Topic: Water: treatment, purification and rational management

Target group

High school / technical school student

Core curriculum

New core curriculum:

High school and technical high school – basic level:

XXII. Elements of environmental protection. Pupil:

2) lists the basic types of air, water and soil pollution (e.g. heavy metals, hydrocarbons, fuel combustion products, freons, dusts, nitrates (V), phosphates (V) (orthophosphates (V)), their sources and impact on the state environment; describes the types of smog and its mechanisms formation;

3) proposes ways to protect the environment against pollution and degradation in accordance with the principles of sustainable development.

High school and technical high school – extended level:

XXII. Elements of environmental protection. Pupil:

2) lists the basic types of air, water and soil pollution (e.g. heavy metals, hydrocarbons, fuel combustion products, freons, dusts, nitrates (V), phosphates (V) (orthophosphates (V)), their sources and impact on the state natural environment; lists (individual / comprehensive) measures that should be introduced to reduce these phenomena; describes the types of smog and its mechanisms;

3) proposes ways to protect the environment against pollution and degradation in accordance with the principles of sustainable development.

Old core curriculum:

High school and technical high school – basic level:

XXII. Elements of environmental protection. Pupil:

2) lists the basic types of air, water and soil pollution (eg heavy metals, hydrocarbons, fuel combustion products, freons, pesticides, nitrates (V), phosphates (V) (orthophosphates (V)) and their sources, describes types of smog and the mechanisms of its formation;

3) proposes ways to protect the environment from degradation.

General aim of education

The student discusses and justifies the need to protect waters and rationally manage its resources.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• explain what water treatment is about;

• present the process of wastewater treatment;

• present ways to save water and justify the necessity of rational management of its resources.

Methods/techniques

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher hands out Methodology Guide or green, yellow and red sheets of paper to the students to be used during the work based on a traffic light technique. He presents the aims of the lesson in the student's language on a multimedia presentation and discusses the criteria of success (aims of the lesson and success criteria can be send to students via e‑mail or posted on Facebook, so that students will be able to manage their portfolio).

2. The teacher together with the students determines the topic – based on the previously presented lesson aims – and then writes it on the interactive whiteboard/blackboard. Students write the topic in the notebook.

Realization

1. Students perform task number 1: answer the questions in the form in the abstract.

2. The teacher asks pupils to read the passage entitled „Wastewater treatment” and tried to remember its contents. Then the participants of the classes, working in pairs, ask each other about the knowledge of the fragment.

3. Students carry out an interactive exercise number 1: they arrange the picture and consider what the visualization is about. Then, they read the description in the drop‑down table below the puzzles and check if it's similar to their idea.

4. Selected persons explain why it's very important to save water. Then, the students, working in pairs, carry out task number 2: they discuss how to save water during everyday activities. They write their answers in the form in the abstract.

5. The students carry out an interactive exercise number 2. The teacher and the students discuss the correct solution.

Summary

1. The teacher plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard. In this way, students consolidate information learned during the lesson and practice listening comprehension .

2. The student indicated by the teacher sums up the lesson, telling what he has learned and what skills he/she has been practicing.

Homework

1. Talk to your family members or friends. Assess the area of life in which their water management is irrational. Prepare a poster promoting economical use of water.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Water: treatment, purification and rational management

Treatment of water is the preparation of water taken from intake to be consumed. This process is performed in the so‑called water treatment stations. Their task is to clean the water in such a way that its quality meets the sanitary requirements.

One of the manifestations of rational water management is the purification of waters contaminated with unwanted substances. All wastewater, regardless of the type (municipal or industrial), is always purified before being discharged into the river, lake, sea or ground. Removal of undesirable substances found in water takes place in the so‑called wastewater treatment plants.

In the wastewater treatment plant, raw sewage moves through consecutive objects equipped with appropriate devices, in which the undesired substances are gradually removed.

The sediment separated in the wastewater treatment process is collected and, depending on the type of wastewater treatment plant, is destined for fermentation or subjected to high temperature. Most often the first method of sediment management is used, i.e. decomposition under the influence of microorganisms. Biogas is formed from the organic matter contained in the sediments, which is a biofuel for the production of electricity and/or heat, often only for the needs of the wastewater treatment plant. The residue after fermentation is used as compost, for example to create land suitable for garden beds and lawns.

Due to the fact that 1/3 of the world's population lives in areas with water deficit, and 11% of the population is not provided with access to fresh drinking water, saving water seems to be a very legitimate activity. Water is essential for our body and every form of life on Earth. That is why you need to take care of its resources.

• Water‑works are plants in which water is prepared for consumption.

• Drinking water intakes are located in protected areas.

• All sewage is treated in the so‑called wastewater treatment plants.

• Due to the limited resources of available fresh water, drinking water should be saved.

• Water should be saved during everyday activities, for example when brushing teeth, washing dishes, watering plants.