Overview:

Atrazine, sediment, and fecal coliform bacteria are the three main pollutants in the surface water supply of Eastern Kansas. Because atrazine is of low cost, easy maintenance, and a highly effective herbicide, Kansas farmers will continue to use it on their fields. Even with responsible usage, some atrazine drains into the water. Even with good conservation techniques, some soil runs off into the water. Even with approved sanitation methods, some fecal coliform bacteria empties into the water. Are you willing to take chances or do you want to drink pure water? To filter or not -- that is the question.

 

Grade Level:

5-8

 

Outcomes:

The student will become aware that chemicals can be used responsibly.

The student will become aware of different methods of filtering water.

 

Geographic Themes:

Location, Place, Human/Environment Interaction

 

Kansas Social Studies Benchmark 8-K:

The student will understand the connection among people, places, and environments in the local school and community, Kansas, the U.S. and different nations of the world.

 

National Geographic Standards, Grades 5-8:

#16	The changes that occur in the meaning, use, distribution, and importance of resources.

Performance Objectives:

1.	The student will design a water filtration device.
2.	The student will write a short research based report on either: a. How to prevent water pollution. b. How to use atrazine responsibly.

 

Vocabulary:

Atrazine	Sediment
Fecal coliform bacteria	Pollutants
filtration	sanitation

Materials Needed:

• water bottles
• charcoal
• rock gravel
• sand
• water testing kit
• camping tools

Procedures:

1.	The teacher will present material about water pollutants in Kansas and identify the three main ones -- atrazine, sediment, and fecal coliform bacteria. The primary focus will be on atrazine.
2.	Students will discuss preventive pollution measures and the need for water purification. They will explore the question: How pure is the water when it comes from the faucet?
3.	Students will explore different ways of filtering water.
4.	In cooperative groups, students will take on the challenge: You are out camping and have run out of drinking water. You are near a stream. You know that up stream is a large feed lot and several corn fields.It is not possible for you to go and buy more water and no one lives near your isolated campsite. You must develop a filtration system for the stream water. Along with your camping gear you have water bottles, charcoal for the camp fire, and mother nature's materials.
5.	Teacher pours contaminated water through each filtration system. Students then test to determine which water would be safe for drinking.

 

Assessment:

1. The effectiveness of each group's filtration device.
2. The evaluation of each students answer to one of the research questions.

 

Extensions:

1. Tour a water treatment plant
2. Tour a co-op which spreads chemicals for farmers.
3. Invite an extension agent to speak on pollutants and how to prevent water contamination.
4. Show a clip from Apollo 13 which shows that invention often comes from necessity.

 

Resources:

• Devlin, Daniel L. and David L. Regehr. "Best Management Practices for Atrazine," #MF-2182, March, 1996, Cooperative Extension Service, KSU, Manhattan, KS.
• Powell, G. Morgan and Richard D. Black. "Activated Carbon Filters," #MF-993, May, 1989, Cooperative Extension Service, KSU, Manhattan, KS.
• Regehr, David L. and others. "Questions and Answers About Atrazine," #MF-1023, February, 1992, Cooperative Extension Service, KSU, Manhattan, KS.
• "Reducing Atrazine Runoff from Crop Fields," #MF-2208, April, 1996, Cooperative Extension Service, KSU, Manhattan, KS.

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