for struggling learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | Both experiential learning experiences are simulations- one done in groups, the other as a teacher demo. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students work in groups during a lab activity and can choose to work in a group for the research assignments. There are no cooperatively learning skills explicitly taught or practiced. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | Poor. There are suggestions as to what to evaluate but no suggestions or rubrics as to how to evaluate. It would be up to the teacher to create tools for formative and summative evaluations. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | Students are asked to make presentations of their research projects, to the class, in lesson two. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Poor/Not considered | Poor. There are no case studies provided. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory | Students have a choice of of research topics in lessons one and two, or can come up with their own. This gives the students ample opportunities to choose the medium which they wish to work, and go deeper into the issue if they want. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
