The students will be able to distinguish between bacteria and viruses. They will gain an understanding of how quickly viruses replicate. The students will dispel some of their misconceptions about bacteria. The students will perform a lab to further their knowledge about pathogen transmission.

Communicable diseases are caused by pathogens and can be transmitted from one person to another. You can become infected by a pathogen in several ways, including by drinking contaminated water, eating contaminated foods, receiving contaminated blood, and inhaling infectious aerosols (which are droplets from coughs or sneezes). In this lab you will simulate the transmission of a communicable disease.

The students will be able to research topics of concern in their own communities. They will be able to gather and interpret information, for the purpose of presenting it to the rest of the class, as well as maybe some community members.

The students will see the techniques that are used to filter their drinking water. They will get an idea of which pollutants can contaminate our water. The students will see the importance of keeping our water clean.

1. Define pollution. 2. List 5 ways that water is polluted. 3. List 4 ways in which water is filtered. 4. What part of the water purification process was represented by pouring the polluted water through the strainer? 5. What happened when the filtered water from the strainer was allowed to settle in a test tube and what is this process called?

Students will be able to explain the causes of acid rain. Students will be able to describe the effects of acid rain on water supplies. Students will be able to explain why different areas of Saskatchewan and Canada are more susceptible to acid rain.

1. What are the chemical compounds that react with water to produce acid rain? Write out the chemical reactions. 2. What produces sulfur dioxide emissions? 3. What produces nitrogen oxides emissions? 4. How does acid rain damage the environment?

Students will determine the pH of different solutions using indicator paper and a colour chart. Students will be able to relate pH value to whether a solution is acidic or basic. Students will examine how our drinking water and lake water is affected by its pH.

pH Scale - Draw your own pH scale by using the pH values obtained from the samples. Ensure that you label the pH values, the samples, and the acidic and basic sections of the pH scale.

Students will be able to identify the different types of chemical reactions. Students will examine the chemical reactions used for water treatment

Classify the following reactions as decomposition, combination, single displacement or double displacement. Seven reactions are given.

Observation sheet for students to fill out as the equations are demonstrated. Reaction: Equation and Type of Reaction, Observations: Before and After

The students will see the techniques that are used to filter their drinking water. They will get an idea of which pollutants can contaminate our water. The students will see the importance of keeping our water clean.

1. Define pollution. 2. List 5 ways that water is polluted. 3. List 4 ways in which water is filtered. 4. What part of the water purification process was represented by pouring the polluted water through the strainer? 5. What happened when the filtered water from the strainer was allowed to settle in a test tube and what is this process called?

Students will be able to use their algebraic skills and their word problem skills to solve mathematical questions about water.Students will be able to use percentages to determine the water content of certain items.

1. You have used 175L of water already today. You have washed your laundry once and have brushed your teeth an unknown number of times. How many times have you brushed your teeth today?

The students will be able to visualize how water is stored in an aquifer. They will also see how groundwater becomes contaminated, and how these contaminants can end up in their drinking water. The main idea is to relate the above ground actions of people to the drinking water that is stored underground.

The following questions should be addressed and answered within the lesson: Where does our drinking water supply come from? (Groundwater or Surface Water) Why is it important to treat drinking water? What impurities or contaminants may be found in our drinking water? What are the effects of poor water quality on human health? How can our water be made safe to drink? What is the difference between rural and urban drinking water? What is the difference between Canadian drinking water guidelines and the regulations for Drinking Water in Europe and USA?

There are two major sources of water: Groundwater - found below the ground where it accumulated in between soil and rocks. The volume of water can range from small to very large similar to above ground creeks, rivers and lakes. Surface water - found on the Earth's surface in lakes, ponds, rivers, etc. Drinking water should be: Clear, Colourless, Odourless

1. What are the two sources where we get drinking water? 2. Does healthy drinking water have a taste or smell? 3. Are there small, living organisms in drinking water? 4. What are two harmful particles that can be found in water?

1. What are the two sources where we get drinking water? 1. Groundwater 2. Surface water 2. Does healthy drinking water have a taste or smell? No 3. Are there small, living organisms in drinking water? Yes

There are two major sources of water: Groundwater - found below the ground where it accumulates in between soil and rocks. The volume of water can range from small to very large similar to above ground creeks, rivers and lakes, found in bodies of water that resemble underground lakes called aquifers. Surface water - found on the Earth's surface in lakes, rivers, dugouts and reservoirs
Drinking water should be: Clear, Colourless, Odourless

1. Name and describe the two major sources of drinking water. 2. Name four contaminants that may be found in drinking water. 3. How many sources of contamination can you list? 4. List and describe the effects of contaminants in drinking water.

1. Name and describe the two major sources of drinking water. 1. Surface water: found on Earth's surface in lakes, rivers, dugouts and reservoirs 2. Groundwater: found in underground lakes called aquifers

Students will state and describe the steps of the water treatment process that must occur before water can be safely used by community residents. Students will compare and contrast the water treatment guidelines used in different water treatment plants. (Some water treatment plants are less stringent on regulations than others). Students will question the practices of their own community water treatment plant with regards to safe water treatment.

Groundwater 1. How deep down is the water intake? 2. Does the water smell when it comes to the treatment plant before treatment is started? If so, describe the smell. 3. What happens to the water once it enters the treatment plant? (Name and briefly describe the steps.)

Groundwater 1. How deep down is the water intake? If it is a shallow well (less than 30 m or 100 feet) then chances are that the quality of water is very different from a deep well (can sometimes be more than 100 m deep). The water from a shallow well can often have low levels of salt and other contaminants.

The students will see the techniques that are used to filter their drinking water. They will get an idea of which pollutants can contaminate our water. The students will see the importance of keeping our water clean.

1. Define pollution. 2. List 5 ways that water is polluted. 3. List 4 ways in which water is filtered. 4. What part of the water purification process was represented by pouring the polluted water through the strainer? 5. What happened when the filtered water from the strainer was allowed to settle in a test tube and what is this process called?

The students will learn that everything is interconnected and interdependent. For every action there is an equal and opposite reaction. The students will understand the importance of balance in their lives and in the environment.

First Nations Viewpoint First Nations people have often used medicine wheel teachings to explain worldviews. These worldviews often guide lessons. In First Nation philosophy or viewpoints, all things are animate (living) and are in constant motion (Little Bear, 2000). Although this philosophy is referring to the Plains Indians, there may be similarities among other North American First Nations.

The students will contemplate the implications of the reality of scarce resources for society. They will determine whether there is a hierarchy of needs as well as who should be responsible for ensuring that particular needs are met (ie. the government, private companies, the public).

Fact Sheet A - Individual Income, Fact Sheet B - Health Care, Fact Sheet C - Household Expenses, Fact Sheet D - Water, Fact Sheet E - Food

The students will be able to analyze the relationships between large industries in Canada and the natural environment, paying specific attention to water quality. The students will grasp the concept of sociotechnology of use and they will evaluate the sustainability of the mining industry in Ontario.

A flow chart that shows a generalized example of a socio-technological system including small business, corporations, owners, shareholders, etc.

A balance sheet on the impact of an industry based on individual industry statistics and national & international statistics. Including investment, resources, productive output/GDP, and wastes generated.

Approximately 19,000 lakes have been damaged by smelter emissions in the Sudbury area. Inco has several of its largest mining operations in and near Sudbury.

This sheet can be used by the teacher to evaluate the students during the class discussion or may be used by students to evaluate other members of the group.

The students will be able to evaluate the drinking water situation that is common on Canadian First Nation Communities and reserves. They will discuss the responsibility of the government for ensuring the safety of drinking water. The students will be able to determine if there is an element of racism in the government’s handling of the drinking water situation on reserves.

In 1996, Environment Canada issued a State of the Environment Report. In this report, it was found that 20-40% of rural wells may be affected by fecal coliform bacteria and nitrate contamination, among other indicators of poor water quality. When a community is found to have unsafe drinking water, that community is usually issued a boil water advisory until the problem has been fixed. The Yellow Quill First Nation in Saskatchewan has been on a boil water advisory for nine years, since 1995.

1. What do you think would be a reasonable amount of time to be under a boil water advisory? 2. Knowing what you do about the quality of the drinking water on the Yellow Quill First Nation before the new treatment, would you have been comfortable drinking the water there? why/why not?