This inclusive environmental ILS was designed implementing the scientific impact. During the lesson, primary school students will learn about a water journey from river to faucet. In addition, they will design and perform a related experiment. Student may choose difficulty levels for hypothesis creation and experiment performance. This approach ensures a perfect inclusion in the learning process. By the end of the activity, student may create an instruction for hikers "How to get a ready-to-drink water?" The form of instruction depends on the creativity of the student.

Learning Objectives:

After this activity, students should be able to:

  • Understand how the water treatment works.
  • Know the stages of water treatment.
  • Experience a filtration work.
  • Problem solve given a design challenge.
  • Apply measuring instruments.
  • Create creative design methods and instruction.
  • Engage in teamwork to solve a challenge (in case you will choose teamwork format).

The Clean Water: Making Water Ready-To-Drink learning activity may be used as a standalone project. At the same time, if a teacher would like to design a holistic engaging student’s enterprise “Clean Water” (for a primary school) a set of three lessons could be used as a starting point.

The students can launch with understanding the importance of fresh water in our life and existing methods to make it clean (“Clean Water: Making Water Ready-To-Drink”). Then they may explore a transformation of the culture of water consumption (“Clean Water: Past and Present”) in a family. The last step will be a social-economic evaluation of water footprint in a production and everyday usage of goods, in our case, jeans. (“Clean Water: How many jeans do you need?”)

The ILS design is following the principles of the universal design for learning (UDL) for inclusive learning.

Reviewer: Nikoletta Xenofontos

This activity was developed in the framework of the InSTEAM project.

Prior Knowledge Requirements

water cycle and water pollution

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