Poseidon or Poison? Bottled Water vs. Tap Water

Poseidon or Poison?

Do you know what you are drinking when you drink bottled water? Are the people of

your community paying for a natural resource that is virtually free, and destroying the

environment at the same time? Come and take a journey with us into the world of false

advertisement and become an advocate, like Poseidon, for your community. Policy

makers need to keep their promises of ensuring the water you drink is safe.

Parnter 1: Jackie Lanier

Partner 2: Valerie Taplin

Content Outline/Poseidon or Poison I. Public Drinking Water

A. Federal Regulations for bottled and tap water 1.

drinking water a. In 1974 congress passed a law to protect and regulate the

public drinking water. 2. SDWA authorizes the United States Environmental Protection

Agency (EPA) to set national health-based standards for drinking water to protect the community against contaminants

3. Bottled water is regulated by the Food and Drug Administration. (FDA) through the Food, Drug, and Cosmetic Act (FDCA) a. Bottled water must be labeled correctly b. Where it was manufactured must be on the label c. Quantity of contents

4. Loop hole a. If bottled water is produced in the same state that it is sold, it is

not under the FDA regulations. II. Environmental Affects

A. The bottles that are being used to bottle water are made with Bisophenol A or by a petrochemical plant

B. Recycling 1. All used bottles are not being recycled. 2. 20 percent of plastic bottles get recycled 3. Not all states have a Bottled Water Bill which will help in cutting the

cost of recycling 4. Curb side recycling is not implemented in all states 5. People do not always use recycling bins 6. Plastic bottles are ending up in the ocean and on beaches which is

killing sea life. C. Source of Public Water

1. Surface water a. Rivers, lakes, and reservoirs

2. Ground Water a. Pumped from wells that are drilled into aquifers

3. Water is distributed by underground pipes

a. Water pressure is provided by pumping water into the storage tank in a community. They are stored at a higher elevation than the houses that will be retrieving the water. The force of gravity pushes the water into the homes when the tap is open

4. Big corporations like Nestle are drilling water from small towns and selling it to the community

III. Purification of Water A. Water Processing Plant

1. There are numerous contaminants such as viruses, parasites, metals and chemicals that have to be removed or regulated at all water processing treatment plants 2. Ion exchange is one of the processes used to remove contaminants if they are not moved adequately by filtration or sedimentation.

a. Ion exchange removes the hardness from the water, not allowing chemicals to build up in the hot water heater reducing soap scum build up.

B. Water Filtration Systems 1. There are a range of home water filtration systems that can be installed in your home water system to simple kits you can buy for testing your water at home. 2. The most common public water system uses various methods such as coagulations, flocculation, sedimentation, filtration, and disinfection for treatment in order to provide us with safe drinking water.

C. Testing Drinking Water 1. Municipal water systems are constantly being tested many

times a day. 2. Testing results of municipal water systems are provided to the public for viewing. 3. Bottled water companies are testing their own water and results do not have to be made available to the public. 4. The chemicals in the plastic bottles are contaminating the water

inside making it unsafe for consumption. IV. Technology Plan

A. Parts of the Flip Camera 1. Learning the parts and operation of the Flip camera. 2. Using the Flip camera to record video for commercial.

B. Using Movie Maker 1. Learning how to import the video from the Flip camera on to Movie

Maker. 2. Using Movie Maker to edit, add music and audio to complete

production of commercial to download to DVD.

Directions for Flip Camera

1. Press red button to start recording.

2. Press up and down arrows to zoom in and out.

3. Press red button again to start recording.

4. Hold camera steady and refer to video tips page for helpful hints.

5. After completing your recording press red button to stop recording.

6. Press arrow with pause button on right to enter playback mode.

7. Press arrows until you see the video you want.

8. Press arrow with pause button on right to play the video.

9. Press red button to exit.

10. Press trash can on left to delete any videos.

Direction for Connecting Flip Camera to a PC

1. Slide the USB latch up and the USB arm slides out. Then slide into the USB

port in your computer.

2. Click on the start menu and click on MY Computer.

3. A removable disk drive will appear on your screen. Double click on

Removable Disk.

4.

5. Double click on the 100VIDEO folder.

6. Select the video you would like to view by double clicking on the video file.

Directions for Downloading Movie from Flip Camera

To

Windows Movie Maker

1. Go to Programs and click on Movie Maker

2. Go to import video and click on it.

3. Look in 100Video folder and select video and than click on import.

4.

5. Drag and drop on storyboard timeline to display video.

6. Click on play on the right side to view video.

7. To edit or add audio/music select Movie task on left panel.

To Save Movie to a CD

1. Click on save to CD on Movie task panel on left.

2. Insert CD into drive.

3. Enter file name for saved movie

4. Enter a name for the CD

5. Click next and then Finish.

6. Watch your saved movie!

BOTTLED WATER VERSUS TAP WATER 1

This vital natural resource is an essential element that we must all have in order

to live. According to Richard Stein, water is humanities most plentiful resource that

surface, and 97 percent of it is ocean water, which is

too salty for human consumption. That leaves us with three percent of freshwater that

we need to survive. However, what do we really know about water. Is it safe to drink

and how do we know? We will discuss the facts about where our water supply comes

from and what makes it safe to drink, whether it is from the tap or from a bottle.

We will start our odyssey with a look into tap water and its origin. Tap water comes from

two places; surface water and groundwater (Symons, 2001). Ground water comes from

wells that are drilled underground. Water may also come from springs which begin

underground as groundwater. There is almost 40 billion gallons of tap water that is

made available each day for use in home, restaurants, hotels and numerous other uses

(Symons, 2001).

There are several guidelines and regulations that have to be followed that make

sure this water is safe to drink. One of these agencies is The Safe Drinking Water Act

(SDWA). SDWA is the law in the United States that was signed into law in 1974 to

provide health protection for the public consumer. This act included monitoring and

reporting. The SDWA was amended in 1996 which required public water systems to

report the quality of their water annually. In addition to the SDWA the Environmental

Protection Agency (EPA) sets the standards for the suppliers of water. The SDWA


covers all public water systems, but the act does not cover private wells. Well water can

be treated by calling your local health department. Well-water utilities have a program

that is ongoing for flushing and cleaning out the pipes for the distribution of water into

your home. This brings up another concern. How do we know that the pipes that carry

the water from the treatment plant are clean when they carry the water into your home?

This is done by the opening of fire hydrants and letting the water run out. Another way

that they clean out the pipes is by forcing a small plastic sponge using water pressure

through the pipe. The sponge scrapes the pipe walls clean and then the dirt is flushed

out the fire hydrant.

Testing for different contaminants of tap water is regulated by the EPA. These

public water systems that are regulated by the EPA have water that is treated through

several processes. There is an in depth site from the EPA that provides a virtual tour of

a water processing treatment plant. This tour will show and discuss the quality and

safety of treated water. This tour also provides information on the cost of treatment, how

it affects the environment and numerous fun facts. The website is:

http://water.epa.gov/drink/tour/index.cfm.

There are various contaminants that have to be removed or regulated at all water

processing treatment plants. These include viruses, parasites, metals, and chemicals.

There are too many to list (Barzilay, 1999). That is the reason why cost is mentioned on

the EPA website. The cost of detection, treatment and monitoring is expensive. One

http://www.google.com/url?q=http%3A%2F%2Fwater.epa.gov%2Fdrink%2Ftour%2Findex.cfm&sa=D&sntz=1&usg=AFQjCNF0Otnu1oJq2g1Zo_vkFYzLGzwEAw
















reason is because there are always new illnesses and medical concerns in our country.

The SDWA and the EPA continually monitor and amend legislation to assure that our

water will remain of the highest quality. This brings up the next section of our paper,

bottled water. Is it regulated? Does it follow the same guidelines and regulations that tap

water does? Is tap water being placed in bottled water? All of these questions and

more will be discussed in the next section of our paper.

There are many ads on television and on labels that suggest bottled water is

water that comes from the melting snow from tops of mountains. They imply that the

water in the bottle is pure and from natural springs and if a person wants to have the

best for their family or for themselves, they should buy water that has been bottled up.

Although there is some bottled water that comes from natural resources, there is also

bottled water that is equivalent to tap water. According to Phil Lempert, food editor of

a, the best-selling brand in the

U.S. and Coke Company who sells Dasani, ranked as the second best-selling brand in

the U.S. is processed municipal water with added minerals. According to the Food and

Drug administration (FDA), if the bottled water is lab

(Geology.com). This is not unusual considering, according to Phil Lempert the food

ed water consumed in the U.S.


supply. Although some of the bottled

water is similar to getting water straight from your faucet, the FDA has regulations that

the bottled company industries have to follow.

The Federal Food, Drug and Cosmetic Act (FFDCA) provide the FDA with broad

regulatory authority over food. Under FFDCA manufactures have to not only produce

safe and wholesome products, but must label truthfully. There are specific regulations

for bottled water in Title 21 of the Code of Federal Regulations (21CFR).

Bottled water can be defined as spring water, distilled water, purified water,

mineral water and drinking water to name a few. These regulations are put into effect to

inform the consumer; however, there is a loophole in which Nestle and other large

bottling corporations take advantage of. According to Penn (2008) of the Ledger, the

loophole allows bottlers to classify well water as natural spring water. This is only if they

both contain the same chemical components. This poses a problem to consumers

because people will think that they are purchasing water that was supplied from a

spring, but in reality it is from a well. And PepsiCo was caught featuring a label that

implied the bottled water was from a mountain spring. Penn (2008) states in his article

that the quality of water is determined by the location of the water.

Whether a consumer is getting water from the faucet or buying it in a bottle, they

may be getting the same quality water, the municipal water supply. Because there are

federal regulations that are posed on both on the tap and bottled water, drinking water is

safe for consumption. Consumers need to be aware of where there water is coming


from. For example, if the bottled water that we consume is located by a city, it will be

affected by pollutants, but if it is from a spring surrounded only by nature, there will be

very little pollutants. The label on the bottled water is important to read. It will inform

you if the water you are buying is equivalent to the tap water or if it is actually from a

mountain spring. Although there are contaminants in our water system, our water

purification system can filter out many of the chemicals (Stein, 2008) making drinking

water safe.


References

Barzilay, J. I., Weinberg, W. G., & Eley, J. W. (1999). The water we drink. Water quality and its effects on health. New Brunswick, New Jersey: Rutgers

University Press.

Environment Protection Agency: http://water.epa.gov/drink/tour/index.cfm.

Food Safety Magazine. (2002/. Ask the regulators--bottled water regulation and the

FDA. Retrieved Jan 8, 2011, from

http://www.fda.gov/Food/FoodSafety/Product.SpecificInformation/BottledWaterC

arbonatedSoftDrinks/ucm077079.htm

Geology.com. Bottled water-where does that water come from? Retrieved Jan. 8, 2011,

http://geology.com/articles/bottled-water.shtml

Stein, R.J. (2008). Water supply. Dublin, N.Y.: The H.W. Wilson Company.

Symons, J. M. (2001). Plain talk about drinking water questions and answers about the

water you drink. Denver, CO: American Water Works Association.

The Ledger. (2008). Your bottled water may not come from a spring. Retrieved Jan. 8,

2011, from http://www.theledger.com/article/20080322/NEWS/803220380.

Today Show. (2004). Is your bottled water coming from a faucet? Retrieved Jan. 8,

2011, from http://today.msnbc.msn.com/id/5467759/ns/today-foodwine/


















http://www.google.com/url?q=http%3A%2F%2Fwww.fda.gov%2FFood%2FFoodSafety%2FProduct.SpecificInformation%2FBottledWaterCarbonatedSoftDrinks%2Fucm077079.htm&sa=D&sntz=1&usg=AFQjCNFID4YSrdA3N6hwCVeWmwSr8vNfSw






















http://www.google.com/url?q=http%3A%2F%2Fgeology.com%2Farticles%2Fbottled-water.shtml&sa=D&sntz=1&usg=AFQjCNHkUeXjANp-ZNPIvg2iSgYxVH318w














http://www.google.com/url?q=http%3A%2F%2Fwww.theledger.com%2Farticle%2F20080322%2FNEWS%2F803220380&sa=D&sntz=1&usg=AFQjCNG2qFfID-czKmlWsboqe7d5yNSdQw












http://www.google.com/url?q=http%3A%2F%2Ftoday.msnbc.msn.com%2Fid%2F5467759%2Fns%2Ftoday-foodwine%2F&sa=D&sntz=1&usg=AFQjCNEH2xs-ovk_w2BAxSJpMbA7dYr4gQ


















Materials for making the purification project For each station, the following materials are required:

1 two-liter plastic soda bottle + cap, with bottom removed 2 two-liter plastic soda bottles with top (cap through base of neck) removed 20 grams alum (potassium aluminum sulfate), approximately 2 tablespoons 800 ml fine sand 800 ml coarse sand 400 ml small pebbles 500 ml (or larger) beaker 1 coffee filter 1 rubber band 1 tablespoon for alum 1 stopwatch (clock in room may substitute

Filtering Apparatus Diagram: (http://www.epa.gov/safewater/kids/filter.pdf)

Lanier Taplin

Spring 2011

Module 5 Assignment Packet for LESSON REVISIONS

Please paste your REVISED lesson plan one and any REVISED supporting materials here. Be certain all revised sections are in red font.

TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON TEMPLATE FOR FOUR CAMP LESSONS

A WET ADVENTURE I . DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL GATHER INFORMATION ABOUT THE DIFFERENT REGULATIONS THAT TAP WATER AND BOTTLED WATER ARE UNDER. LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.) PURCHASING BOTTLED WATER IS BAD FOR THE ENVIRONMENT AND UNHEALTHY FOR CONSUMPTION.

I I . PREPLANNING: BEGIN WITH THE END IN M IND

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

AFTER THE LESSON, STUDENTS WILL KNOW THAT PEOPLE WHO LIVE NEAR WHERE PLASTIC BOTTLES ARE BEING MANUFACTURED ARE GETTING SICK BECAUSE OF THE TOXIC CHEMICALS THAT ARE COMING OUT OF THE PLANTS STUDENTS WILL KNOW THAT PERCENT OF BOTTLED WATER IS FILTERED TAPPED WATER STUDENTS WILL KNOW THAT ALL PLASTIC BOTTLES ARE NOT RECYCLED

B. WHAT 3 ITEMS ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO? (DEFINE WHAT STUDENTS SHOULD BE ABLE TO DO AS A

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO RECOGNIZE THAT THE PLASTIC BOTTLE THEY ARE DRINKING FROM IS MADE FROM PET, PETE, OR BPA

RESULT OF YOUR LESSON.) STUDENTS SHOULD BE ABLE TO LOOK AT LABELS TO DETERMINE WHERE THE BOTTLED WATER THEY RE DRINKING COMES FROM STUDENTS SHOULD BE ABLE TO RECOGNIZE THAT TAP WATER IS JUST AS GOOD AS BOTTLED WATER

C. WHAT ARE THE ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT THEIR PURCHASING POWER CAN MAKE A DIFFERENCE GLOBALLY STUDENTS WILL UNDERSTAND THAT THERE ARE DIFFERENT REGULATIONS POSED ON BOTTLED WATER THAN ON TAP WATER STUDENTS WILL UNDERSTAND THAT THE CHEMICALS FROM PLASTIC GETS INTO THE BOTTLED WATER

I I I . PLANNING

D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION )

CAN YOU NAME SOME PLACES WHERE YOU THINK BOTTLED WATER COMES FROM? NOT ALL PLASTIC BOTTLES GET RECYCLED, WHERE DO YOU THINK THEY GO?

E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

STUDENTS WILL WRITE THEIR THOUGHTS ABOUT TAP WATER, THEN AFTER THEIR LESSON AND THE GUEST SPEAKER, THEY WILL REVISIT THEIR THOUGHTS AND MAKE CHANGES.

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

II. ENVIRONMENTAL AFFECTS B. RECYCLING 1. ALL USED BOTTLES ARE NOT BEING RECYCLED. 2. 20 PERCENT OF PLASTIC BOTTLES GET RECYCLED. 3. CURB SIDE RECYCLING IS NOT IMPLEMENTED IN ALL STATES. 4. PEOPLE DO NOT ALWAYS USE RECYCLING BINS. 5. PLASTIC BOTTLES ARE ENDING UP IN THE OCEAN AND ON BEACHES WHICH IS KILLING SEA LIFE.

G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

STUDENTS WILL PLAY A GAME ON THE SMARTBOARD ON THE WEBSITE WWW.EPA.GOV/SAFEWATER/KIDS.

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT

STUDENTS ARRIVE. JACQUELINE AND I WILL INTRODUCE

YOU WILL DO.) OURSELVES AND STUDENTS WILL INTRODUCE THEMSELVES. WE WILL TALK TO STUDENTS ABOUT WHO POSEIDON IS (THE GREEK GOD OF WATER) HE MADE LAND FERTILE BY PROVIDING ITS LIFE-GIVING MOISTURE AND ENSURED THE SAFETY OF THE SAILORS WHO TILLED THE SEA. -WE WILL INVITE THE STUDENTS ON A JOURNEY WITH US THAT WILL TAKE US FROM ONE WAY OF THINKING ABOUT BOTTLED WATER AND TAP WATER TO ANOTHER WAY OF THINKING. WE WILL ASK STUDENTS TO WRITE WHAT THEY KNOW OR THINK ABOUT BOTTLED AND TAP WATER (PRE-ASSESSMENT). -WE WILL THEN LEAD STUDENTS TO TASTE TEST WATER SAMPLES TO SEE IF THEY CAN TELL THE DIFFERENCE. -WE WILL EXPLAIN TO STUDENTS THAT 40 PERCENT OF BOTTLED WATER IS FILTERED TAP WATER. -WE WILL WATCH SEGMENTS OF THE MOVIE APPED WHERE CAT WARREN TALKS ABOUT THE DROUGHT IN DURHAM. -WE WILL DISCUSS WHAT THEY LEARNED FROM THE VIDEO, AND HAVE STUDENTS WRITE ANY QUESTIONS THEY HAVE FOR THE GUEST SPEAKER, CATHERINE WARREN, PHD-COMMUNICATIONS DIRECTOR COMMON SENSE FOUNDATION, AN ADVOCATE FOR TAPPED WATER WHO IS FEATURED IN THE MOVIE TAPPED -INTRODUCE GUEST SPEAKER -ALLOW STUDENTS TO ASK QUESTIONS -STUDENTS WILL LOOK BACK AT THEIR ORIGINAL THOUGHTS ABOUT WATER AND REVISE AS NECESSARY.

Please paste your REVISED lesson plan two and any REVISED supporting materials here. Be certain all revised sections are in red font.


IS IT CLEAN YET? I . DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL LEARN MORE ABOUT TAP AND BOTTLED WATER TESTING REGULATIONS AND FILTRATION PROCESSESS. LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.) Bottled water companies do not have to provide the public with the results of their water tests.

I I . PREPLANNING: BEGIN WITH THE END IN M IND A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

AFTER THE LESSON, STUDENTS WILL KNOW THAT IF BOTTLED WATER IS PRODUCED AND SOLD IN THE SAME STATE, IT IS NOT UNDER FDA REGULATIONS STUDENTS WILL KNOW THAT ADVERTISEMENTS MAKE IT SEEM LIKE BOTTLED WATER IS BETTER OR HEALTHIER THAN TAP WATER. STUDENTS WILL KNOW THAT TAP WATER IS CONSTANTLY BEING TESTED MANY TIMES A DAY

B. WHAT 3 ITEMS ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO? (DEFINE WHAT STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO LOCATE WHERE THEY CAN CHECK THE RESULTS OF TESTED TAP WATER THAT S AVAILABLE TO THE PUBLIC STUDENTS SHOULD BE ABLE TO LOOK AT AND ANALYZE THE RESULTS OF TESTED WATER STUDENTS SHOULD BE ABLE TO RECOGNIZE HOW FILTERS WORK

C. WHAT ARE THE ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT JUST BECAUSE AN ADVERTISEMENT SAYS IT S PURE DOESN T MEAN THAT IT S TRUE ADVERTISEMENT

AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

STUDENTS WILL UNDERSTAND THAT CHEMICALS FROM PLASTIC BOTTLES CONTAMINATE THE WATER INSIDE THE BOTTLE STUDENTS WILL UNDERSTAND THAT THEY CAN FILTER THEIR OWN WATER AND GET THE SAME RESULTS

I I I . PLANNING


IN WHAT WAYS DO LARGE CORPORATIONS OBTAIN WATER BOTTLE IT AND SELL IT TO CONSUMERS?


STUDENTS WILL MAKE A LIST OF IDEAS THAT THEY COULD DO TO HELP THE ENVIRONMENT AND THE HEALTH OF THEIR COMMUNITY.


C. TESTING DRINKING WATER 1. MUNICIPAL WATER SYSTEMS ARE CONSTANTLY BEING TESTED MANY TIMES A DAY. 2. TESTING RESULTS OF MUNICIPAL WATER SYSTEMS ARE PROVIDED TO THE PUBLIC FOR VIEWING. 3. BOTTLED WATER COMPANIES ARE TESTING THEIR OWN WATER AND RESULTS DO NOT HAVE TO BE MADE AVAILABLE TO THE PUBLIC. 4. THE CHEMICALS IN THE PLASTIC BOTTLES ARE CONTAMINATING THE WATER INSIDE MAKING IT UNSAFE FOR CONSUMPTION.


WE WILL TEST AND COMPARE THE RESULTS OF TAP AND BOTTLED WATER FOR CONTAMINANTS

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU

-STUDENTS ARRIVE. WE WILL HAVE THE TESTING CENTER SET UP. -HAVE EACH GROUP TEST AND RECORD THE RESULT, AND SHARE THEIR RESULTS TO THE CLASS USING THE WATER TESTING DATA SHEET. - ON THE WATER TESTING DATA SHEET STUDENTS WILL ALSO ILLUSTRATE

WILL DO.) THEIR RESULTS. -STUDENTS WILL VIEW THE WATER TREATMENT PROCESS AS A CLASS TO REVIEW TERMS: COAGULATION, SEDIMENTATION, FILTRATION, DISINFECTION, AND STORAGE. WE WILL USE THE WEBSITE HTTP://WATER.EPA./LEARN/KIDS/DRINKINGWATER/WATERTREATMENTPLANT_INDEX.CFM -STUDENTS WILL VIEW THE INTERACTIVE WATER FILTRATION INSTRUCTIONS AND MAKE THE SYSTEM. HTTP://WWW.EPA.GOV/SAFEWATER/KIDS/FLASH/FLASH_FILTRATION.HTML -THEN WE WILL INTRODUCE OUR GUEST SPEAKER: ANTHONY WHITEHEAD -WE WILL ALLOW TIME FOR QUESTIONS AND ANSWERS. START PLANNING THEIR PSA, IF TIME PERMITS -STUDENTS WILL MAKE A LIST OF IDEAS THAT THEY COULD DO TO HELP THE ENVIRONMENT AND THE HEALTH OF THEIR COMMUNITY

http://water.epa./learn/kids/drinkingwater/watertreatmentplant_index.cfm

http://water.epa./learn/kids/drinkingwater/watertreatmentplant_index.cfm

http://www.epa.gov/safewater/kids/flash/flash_filtration.html

WATER TESTING DATA SHEET Testing Dasani, Aquafina, and Tap water using a Tap Water home testing kit Record your results below.

Record you results here Illustrate your results here Dasani

Aquafina

Tap

Please paste your REVISED lesson plan three and any REVISED supporting materials here. Be certain all revised sections are in red font.


THIRSTY DECISION I . DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL LEARN THE COMPONENTS OF A FLIP CAMERA AND HOW TO OPERATE IT TO PERSUADE THE CONSUMER TO USE REUSEABLE BOTTLES FOR DRINKING WATER INSTEAD OF BOTTLES MADE WITH BPA AND PET. LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.) WE CAN SAVE HUNDREDS OF DOLLARS EACH YEAR BY USING REUSABLE BOTTLES FOR DRINKING WATER.



AFTER THE LESSON, STUDENTS WILL KNOW THAT HOW TO OPERATE AND USE A FLIP CAMERA. STUDENTS WILL KNOW THAT HOW THEY CAN HELP IS BY BANNING BOTTLED WATER. STUDENTS WILL KNOW THAT SOME COMPANIES ARE USING ALTERNATIVES TO PLASTIC BOTTLES FOR WATER.


AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO PUT TOGETHER A SCRIPT IN ORDER TO PRODUCE A COMMERCIAL. STUDENTS SHOULD BE ABLE TO ESEARCH WEBSITES TO INCORPORATE INFORMATION/PICTURES ABOUT REUSABLE CONTAINERS FOR BOTTLED WATER. STUDENTS SHOULD BE ABLE TO SE A FLIP CAMERA TO RECORD FACTS LEARNED TO DESIGN A COMMERICIAL.

C. WHAT ARE THE ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT THEY HAVE A CHOICE WHETHER TO DRINK FROM PLASTIC OR ANOTHER CONTAINER. STUDENTS WILL UNDERSTAND THAT STUDENTS WILL UNDERSTAND

THAT COMMERCIALS ARE TOOLS FOR ADVOCACY. STUDENTS WILL UNDERSTAND THAT OME CONSUMERS WILL STILL USE PLASTIC EVEN THOUGH THEY KNOW THE HEALTH RISK.

I I I . PLANNING


HOW CAN WE MAKE SURE THAT OUR COMMUNITY HAS THE INFORMATION TO BE AN ADVOCATE ABOUT THE HARMFUL EFFECTS OF PLASTIC?


STUDENTS WILL CREATE A COMMERCIAL DEPICTING INFORMATION OBTAINED ABOUT BOTTLED WATER AND TAPPED WATER USING RUBRIC PROVIDED.


STUDENTS WILL LEARN THAT MUNICIPAL WATER SYSTEMS ARE CONSTANTLY BEING TESTED MANY TIMES A DAY. STUDENTS WILL LEARN THAT THE TESTING RESULTS OF MUNICIPAL WATER SYSTEMS ARE PROVIDED TO THE PUBLIC FOR VIEWING. STUDENTS WILL LEARN THAT BOTTLED WATER COMPANIES ARE TESTING THEIR OWN WATER AND RESULTS DO NOT HAVE TO BE MADE AVAILABLE TO THE PUBLIC. STUDENTS WILL LEARN THAT THE CHEMICALS IN PLASTIC BOTTLES ARE CONTAMINATING THE WATER INSIDE MAKING IT UNSAFE FOR CONSUMPTION. STUDENTS WILL LERN HOW TO OPERATE A FLIP CAMERA. STUDENTS WILL LEARN HOW TO INCORPORATE PICTURES FROM A CD OR INTERNET SEARCH INTO MOVIE MAKER. STUDENTS WILL LEARN HOW TO USE MOVIE MAKER TO EDIT VIDEO FROM FLIP CAMERA.


SHOW PART OF THE MOVIE TAPPED -EFFECTS OF BPA AND PET AND HOW IT CONTAINMINATES GROUND WATER, AIR AND SOIL.

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

REVIEW FROM THE PREVIOUS DAYS LESSON ON WATER PURIFICATION. SHOW PARTS OF THE MOVIE TAPPED THAT DISCUSS THE HARMFUL EFFECTS OF PLASTIC IN BOTTLED WATER. WE WILL WATCH THE PART OF THE VIDEO THAT DISCUSS HOW SOME SCHOOLS AND RESTAURANTS HAVE BANNED BOTTLED WATER.

WE WILL DEMONSTRATE THE PARTS AND USE OF THE FLIP CAMERA BY USING A DOCUMENT PROJECTOR (ELMO). REVIEW FLIP CAMERA VIDEO TIPS USING DOCUMENT PROJECTOR. WE WILL DISCUSS WHAT THE END PRODUCT WILL BE; TO PRODUCE A COMMERCIAL THAT PERSUADES THE AUDIENCE TO CONSIDER MAKING CHANGES IN THE CITY CONCERNING BOTTLED WATER. BREAK STUDENTS INTO THREE GROUPS OF TWO; EACH GROUP WILL WRITE THEIR SCRIPT, DOWNLOAD PICTURES, AND MAKE RECORDINGS USING FLIP CAMERA.

Please paste your REVISED lesson plan four and any REVISED supporting materials here. Be certain all revised sections are in red font.


BOTTLED WITH A CHANCE OF TAP I . DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL LEARN HOW TO EDIT AND DOWNLOAD VIDEO FROM A FLIP CAMERA TO A DVD FOR USE IN THE PRODUCTION OF A COMMERCIAL. LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.) Everyone should support the choice of reusing plastic bottles or another type of container to hold their drinking water after learning the valuable information provided by the commercial.



AFTER THE LESSON, STUDENTS WILL KNOW THAT HEIR FAMILIES HAVE A MEANINGFUL AND LIFE STYLE CHANGING DECISION TO MAKE ABOUT THEIR DRINKING WATER. STUDENTS WILL KNOW THAT THEY CAN MAKE A DIFFERENCE BY INFORMING THEIR COMMUNITY LEADERS OF WHAT MAY SAVE THEIR CITIZENS HUNDREDS OF DOLLARS EACH YEAR. STUDENTS WILL KNOW THAT CREATING A COMMERCIAL USING A FLIP CAMERA IS ONE WAY TO ADVOCATE FOR A CAUSE.


AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO DESIGN A COMMERCIAL USING A FLIP CAMERA. STUDENTS SHOULD BE ABLE TO DISCUSS WHAT THE HARMFUL EFFECTS OF BOTTLE DRINKING WATER ARE WITH THE PUBLIC-SCHOOLS, FRIENDS AND FAMILIES. STUDENTS SHOULD BE ABLE TO CREATE A DVD FOR PRESENTATION TO COMMUNITY LEADERS.

C. WHAT ARE THE ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON?

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT THE USE OF A FLIP CAMERA IS ONLY ONE TYPE OF TECHNOLOGY THAT CAN BE USED TO CREATE A COMMERCIAL.

(DEFINE THE BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT FLIP CAMERA IS A FUN AND INEXPENSIVE WAY TO MAKE AN INFORMATIONAL COMMERCIAL. STUDENTS WILL UNDERSTAND THAT THE MAKING OF A COMMERCIAL IS A PRODUCTION, IT TAKES PLANNING AND ORGANIZATION.

I I I . PLANNING


WHY WILL THE PRODUCTION AND PUBLICATION OF THIS COMMERCIAL CHANGE THE MINDS OF SOME CONSUMERS AND NOT ALL?


THE ASSESSMENT WILL BE BASED UPON THE END RESULT OF THE COMMERCIAL. DOES IT PERSUADE THE AUDIENCE ONE WAY OR ANOTHER USING THE DESIGNED RUBRIC?


STUDENTS WILL LEARN THAT THERE ARE ALTERNATIVES TO PLASTIC BOTTLES FOR DRINKING WATER SUCH AS GLASS BOTTLES, STEEL CONTAINERS, OR PLASTIC BOTTLES NOT MADE FROM BPA. STUDENTS WILL USE THE PROVIDED STORYBOARD TO PREPARE SCRIPT FOR COMMERCIAL. STUDENTS WILL LEARN AND DISCUSS HOW TO USE FLIP CAMERA. STUDENTS WILL LEARN HOW TO CONNECT THE FLIP CAMERA TO A PC. STUDENTS WILL LEARN HOW TO DOWNLOAD MOVIE FROM FLIP CAMERA TO MOVIE MAKER. STUDENTS WILL LEARN HOW TO USE MOVIE MAKER TO EDIT AND CREATE COMMERCIAL. STUDENTS WILL LEARN HOW TO SAVE COMMERCIAL TO A CD FOR PRESENTATION.


LOOK AT WHAT OTHER COLLEGE CAMPUSES ARE DOING ABOUT BOTTLED WATER ON WWW.INSIDETHEBOTTLE.ORG/STUDENT-ACTION

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

1. GIVE STUDENTS 5 MINUTES TO BRAINSTORM IDEAS OF

OTHER ALTERNATIVES OTHER THAN USING PLASTIC FOR DRINKING WATER THAT IS CONVIENENT YET SAFE FOR CONSUMERS.

2. HAVE STUDENTS REHEARSE SCRIPT. 3. ASSIST STUDENTS WITH EDITING AND PUTTING

COMMERCIAL TOGETHER. 4. PLACE MOVIE ON DVDS 5. MAKE COPIES FOR CITY COUNCIL AND PARENTS. 6. ALLOW COUNCIL MEMBER TIME TO GIVE FEEDBACK TO

STUDENTS.

Commercial Rubric CATEGORY 4 3 2 1

Organization - Story

Establishes a purpose early on and maintains a clear focus throughout.

Establishes a purpose early on and maintains focus for most of the presentation.

There are a few lapses in focus, but the purpose is fairly clear.

It is difficult to figure out the purpose of the presentation.

Clips / Images Images create a distinct atmosphere or tone that match their text and voice.

Images create an atmosphere or tone that matches some parts of the story.

An attempt was made to use images to create an atmosphere/tone but it needed more work.

Little or no attempt to use images to create an appropriate atmosphere/tone.

Sound Track /Audio Track

Microphones are positioned optimally to ensure that important sounds and dialogue are captured. Music stirs a rich emotional response that matches the story line well.

Microphones are positioned optimally to ensure that important sounds and dialogue are captured. Music stirs a rich emotional response that somewhat matches the story line.

At least one microphone (in addition to that on the camera) is used to ensure that dialogue is captured. Music is ok, and not distracting, but it does not add much to the story.

Little attention was paid to ensuring quality sound during the shoot. Music is distracting, inappropriate, OR was not used.

Editing The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long.

The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.

The story seems to need more editing. It is noticeably too long or too short in more than one section.

The story needs extensive editing. It is too long or too short to be interesting.

Originality Commercial shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Commercial shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Commercial shows an attempt at originality and inventiveness in part of the presentation.

Commercial is a rehash of other people's ideas and/or images and shows very little attempt at original thought.

Content - Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Content- Completeness

The intent of the project is fully and clearly convincing. Numerous examples and specifics were provided.

The intent of the project is somewhat convincing. Some examples and specifics were provided.

The intent of the project is a little convincing but not fully. Some significant piece or step is missing or unclear. Few if any examples or specifics are used.

The intent of the project is not convincing and the intent is confusing and incomplete. No useful examples or specifics are used.

________ 24/28 A ________ 23/19 B ________ 18/14 C ________ 13/9 D

Odyssey

Odyssey is a journey to a destination that is desired for all involved. The traveler

may change from its original state. It may become purer, cleaner, better or it may

continue to have some aspects of its old self intact. The journey will ultimately meet

several people that are in their path who will influence the change and help them get to

its destination.

We want the students to journey with us as we explore bottled and tap water.

Students will begin by recognizing where bottled water comes from. They will journey

through the federal regulations that help keep water safe and its loop holes for bottled

water. They will discover the environmental and health aspects of purchasing bottled

water. This journey will take them to a place where they become aware that 40 percent

of bottled water is filtered tap water. They will explore the filtration process to recognize

the importance of cleaning water for consumption. They will be introduced to flip

cameras where they will produce and record a brief movie on the aspects of bottled

water and tap water and how it affects the consumer. They will have an opportunity to

express their beliefs on both bottled water and tap water to an authentic audience. They

will meet authentic speakers who will give them their perspectives on the issue of water.

They will experience the taste testing process to determine if they can tell the difference

between tap water and bottled water. They will recognize at the end of this unit that this

is a real world problem that needs to be addressed.

Post-assessment

You have just viewed the video Tapped, and listened to Catherine Warren talk to you about water. Please look at your first statement you made about tap water and bottled water and revise your thoughts.

Pre-assessment

Water is a resource we cannot live without. Plants, animals and humans use water daily. Some experts believe in the year 2030 we will be in dire need of water. Water is so important to humans that it has been put into a bottle and sold. Write your thoughts about tap water and bottled water.

Taste Testing liquids A, B and C. Dasani, Aquafina, or Tap

Record your results below.

Liquid Color Taste Predicted Label Actual Label A

B

C

Technology Plan

Lanier/Taplin

Water is being drilled, bottled, and sold to the public as water that is pure and

healthier than tap water. It is bad enough that we pay for the water in our homes, but

why should we also pay for drinking water that is bottled? Bottled water companies give

the public the illusion that bottled water is better for you. The commercials portray men

and women in athletic gear drinking bottled water, giving the impression that people

who work out and are healthy drink bottled water. We need to ask ourselves a few

questions. Is drinking water from a fancy labeled bottle better or healthier for us than tap

water? Does the brand make a difference? We are led to believe that the more it cost

the better it is.

will see that Coca Cola and Pepsi saw an opportunity to make tap water a commodity,

and that by attaching a famous face to the bottled water they would make billions, and

at they did.

There have been reports that some companies use the water that comes from

the faucet to place in these plastic bottles. The consumers are being taken advantage

of. We will invite students to do a taste test of three types of water, Dasani, Aquafina,

and tap water, using a Tap Water Home testing kit. This should help students

recognize that there is minimal to no difference in taste. This will also bring awareness

to the possibility that what the commercials are portraying is actually fictional. We will

also invite a guest speaker to bring in examples of how technology is used to test

municipal water. The students will view a website with step-by-step instructions on how

to create their own water filtration system.

http://www.epa.gov/safewater/kids/flash/flash_filtration.html. The students will view the

website to visually see the filtration process and terms that are used when filtering

drinking water. http://water.epa.gov/learn/kids/drinkingwater/watertreatmentplant_index.cfm . We

is creating

havoc to the environment. It will show that plastic bottles are ending up in the oceans

and on the beaches. We will use Google Earth to show students the exact sites where

scientists are finding the most plastic debris. It will show that although recycling is

being pushed, as a nation, it is not at the capacity that is needed to help the

environment effectively. Another segment of the video will show that there are other

alternatives than bottled water. It will show the students that using reusable bottles or

using stainless steel bottles are better for our environment. These alternatives may save

society hundreds of dollars each year and help our environment. During the course of

our odyssey, the students will gather information with the end result of creating a

commercial in which the students will publish their point of view. The students will learn

how to use a Flip camera to record information gathered from internet resources and

They will also be given a CD that will have a selection of pictures

provided to them by us. They will then use the CD of pictures and their recorded movie

to place on Windows Movie Maker for editing. They will learn how to also use Windows

Movie Maker editing task to give their commercial a more polished look. This will give

them their final project for presentation to their real world audience, the city council and

other internet users, for consideration.


http://water.epa.gov/learn/kids/drinkingwater/watertreatmentplant_index.cfm

Poseidon or Poison A Wet Adventure

Is It Clean Yet?

Thirsty Decision

Bottled With a Chance of Tap

Jacqueline Lanier and Valerie Taplin

March 2, 2011

SPED 6402 Differentiated Curriculum for the

Gifted

W a t e r F i l t r a t i o n4-8

BACKGROUND:Water in lakes, rivers, and swamps often contains impurities that make it look and smell bad. The water mayalso contain bacteria and other microbiological organisms that can cause disease. Consequently, water frommost surface sources must be “cleaned” before it can be consumed by people. Water treatment plants typical-ly clean water by taking it through the following processes: (1) aeration; (2) coagulation; (3) sedimentation; (4)filtration; and (5) disinfection. Demonstration projects for the first four processes are included below.

! OBJECTIVE:To demonstrate the procedures that municipal water plants may use to purify water for drinking.

MATERIALS NEEDED:" 5 Liters of “swamp water” (or add 2 1/2 cups of dirt or mud to 5 liters of water)

" 1 Two liter plastic soft drink bottle with its cap (or cork that fits tightly into the neck)

" 2 Two liter plastic soft drink bottles, one with its bottom cut off and one with the top cut off

" 1 large beaker (2 cups) or measuring bowl that will hold the inverted two liter bottle or you can use another two liter plastic soft drink bottle with its top cut off so the other bottle will fit inside of it.

" 2 tablespoons of alum (potassium aluminum sulfate available in the spice isle at grocery stores)

" 1 1/2 cups fine sand (white play sand or beach sand)

" 1 1/2 cups coarse sand (multi-purpose sand)

" 1 cup small pebbles (washed, natural color aquarium rocks work best)

" 1 coffee filter

" 1 rubber band

" 1 tablespoon (for the alum)

" 1 large spoon (for stirring)

" A clock with a second hand or a stopwatch

Office of Water (4606M) • EPA 816-F-04-021 • 06/2004 • www.epa.gov/safewater

PROCEDURE:1. Pour your “Swamp Water” into the two liter bottle with a cap. Have students describe the appearance andsmell of the water.

2. Aeration the first step in the treatment process, adds air to water. It allows gases trapped in the water toescape and adds oxygen to the water. Place the cap on the bottle and vigorously shake the bottle for 30 sec-onds. Continue the aeration process by pouring the water into another bottle or the beaker, then pouring thewater back and forth between them about 10 times. Once aerated, gases have escaped (bubbles should begone). Pour your aerated water into your bottle with its top cut off.

3. Coagulation is the process by which dirt and other suspended solid particles to chemically “stick together”into floc (clumps of alum and sediment) so they can easily be removed from water. Add two tablespoons ofalum to the aerated water. Slowly stir the mixture for 5 minutes. You will see particles in the water clingingtogether to make larger clumps. This makes it harder for them to get through a filter at the plant.

4. Sedimentation is the process that occurs when gravity pulls the particles of floc to the bottom of the cylin-der. Allow the water to stand undisturbed in the cylinder. Observe the water at 5 minute intervals for a totalof 20 minutes. Write down what you see - what is the appearance of the water now? At a treatment plant,there are settling beds that collect floc that floats to the bottom, allowing the clear water to be drained fromthe top of the bed and continue through the process.

5. Construct a filter from the bottle with its bottom cut off as follows (see illustration below):

a. Attach the coffee filter to the outside neck of the bottle with a rubber band.Turn the bottle upside down placing it in a beaker or cut-off bottom of a two liter bottle. Pour a layer of pebbles into the bottle - the filter will prevent the pebbles from falling out of the neck.

b. Pour the coarse sand on top of the pebbles.

c. Pour the fine sand on top of the coarse sand.

d. Clean the filter by slowly and carefully pouring through 3 L (or more) of clean tap water. Try not to disturb the top layer of sand as you pour the water.

6. Filtration through a sand and pebble filter removes most of the impurities remaining in water after coagu-lation and sedimentation have taken place. After a large amount of sediment have settled on the bottom ofthe bottle of swamp water, carefully - without disturbing the sediment - pour the top two-thirds of the swampwater through the filter. Collect the filtered water in the beaker. Pour the remaining (one-third bottle) ofswamp water back into the collection container. Compare the treated and untreated water. Ask studentswhether treatment has changed the appearanceand smell of the water.

Advise students that the final step at the treat-ment plant is to add disinfectants to the water topurify it and kill any organisms that may be harm-ful. Because the disinfectants are caustic andmust be handled carefully, it is not presented inthis experiment. The water that was just filteredis therefore unfit to drink and can cause adverseeffects. It is not safe to drink!

Fine SandCoarse SandPebblesBeakerCoffee Filter

Diagram of water treatment (Day Two)


Filtration model instructions (Day Two)


Virtual Tour of water treatment plan (Day Three)

http://water.epa.gov/drink/tour/index.cfm



http://water.epa.gov/drink/tour/index.cfm

Poseidon or Poison? Bottled Water vs. Tap Water

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