Lesson One - Engage the Concept of Water Quality

A. Illustrate the amount of useable freshwater on Earth.

Our planet is covered mainly by water (71%) and could well have been named "Ocean" instead of "Earth". Useable freshwater is a limited resource and only a small amount of potable water is available for human consumption. How much is a small amount? Let's look at a demonstration.

Fill a large beaker with 1000 mL of water containing a few drops of blue food coloring for effect.

This represents all the water on Earth.

Pour 30 mL of this water into a 100mL graduated cylinder.

This smaller amount represents all the freshwater on the planet.

Pour salt into the remaining 970 mL to simulate ocean water unsuitable for human
The 30 ml of freshwater now in this graduate represents all the freshwater on the planet.

Most of this freshwater is frozen in ice caps and glaciers unavailable for human consumption.

Pour 6 mL of this water into a 10 mL graduated cylinder.

This represents all the non-frozen freshwater.

Place the remaining 24 mL into a freezer or picnic cooler of ice.
The 6 mL of freshwater now in this small graduate represents all the non-frozen freshwater on the planet.

Use a 1 ml eyedropper to extract approximately 1.5 mL of water from the small graduate.

This full eyedropper represents all the fresh surface water on the planet.

Pour the remaining 4.5 ml onto the soil of a potted plant to represent ground water too deep for use.
The 1.5 mL of water now in the eyedropper represents all the freshwater on the surface of the planet.

Wait until everyone is quiet with anticipation, and then announce that all of the planet's available clean freshwater that isn't polluted amounts to…

…a drop in a bucket!

Adapted from Project Wet "A Drop In The Bucket"



B. "Is some drinking water better than others?"

  • Discuss "Where does our tap water come from?"



  • Discuss "Where do our sink drains go?"



  • Conduct a taste test of tap water, distilled water, bottled water, mineral water, soft drink, juice, etc.




  • Have pairs of students or selected students perform a blind-fold taste test drinking from sterilized cups. This activity is the interest catching "hook" for this lesson.



  • Can we taste the difference in water samples? Why or why not?



  • What's in each type of water?


C. "If organisms like bacteria can't live in tap water, is it polluted?"

  • Use discussion to develop the concept of water quality.






  • What constitutes good water quality?






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