Topic: Water: pollution and its effects

Target group

High school / technical school student

Core curriculum

INew core curriculum:

High school and technical high school. Chemistry – basic level:

XXII. Elements of environmental protection. Pupil:

2) lists the basic types of air, water and soil pollution (e.g. heavy metals, hydrocarbons, combustion products, freons, dusts, nitrates (V), phosphates (V) (orthophosphates (V)), their sources and impact on the state of the environment; describes the types of smog and its mechanisms formation;
3) suggests ways to protect the environment against pollution and degradation in accordance with the principles of sustainable development.

High school and technical high school. Chemistry – 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. Chemistry – basic level:

XXII. Elements of environmental protection. The student:

2) lists the basic types of air, water and soil pollution (e.g. heavy metals, hydrocarbons, fuel combustion products, freons, pesticides, nitrates, phosphates (orthophosphates) 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 the mother tongue;

• communication in foreign languages;

• mathematical competence and basic competences in science and technology;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to indicate the causes and consequences of water pollution;

• to provide ways to protect water.

Methods/techniques

• expository

  • talk.

• activating

  • discussion;

  • mind map.

• exposing

  • film.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers;

• sheets of gray paper;

• colored markers;

• methodician or green, yellow and red cards.

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 read fragment titled „Pollutions of natural waters”. Then, working in pairs, they compare the amount of dissolved substances in different types of water, according to the instructions in the abstract (task number 1). They write their observations on the form. The teacher monitors students' work, gives advice, checks the correctness of the task.

2. The teacher divides the students into six groups, distributes sheets of gray paper and colored markers. Each group, using the Internet, a book and electronic textbook, develops a different issue in the form of a map of concepts: Group I - causes and types of water pollution, Group II - effects of water pollution, Group III - methods of water protection, Group IV - water treatment, group V - wastewater treatment, group VI - rational water management. After completion of activities, the group leaders present the effects of work.

3. The teacher summarizes the information gathered by the students and presents the photo gallery in the abstract. to justify in writing the need to protect waters and rationally manage its resources. Volunteers read their written statements.

4. The teacher announces a movie titled “Effects of petroleum derivatives actions on bird feathers”. He instructs his pupils to write a research question and a hypothesis in the form provided in the abstract. Then he plays the video and the students note their observations and conclusions. The teacher points the person who shares his insights and explains the reasonableness of the conclusions noted.

5. Students perform interactive exercise number 1. The teacher discusses the right solution with them.

Summary

1. Teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer? If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

2. The teacher asks the students to finish the following sentences:

   • Today I learned ...

   • I understood that …

   • It surprised me …

   • I found out ...

   The teacher can use the interactive whiteboard in the abstract or instruct students to work with it

Homework

1. Using the generator in the abstract, create a multiple‑choice test based on today's lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Water: pollution and its effects

Pure water does not occur in nature. It can be obtained as a result of distillation. It's called distilled water. Substances found during water cycle are contained in the water occurring on the Earth. For this reason, natural waters are aqueous solutions. Meteoric water (rain, snow, hail) should be free of dissolved solids before it has contact with the surface of the Earth. However, it is free only in areas free from pollution caused by human activity or the eruption of volcanoes. Natural waters may contain both desirable and harmful components for living organisms, so‑called pollution. These limit water resources and pose a threat to plant development as well as to animal and human health.

• Natural waters, found in nature, are solutions of various solid substances and gases.

• A lot of the substances are contained in sea water, the least - water from atmospheric precipitation.

• Natural waters are exposed to pollution. These are municipal and industrial sewage, leachate from garbage dumps, solutions containing fertilizers and plant protection chemicals flowing down from the fields during rainfall, as well as substances entering the aquatic environment during rare, but large‑scale, dangerous sea catastrophes and cataclysms.