Water Pollution
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C HAPTER
Chapter 1. Water Pollution
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Water Pollution
Key Concepts • • • •
Definition of water pollution Nonpoint-source pollution, runoff, algal blooms, and dead zones Point-source pollution and thermal pollution Ocean pollution and ocean acidification
Standards
Lesson Objectives • • • •
Define water pollution. Explain how fertilizer in runoff leads to algal blooms and dead zones. Give examples of point-source pollution, and define thermal pollution. Describe how the ocean is being polluted with trash and why ocean water is becoming more acidic.
Lesson Vocabulary • algal bloom: excessive growth of algae in a body of water because of pollution with fertilizer in runoff • dead zone: area in a body of water where there is too little oxygen to support living things • nonpoint-source pollution: pollution that enters the environment from many different places, such as fertilizer in runoff that flows from land into a body of water • ocean acidification: increasing acidity of ocean water because it is dissolving more carbon dioxide from the atmosphere • point-source pollution: pollution that enters the environment from a single place, such as waste water from a factory discharged into a body of water through a pipe • thermal pollution: reduction in the quality of water because of an increase in water temperature • waterborne disease: disease caused by drinking water that contains pathogens • water pollution: addition of chemicals, sewage, trash, or heat to water resources • wetland: habitat such as a swamp, marsh, or bog where the ground is soggy or covered with water much of the year 1
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Teaching Strategies Introducing the Lesson
Introduce water, its relative scarcity, and how it is being threatened by pollution and overuse by showing students the brief National Geographic video “Why Care About Water?” at this URL: http://video.nationalgeographic.com/ video/env-freshwater-whycare Building Science Skills
The lesson plan available at the URL below allows students to measure and study the effects of water quality on aquatic organisms. Specific objectives of the lesson plan include demonstrating a scientific method of measuring turbidity, relating turbidity to the ability of aquatic organisms to get energy from sunlight, understanding cause-andeffect relationships between human activities on land and water quality, and brainstorming ways to protect the health of water resources. http://nationalzoo.si.edu/Education/ClassroomScience/Turbidity/Teacher/default.cfm Cooperative Learning
With the hands-on class activities at the following URL, students will work cooperatively to answer the following questions: Who is responsible for pollution of water resources and the subsequent clean up? What are the most effective ways to clean up polluted water? The activities are interdisciplinary in nature and involve the use of critical thinking and analysis to solve problems. http://www.accessexcellence.org/AE/AEC/AEF/1996/hood_water.php Differentiated Instruction
Use a think-pair-share activity to help students understand lesson content. After students read the lesson, have them think about the causes and effects of water pollution. Then pair less proficient readers with other students, and have partners share their ideas about the causes and effects. Enrichment
Challenge students to delve deeper into the problem of water pollution with the STEM module “Will There Be Enough Fresh Water?” at the following URL. Students will use modeling and simulation to explore the distribution and uses of fresh water on Earth, the sustainability of freshwater resources, and ways people can maintain and replenish freshwater supplies into the future. http://concord.org/stem-resources/will-there-be-enough-fresh-water Science Inquiry
Students can study the effects of fertilizer on aquatic ecosystems with the inquiry activity at the URL below. In the activity, they will test the effects of liquid fertilizer on an aquatic environment containing small aquatic animals and plants. http://www.sciencebuddies.org/science-fair-projects/project_ideas/EnvSci_p017.shtml Real-World Connection
Students can investigate ocean acidification using real-world data with the activities at this URL: http://dataintheclas sroom.noaa.gov/SitePages/oa/index#.VGtfb_10z3h 2
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Chapter 1. Water Pollution
Reinforce and Review Lesson Worksheets
Copy and distribute the Lesson 25.2 worksheets in CK-12 MS Life Science Workbook. Ask students to complete the worksheets alone or in pairs to reinforce lesson content. Lesson Review Questions
Have students answer the Review Questions at the end of Lesson 25.2 in CK-12 MS Life Science Flexbook. Answers are provided below. 1. 2. 3. 4.
What is a dead zone? How does it develop? What are wetlands? How do they reduce water pollution? Define thermal pollution, and state when it occurs. After a month of heavy rain, a formerly clear pond on a golf course is covered with slimy green algae. What do you think happened? 5. Compare and contrast point-source and nonpoint-source water pollution. Which type of pollution do you think would be easier to control? 6. Explain the process of ocean acidification. Why does it threaten the survival of many aquatic organisms? Lesson Quiz
Check students’ mastery of the lesson with Lesson 25.2 Quiz in CK-12 MS Life Science Assessments.
Points to Consider Water is one of our most important natural resources. • What is a natural resource? Besides water, what are some other examples of natural resources? • What is the difference between renewable and nonrenewable natural resources?
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