WASTEWATER TREATMENT - FRONTLINE ENVIRONMENTALISTS
LESSON 10: What I learned about Wastewater
OUTCOMES: Students will know and describe the steps in the process of wastewater treatment at a normal city wastewater treatment facility. They will produce Power Point presentations using photographs taken in lesson 9 along with their descriptions.
CONDITIONS: Teacher should know how to use Power Point and demonstrate its use prior to the activities. Several Computers with Power Point should be available. Students will view a sample Power Point presentation, included in materials. Students will need to work for a minimum of 4 periods, either at school or at home, using computers with Power Point software installed. They will need digital photographs and/or other materials that can be digitally reproduced to enhance their presentations.
ACTIVITIES:
Teacher Student
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DAY 1 ¨Describe the use of Power Point as a method of showing your knowledge of a topic. ¨Play the sample Power Point presentation on wastewater treatment provided on disk. DAY 2 - 5 ¨Model the basics of Power Point in a computer lab setting, giving students explicit group and individual instruction as needed to get them started. ¨Put students in groups of 3 or 4, telling each group that they will produce a single Power Point presentation. ¨Tell students to use the knowledge they have gained to produce a minimum 10 slide presentation with notes pages on the wastewater treatment process. There must be at least one slide describing the types of wastes that normally enter the treatment plant. At least one slide for each step in the process should be produced, fully describing the types of wastes removed, how they are broken down and removed, as well as the further treatment and disposal of those wastes. At least one slide describing the testing of samples throughout the process. Finally, at least one slide should describe the final treatments used in various plants before the water is released back into the environment.. DAY 6 - 7 if needed. ¨Obtain a video projector and screen and have student groups present their presentations. |
DAY 1 ¨View Power Point & ask questions about its use. DAY 2 - 5 ¨Continue to learn Power Point ¨Work in groups to develop your presentations, divide the work up so everyone works on the computer, does some writing, helps edit, and helps present the slide show. ¨Create a diagram for your slide show on paper first, listing what will be on each slide. Write out your notes pages with the written descriptions on paper. Arrange titles, subheadings, photos etc for each slide on paper before doing it on the computer. ¨Use your notes, photos, diagrams, other research from Internet, Books, prior lessons, verbal communications, scanned documents, digital images, etc. to make your Power Point clear and professional looking. Be thorough in your descriptions.
DAY 6 - 7 if needed ¨Present your Power Point to the rest of the class, having each group member describe part of the process. |
MATERIALS: Sample Power Point presentation on disk provided. Floppy disks for students to save materials on. Paper and colored pencils for preliminary planning.
MODIFICATIONS/ACCOMMODATIONS: Give extra time to complet the work. Present material orally and with visuals. Use heterogeneous grouping of mixed abilities. Allow visual representations and oral explanations. Grade on participation.
ASSESSMENT: Students will be assessed on their group participation, cooperation, and presentations using the lifeskills rubric. Students will be assessed as a group using the academic rubric for the quality and completeness of their Power Point slide shows.
STANDARDS: Language Arts gr.9-10 Writing & Speaking (2.2) Students write and deliver expository presentations that (2)convey information and ideas from primary and secondary sources accurately and coherently, (4) Organize and record information on charts, maps, and graphs for use as visuals, employing appropriate technology.
Science Standards gr 9-12 Ecology (d) Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration(e) students know a vital part of the ecosystem is the stability of its producers and decomposers.