Total Duration: |
91 to 120 Minutes |
Materials and Resources: |
Student Materials (Group of 4):
Student Handouts
Teacher Materials
Student Choice Materials
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Technology Resources Needed: |
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Background/Preparation: |
Prior to the Activity
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Teacher Facilitated: 1. To gain a visual image of the importance of today's challenge, have students view "NASA's Water for the World" clip. (Time 3:32) 2. Quickly review the prior knowledge on the steps in the water treatment process including aeration, coagulation, sedimentation filtration and disinfecting. What is the purpose of each step in creating potable water? (5 minutes) Student Facilitated: 1. Scenario: You and your team of engineers are challenged with the task of designing and building a new water filtration system for an overpopulated, poverty-stricken community that is drinking contaminated water from wells, rivers or springs not treated by municipal water systems. Can your team rise to the challenge to help this community have safe drinking water for generations to come? 2. Assign roles in your group.
*** Everyone will have a role in the construction of the filter. 3. Using the It’s Crystal Clear! Design Planning sheet, have a discussion as a team while each member records on their paper. The timekeeper should start the clock for 10 minutes. 4. Your group will have the choice of using the following materials:
Your challenge is to work as engineers to build a filter that effectively creates the cleanest water. We are looking for clarity and the lowest amount of DOM (Dissolved Organic Matter). 5. Brainstorm and sketch your filter design on your worksheet. Your sketch should show the various layers of materials you are going to use. Be sure to include labels. 6. Have your materials manager gather all materials.
7. Begin constructing your filter as a team. The timekeeper starts the timer for 30 minutes. 8. Pour a sampling of the “polluted” water in the cup labeled “Before” and hold aside for later. 9. Once you have completed the construction, run the water through your filter three times, each time moving the filtering apparatus onto the empty cup and pouring the excess water on top of the filter. 10. You should be able to see a difference between your initial water sample and the final product. Think about how well your filter worked. Would you drink this water? 11. If time allows, redesign your filter based on what you've learned so far. Then, filter your cleaner water you’ve improved with the filtering apparatus two times. Now, you should have your final product. 12. Make observations about your filtered water and record on It’s Crystal Clear! Experiment and Record sheet. 13. Finally, you and your team will compare final products between groups and think about why some designs worked better than others. Have your materials manager place your original polluted water (labeled “BEFORE”) from the beginning next to the final filtered cup of water (labeled “AFTER”) on the table by your group number. 14. Each member of the group will record data on the final products of other teams on the It’s Crystal Clear! Data Analysis sheet. The timekeeper starts the timer for 10 minutes. 15. If time allows, the It’s Crystal Clear! Quality Assurance Form can be filled out by teams to give feedback to other teams. (5-6 minutes) Teacher Facilitated: 1. Come together as a whole group to discuss who met the challenge of creating the cleanest water (clarity and least amount of DOM). Have them share out what materials were used and why and the design. (5 minutes) 2. Before time is up, have students generate a quick-write summary of the challenge. (20 minutes or can be completed for homework) |
Assessment Strategies |
Students will write a reflection by answering the following:
Students will need to answer the question focusing back on the objectives (targets) from the beginning of the lesson:
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Acceleration: |
The engineering group that meets the challenge of designing the cleanest system will present the design through a town hall simulation. Collectively, the town will create a mitigation plan to ensure potable water is available to the community. The engineering group will collaborate with the "community" (students who did not meet the challenge) to generate a mitigation plan to lessen the chances of polluting the community's water source again. Students can compare this engineering challenge to the process that the International Space Station has in place to purify recycled water for the astronauts. Students can read about the Environmental Control and Life Support System (ECLSS), built in Huntsville, by reading the article Water on the Space Station. Students can "purchase" items to use in their filter within a given budget. Not only will students focus on generating the cleanest water, they will focus on spending the least amount of money to create the most cost-efficient filtering system. |
Intervention: |
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View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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