UN Goal 6:

Clean Water Science 4

and Sanitation

By: Jenny Cartwright

Big Idea:
All living things sense and respond to their
environment.

Curricular Competencies:
❖ Demonstrate curiosity about the natural world.
❖ Identify questions about familiar objects and
events that can be investigated scientifically.
❖ Make observations about living and nonliving
things in the local environment.
❖ Experience and interpret the local environment
❖ Suggest ways to plan and conduct an inquiry to
find answers to their questions

ADST:
Designing, Ideating, Prototyping, Making, and
Sharing
TASK 1:

Walking Field Trip

Field Trip Form

Students can go on a walking field trip to

local water sources to collect samples of
water. Later they can conduct an
experiment to observe the bacteria in the
water.
TASK 2:
Observation Sticker
https://docs.google.com/document/d/1cOqRNWc
During the Y53Hc3O3BAnwulASdc8q3-y1tAY_Z_70g75o/edi
walking field trip t?usp=sharing

Students can observe the environment as they

walk to and from the destination. Students place
the sticker in their observation book. Then as they
walk, record anything they notice.

Observations:
What do you notice that can help us understand
what happens to the water sources around here?
 Water Sample Swab Experiment

TASK 3:
Scientific Method
https://docs.google.com/document/d/1NYpVjCsK0ZF
lOBTqR5qcLEYKemA0YSDn4FlHnVyIN54/edit?usp
=sharing

As you go through the experiment, students can fill

in the Scientific Method handout. The teacher will
demonstrate how the sample can be spread out on
nutrient rich agar. Then students will be able to work
in their science lab groups to complete the rest of the
lab.
 TASK 4:
PADLET

https://padlet.com/jennyleigh806/idfk4rvzb4yx

Padlet is used to collect and record

information in an engaging way. The
information is immediately put on the screen
so everyone can see. Once all information is
recorded, you can categorize observations.

Students can share their findings from the

walking field trips with a partner, then make
a group of four with another pair. In the
group, they will receive one iPad. One
person scans the QR Code using the
camera. As a group, they record their
observations.
 Group Discussion:
Strategy:Think, Pair, Share
https://docs.google.com/document/d/1lBTbfEgcid8kjev7d2L8H
TASK 5:
kDpe_y8JTuZvLpo4fJAbRE/edit?usp=sharing

Students can review the padlet for observations made and

think about the following questions.

What problems might arise from what you saw?

What solutions can we make to solve these problems?

Students think about what problems might arise from what the
class noticed on their walk. Next they will share their thinking
with a partner. Lastly, students have the chance to share their
thinking with the class.
 Water Sample Observation TASK 6:
I Notice… I Wonder…

https://www.corelaboratewa.org/blog/teacher-leaders/single/~boar
d/teacher-leaders-archive/post/what-do-you-notice-what-do-you-w
onder

This source outlines how the resource can be used by giving

student examples.

Students use the I Notice... I Wonder... thinking routine to

make observation throughout the next two weeks.

When observing, students fill out their observation book.

Notice: make specific statements on what you see.
Think: What do you think it is, based on what you notice?
Wonder: What questions do you have about what you
are observing?
 What Causes An Area to Flood?
TASK 7:
News Video:
https://www.youtube.com/watch?v=S9NnNBuoV4U

The video is Castanet News outlining the flood

Kelowna experienced in May, 2017.

Students watch the video and think back to what may

have caused this flooding to happen. Have a class
discussion on the causes of the flood and what
happened as a result.
 What is a Boil Water Advisory? TASK 8:
Video:
https://www.youtube.com/watch?v=REiMJ5iLZRs

This video explains what a boil water advisory

is and why it may happen.

As students watch the video, have them think

about when they have seen this sign? Have a
class discussion to when we often see a water
advisory sign.
 What Can We Do To Help Our TASK 9:
Community?

https://docs.google.com/document/d/12HVeRCLSsAoxPssT
LYEgzg91F3vKNSUyUOFweKI_MV4/edit?usp=sharing

Handout of two human body outlines that

students’ have room to write inside.

Students think about what things people do

that is harmful for the environment and helpful.

Then record their thoughts by filling inside the

body what is helpful vs. what is harmful for our
environment.
What Can We Do To Help Repair Water
Damage?
Activation Video:
TASK 10:
Design Challenge Handout

Watch Episode 2: Water From A Pipe. This video shares the

effect of not having clean water nearby has on your life.
Questions to think about:
How big of an effect could not having clean water nearby
have on your life?

Is not having clean water really that big of a problem for our
neighbors here? What about around the world?

Follow the design process to complete the project. In project

groups, student will read through the scenario and identify
the problem.
 How Can the Community Help Our
Water Sources?

Research Links
TASK 11:
Water From A Pipe?
The Water Princess
City of Kelowna
Water Source Kelowna
West Kelowna
Home Guide
Kids Keep Water Clean

Kiddle
KidzSearch
Kid’s Search

Students will conduct research to gather ideas of how they

might want to help the environment

Students can use the direct links provided or use their

own search terms in the kid friendly search engine.
 What Ideas Did We Gain From Our
Research?
TASK: 12
Design Group Discussion

Design groups come together to discuss what they

found and share ideas to move forward.

In design groups, students’ complete the brainstorm

section of their project handout.
 What Can We Do To Help Repair Water TASK 13:
Damage?
Setting the parameters: Design outline page students follow
to complete the challenge.
https://docs.google.com/document/d/10G_wdUy0Eu8ENDM
Th9UMnXCviuetPlmAprZDLo8xBvE/edit?usp=sharing

Students continue to design ideas to create a machine or

tool that is capable of restoring and rebuilding a community.

Once students brainstorm all ideas, they begin to sketch

what this tool or machine might look like. This is done on
their own first, then members will share their sketches
among the group. Group will then decide on one
sketch to move forward with to start prototyping.
 Self Reflection: TASK 14:
Flip Grid
flipgrid.com/dtcartwright

Flip grid is a video making platform where parameters are

already set and videos can be no longer than 2 minutes.

Students complete a short reflective video defending the

groups design. Students’ refer to the reflective questions:

1. Explain your design and how it works.

2. If you were to redo your design, how would it be
different?