Teacher and Activity Guide

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Story of Drinking Water: Teacher’s Guide Copyright © 1988, 1992, 2002 and 2011 American Water Works Association. All rights reserved.

Disclaimer

The authors, contributors, editors, and publisher do not assume responsibility for the validity of the content or any consequences of their use. In no event will AWWA or the authors, contributors, or editors be liable for direct, indirect, special, incidental, or consequential damages arising out of the use of information presented in this book. In particular, AWWA will not be responsible for any costs, including but not limited to those incurred as a result of lost revenue. In no event shall AWWA’s liability exceed the amount paid for the purchase of this book.

Educational Editor: Kelley Staggs Illustrator: Clive Cochran AWWA Publications Manager: Gay Porter De Nileon Production Editor: Cheryl Armstrong

ISBN 1-58321-820-3 978-1-58321-820-4

6666 West Quincy AvenueDenver, Colorado 80235-3098303.794.7711www.awwa.org

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ContentsIntroduction 1

Table 1: Cognitive Taxonomy 2Table 2: Science Process Standards 3

Lesson One: The Story of Drinking Water 41. Water During Ancient Times 42. Water Throughout the Earth 5

Lesson Two: All Living Things Need Water 63. Our Bodies Need Water 64. Water in Foods 75. Water Uses in the Community 8

Lesson Three: Characteristics of Water 96. The Water Molecule 97. Water’s Three Forms 108. Surface Tension of Water 129. Water pH 12

Lesson Four: Water on Earth 1410. Salt of the Earth 1411. Fresh Water Uses 1512. Groundwater and Contaminants 16

Lesson Five: Water and Ecosystems 1713. Water’s Journey 1714. Canadian Moose Populations 18

Lesson Six: They Hydrologic Cycle 2015. Water Cycle Words 2016. Water Cycle Bottle 22

Lesson Seven: Water and Weather 2417. Extreme Weather 2418. Reading a Weather Map 2619. Low-Pressure Clouds 27

Lesson Eight: Drinking Water Supply 2820. Water Sources 2821. Water Transmission 2922. Groundwater and Land Subsidence 3023. Soil and Water Do Mix! 31

Lesson Nine: Drinking Water Treatment 3224. Water Purification 3225. Parts Per Million 3426. Waterborne Diseases 3527. Solar Still 36

Lesson Ten: Water Distribution 3728. Water’s Way 3729. Water Pressure 39

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Lesson Eleven: Costs and Conservation 4030. Water Works 4131. Water Economics 4132. Save the Water 4233. The Value of Water 44

Glossary 45

Appendix A: Water Content of Select Foods 49

Appendix B: Student Worksheets 51Water Throughout the Earth 51Calculating Water Content in Foods 52All Things Need Water 53Water Has Three Forms 54Water Economics 55

Appendix C: Algae and Other Organisms Found in Raw Water 57

Appendix D: Weather Map Symbols and Their Meanings 59

Appendix E: Moose Populations 60

Appendix F: Pharmaceuticals and Personal Care Products in Water 62

Appendix G: Water Treatment Around the World 64

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IntroductionThis resource is designed to accompany the 2011 edition of The Story of Drinking Water, an exploration

of water’s role in our environment and society, with an emphasis on the importance of a safe and reliable water supply. This Teachers’ Guide targets educators who teach science and social studies in fourth through sixth grades, but the activities herein can also be used with lower elementary grades and middle school students.

Both The Story of Drinking Water and this guide have been completely revised and updated, expanding the science of water to include ecosystems and weather, as well as addressing sustainability and climate issues that affect our water supplies. The activities have been aligned with national Science Process Standards and Bloom’s revised (2001) Cognitive Taxonomy of Educational Objectives. Charts in the beginning of the book allow educators to see at a glance which activities align with what standards and objectives. All activities adhere to science curriculum, and many include math, social studies and language arts.

This guide originated in 1984, with activities created by Rosalie Bock, an author and environmental education consultant, and was revised previously in 1988, 1992, and 2002. It includes background information for teachers, text from The Story of Drinking Water as appropriate, activities with a list of materials, time needed, and additional resources, a full glossary of terms that correspond with and expand on highlighted words in The Story of Drinking Water.

Field trips to your local water utility or a visit from a utility representative are highly recommended, particularly during the activities on drinking water treatment and distribution. Many utilities have handouts and illustrative material that can enhance the learning experience.

This book was revised by Kelley Staggs, a K-6 Curriculum Specialist with a Master’s degree in curriculum and instruction from the University of Colorado and earth science certification from Colorado School of Mines. Activities were reviewed and tested by XXXXXXXXXX.

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Cognitive TaxonomyTABLE 1.

Activity Number and Name Knowledge Understanding Applying Analyzing Evaluating Creating

1. Water During Ancient Times* X X

2. Water Throughout the Earth X X X

3. Our Bodies Need Water* X X X

4. Water in Foods* X X X

5. Water Uses in the Community X X X

6. The Water Molecule* X X X

7. Water's Three Forms* X X

8. Surface Tension of Water X X

9. Water pH X X X X X

10. Salt of the Earth* X X X

11. Fresh Water Uses* X X X

12. Groundwater and Contaminants X X X X

13. Water's Journey* X X X X

14. Canadian Moose Population X X X X

15. Water Cycle Words* X X X

16. Water Cycle Bottle X X X

17. Extreme Weather* X X X X

18. Reading a Weather Map X X X X X

19. Low-Pressure Clouds X X X X

20. Water Sources* X X X X

21. Water Transmission X X X

22. Groundwater and Land Subsidence X X X

23. Soil and Water Do Mix! X X X

24. Water Purification* X X X

25. Parts per Million X X X X X

26. Waterborne Diseases X X X X X

27. Solar Still X X X

28. Water's Way* X X X X

29. Water Pressure X X

30. Water Works* X X

31. Water Economics X X X

32. Save the Water* X X X X X

33. The Value of Water* X X X * Corresponds with a reading and/or lesson in The Story of Drinking Water

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Science Process StandardsTABLE 2.

Activity number and name Pred

ictin

g

Ques

tioni

ng

Mak

ing

obse

rvat

ions

Read

ing

grap

hs,

map

s, a

nd

tabl

es

Data

co

llect

ing

and

mea

sure

men

t

Com

mun

icat

ing

and

expl

aini

ng

Tech

nolo

gy a

nd

rese

arch

1. Water During Ancient Times* X X X2. Water Throughout the Earth X X X X3. Our Bodies Need Water* X X 4. Water in Foods* X X5. Water Uses in the Community X X X X6. The Water Molecule* X X X7. Water's Three Forms* X X X8. Surface Tension of Water X X X9. Water pH X X X X X X10. Salt of the Earth* X X11. Fresh Water Uses* X X X12. Groundwater and Contaminants X X X X13. Water's Journey* X X X14. Canadian Moose Populations X X X X15. Water Cycle Words* X X16. Water Cycle Bottle X X X17. Extreme Weather* X X X18. Reading a Weather Map X X X X X19. Low Pressure Clouds X X 20. Water Sources* X X X21. Water Transmission X X X22. Groundwater and Land Subsidence X X X X23. Soil and Water Do Mix! X X X X24. Water Purification* X X X X25. Parts per Million X X X X X26. Waterborne Diseases X X X X X X27. Solar Still X X28. Water's Way* X X X X29. Water Pressure X X X30. Water Works* X X X31. Water Economics X X X32. Save the Water* X X X33. The Value of Water* X X X X X

* Corresponds with a reading and/or lesson in The Story of Drinking Water

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Lesson One: The Story of Drinking Water

Water During Ancient Times1. ________________________ Teachers’ Notes: The introduction to The Story of Drinking Water begins by looking at a main theme

for this student book: solving problems with water. The ancients solved problems such as how to access water, clean it, and transport it to their communities. We continue to solve these problems today by build-ing on what the ancients learned. Throughout this book, each section deals with problems and solutions for water. Solutions might be in the way of new technologies, laws and acts, or community or individual action. Have fun learning about water as our most valuable resource.

Objective: Students will learn about how clean water has been important to all people throughout time.

Curriculum Area: Science; Social studiesTaxonomy: Knowledge; Understanding

Science Processes: Questioning; Reading graphs, maps and tables; Data collecting and measurement

Time Needed: 30–40 minutes

Activity Directions: Read this page as a group and discuss the problems ancient people had to solve related to water. Ask students what cultures throughout the world developed solutions to their water prob-lems. What problems did they solve? How do we know they were successful? On your classroom world map or globe, have students find these ancient cultural origins.

(The Story of Drinking Water, page 3): The story of water begins thousands of years ago in prehistoric times. Even then people built their homes on lakeshores or along rivers so they had water to drink and wash in, and so they could travel easily from place to place. These waterways contained some contamination, but the water was probably cleaner because pollutants produced by industrialization and population growth had not yet affected water sources.

The ancient Asians were the first to record methods for purifying water. In about 2000 B.C., the Asians called for keeping water in copper vessels, exposing it to sunlight, and filtering it through charcoal. Greek physician Hippocrates, who lived from 460–354 B.C., wrote about how to purify, or clean, water. After boiling rain water, he made a “Hippocrates’ sleeve,” a cloth bag for straining the rain water. Egyptian records dating to 400 A.D. indicate that the most common ways of cleaning water were boiling it over a fire, heating it in the sun, or dipping a heated piece of iron into it. Filtering boiling water through sand and gravel and allowing it to cool was another common treatment method.

Other ancient people, including the Anasazi in North America, the Mayans in Central America, the Inca of South America, and the Romans in Europe, developed clever ways to capture and transport clean water to their communities. Through diversion dams and aqueducts, people found ways to ensure that they had adequate supplies of water for washing, drinking, and growing food.

Have students create a table with three columns (below) in their science notebooks. Ask them to list several ancient cultures as discussed in the text or others that you may have discussed with them. Then note what challenges these cultures had with water and what methods they developed to solve those challenges.

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Ancient culture Water challenge MethodAsian Purification Kept water in copper vessels, exposed it to sunlight, and filtered it through

charcoalGreek Purification Boiled rain water and used a “Hippocrates’ sleeve” to strain itEgyptian Purification Boiled water over a fire, heated it in the sun, or dipped a heated piece of iron into

it. Also, filtered boiling water through sand and gravel.Roman Delivery Built aqueducts from water source to citiesAnasazi Storage Built diversion dams to store waterMayan Storage and Delivery Built diversion dams and dug channels

Water Throughout the Earth2. ________________________ Teachers’ Notes: Most major North American cities, such as New York, Chicago, Baltimore, Detroit,

Ottawa, New Orleans, and Quebec City, were established on the banks of rivers or bays. This is because the major method of transportation in the 1700s and 1800s was by ship and boat.

As larger cities outgrew their local water sources, they began to create elaborate systems (such as canals, reservoirs, and aqueducts) to store and move water from areas where there was more water to their cities and towns. The city of Los Angeles, for instance, built a 450-mile (724-kilometer) canal to capture water from the mountains near Sacramento and bring it south to the city.

Objective: Students will learn that communities were originally created near sources of water.

Curriculum Area: Social studies; ScienceTaxonomy: Knowledge; Understanding; Analyzing

Science Processes: Reading graphs, maps or tables; Data collecting and measurement; Communicating and explaining; Technology and research

Time Needed: 45–60 minutesMaterials: A copy of Water Throughout the Earth Student Worksheet (Appendix B) or a

state or province map for each student Red and blue pencils for each student

Activity Directions: Distribute a copy of the worksheet or a map to each student and ask them to trace the major rivers and lakes shown on the map in blue pencil. Then locate major cities and write the cit-ies’ names on the map in red pencil. Have the students note on the map how many cities are located near a major body of fresh water by marking each with an X. For those cities that are not obviously near bodies of fresh water (such as Phoenix, Los Angeles, and Las Vegas), have the students research the history of that city’s water sources.

American Water Works Association is the authoritative resource for knowledge, information and advocacy to improve the quality and supply of water in North America and beyond. AWWA is the largest organization of water professionals in the world. AWWA advances public health, safety, and welfare by uniting the efforts of the full spectrum of the entire water community. Through our collective strength we become better stewards of water for the greatest good of the people and the environment.

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Lesson Two: All Living Things Need Water

Our Bodies Need Water3. ____________________________ Teachers’ Notes: Read The Story of Drinking Water, pages 4–5, in a large group or individually.

Students can enter their weight into the fluid needs calculator. Their average daily requirement to replace water used throughout the day is 2/3 ounce per pound they weigh. For example, a 100-pound student needs 75 ounces, or about 9 cups, of water per day. Ask how each student can add this water to their diet. What types of activities do they participate in each week that may increase this need?

Objective: Students will learn how water is a major component of all living things.Curriculum Area: Science; Math

Taxonomy: Knowledge; Understanding; AnalyzingScience Processes: Reading graphs, maps and tables; Data collecting and measurement

Time Needed: 20 minutes

(The Story of Drinking Water, page 4): Without water, the Earth would look like the moon. There wouldn’t be any trees … or animals … or humans. All life depends on water. Next to the air we breathe, water is our most essential element of life.

The human body is about 70% water. Every system in our body uses water.•Water makes up almost 80% of our brain.•Water makes up 83% of our blood.•Water makes up nearly 90% of our lungs.•Water transports body wastes.•Water lubricates body joints.•Water keeps body temperature stable (think sweat!).•Water aids in digestion (think spit!).•

Human beings can live several weeks without food but only four to seven days without water, depending on conditions. We must drink six to eight glasses of water each day to replace the water we lose from normal activity. Some water loss is visible through sweat and excretion.

A person needs to drink enough water each day to replace the water lost through everyday activities and climate conditions. Babies’ and kids’ bodies have a larger percentage of water than adults so they need to drink more water proportionately to be hydrated.

Activity Directions: Have students solve the question: To replace what your body uses, exactly how many ounces of water do you need to drink each day?

Solve the Problem: Calculate approximately how much water you need to replace each day by filling in the following numbers:

• How much do you weigh in pounds? (e.g., 100 lbs) • What is 70% of that (percentage of water in an active person)? (70%) • Turn that number into ounces (70 oz.) • Add 8 oz. for dry climates (8 oz.) • Add 8 oz. for strenuous exercise (8 oz.) • Total per day (96 oz.) • Divide that number by 8 to see how many cups you need each day: (8.75 cups normally, 12 cups with activity and arid climate)