Students will gain an idea as to various pollutants which can
contaminate our water and an appreciation of the different water borne
diseases that can infect humans if our water is not kept clean.
1) With the use of an in-class demonstration, students will brainstorm
some ways that our drinking water can become contaminated with
2) Working in groups, students will research different water borne
diseases that infect humans and report their findings back to the
Copies of lesson outline for each student
Pollutants such as salt, car motor oil, food dyes, scraps of paper, soil, leaves, old shoes, and coffee grounds
Fact sheets on cholera, giardia, cryptosporidiosis, hepatitis A
|For this lesson students should be issued a "lesson outline".
outline, numbered Roman numeral I-III should be filled out by students
as the lesson progresses. For example, numeral I would require students
to define pollution; numeral II would ask students to list three ways
in which water is polluted; and numeral III would ask students to list
and describe four water borne diseases that infect humans.
Steps of the lesson plan:
1) Begin the lesson by asking the student to define pollution.
*As suitable answers are generated Roman numeral I can be filled in by class.
2) Next, generate from the class what they believe pollutes our water.
*As answers are generated Roman numeral II can be filled in.
3) Emphasize this point by "polluting" a fish tank which has been filled with clean water.
start, place a fish tank of clean water in front of the class. Ask
students if they could (not if they want to) drink the water. The
answer should be ‘yes’. Then ask them what kind of pollutants can
contaminate water like in the
Bay. Pollutants can be represented by such household products as salt,
car motor oil, food dyes, scraps of paper, soil, leaves, old shoes, or
should be added as students express their ideas as to what pollutes
their water. A dramatic effect will be achieved as students see their
water "polluted" before their eyes.
4) The teacher should then ask students if they want to drink the water.
After students shout, ‘No!’ ask them ‘why not?’ Students should respond ‘because they will get sick.’
Explain to students that for the rest of the period, we are going to
learn about 4 different water borne diseases that can make humans sick.
students into 4 groups of 4-5 students. One member from each group
should come get a piece of poster board, markers, scissors, glue and an
information sheet. There are four fact sheets representing four
different water borne diseases including cholera, giardia,
cryptosporidiosis, and Hepatitis A.
6) In their groups, students should read their fact sheet.
should then paste a picture of the microbe that causes their disease at
the top of the poster board. Using the information from their fact
sheet they should answer the following questions:
a) What is the name of the disease?
b) What is the name of the microbe that causes the disease?
c) What are the symptoms of the disease?
d) How is the disease transmitted?
e) How can the disease be treated/prevented?
They should write both the questions and answers on their poster board.
After the groups are finished, one member from each group should come
to the front of the class with their poster board and report back to
the other students the results of their research.
Students should use this information to complete Roman numeral III on their lesson plan outline.
Summarize the lesson by emphasizing to students that polluted water can
cause us to get sick with a number of diseases that can sometimes be
Explain that tomorrow we are going to learn some ways to clean water so that we can safely drink it.
Fact sheets were developed from information available on the CDC’s website
|1.5.2- The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
1.5.6- The student will read a technical selection and interpret it appropriately.
3.5.3- The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.
6.3.2- The student will evaluate the interrelationship between humans and water quality and quantity.
At least —
fresh water supply
point source/nonpoint source pollution
waste water treatment
Chesapeake Bay and its watershed
| Lesson Resources