Register with GEF for FREE to enjoy these great benefits! 

    • member only contests and raffles

    • sustainability program news and updates

    • significant discounts at GEF Institute

Note: If you have problems registering, contact This email address is being protected from spambots. You need JavaScript enabled to view it.

JOIN GEF NOW!

Taking a GEF Institute Course? Login by clicking here.

 

 

 

 

 

Join Us

Sign Up for GEF's National Green Week 2014!
Please note: Your privacy is very important to GEF. We do not share or sell any of your data.  It is with the sole purpose of providing you with relevant information that GEF will contact you.
Login/SignUp

Welcome to the Sustainability Lesson Clearinghouse

Here, you can find free sustainability lessons to use in your class and upload your own lessons to share. Be sure to rate the lessons you use and leave comments for your colleagues!

All of GEF's lessons and programs are offered at no cost.  Become a member to support GEF and enjoy member only benefits! 
Join button_03

Professional Development

GEFinstitute LOGO_WEB GEF Institute offers affordable, online sustainability courses eligible for professional development or academic credit.
Give your resume a boost!

Sponsor a Teacher

Support educators in your community by helping them earn a Certificate in Sustainability or take an online course. Find out more about sponsorship!
Sustainability Lesson Clearinghouse

Wastewater Treatment

Lesson Description:
This inquiry activity allows students to design and test a method for treating "wastewater". Students use common household materials and compete to create the cleanest possible water from their sample.
Lesson Type:
  • Experiment
  • Other

Sustainability Topic:
  • Water
  • Other

GEF Program Category:
  • Sustainable Water Challenge

Time Needed:
60-120 min for lab, more for extensions
Standards Addressed:
Science/6/Investigation and Experimentation
  • 7.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Develop a hypothesis. b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions). h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).

Science/7/Investigation and Experimentation
  • 7.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. b. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project. c. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. d. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure). e. Communicate the steps and results from an investigation in written reports and oral presentations.

Science/8/Investigation and Experimentation
  • 9.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Plan and conduct a scientific investigation to test a hypothesis. b. Evaluate the accuracy and reproducibility of data. c. Distinguish between variable and controlled parameters in a test. d. Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. f. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure x area, volume = area x height). g. Distinguish between linear and nonlinear relationships on a graph of data.

Materials Needed:
  • Variety of substances to create "wastewater" (powdered drink mix, rock salt, gravel, cornstarch, baking soda, food coloring, etc.)
  • Plastic cups or beakers to hold "wastewater"
  • Variety of sand, rocks, coffee filters, funnels (2L bottles with the bottoms cut off work well as giant funnels), cotton balls, rags, mesh screen
  • Paper towels, broom, and possibly a mop for clean-up
  • Copies of lab handout (attached)

School or Group:
Lessonoploy
Contact Email:
service@greeneducationfoundation.org
Notes:
For Further Information Please Visit: http://lessonopoly.org/node/11951
Located in: Science

The Sustainability Lesson Clearinghouse is brought to you in partnership with

Center for Green Schools