List of substances

Carbon dioxide                                          Sand                                          Paper
Fuel                                                           Oxygen                                      Iron
Methane Gas                                             Ice                                             Plastic
Water                                                        Wood                                        Nutrients

How

Who (assessor)

1.      Direct questioning and short lecture is aimed to demonstrate to learners the meanings of exhaustible and renewable. E.g. Nutrients can be described as renewable since they can be reused. This can be shown by the appearance of leaves undergoing decomposition.

Distribute worksheet (Attachment 6.A.1.1) which instructs learners to divide the substances into either renewable or exhaustible.

This can be assessed by the teacher.

2.      The Personality Quiz activity is aimed to help learners identify which behaviours/ values are acceptable concerning water (one of Earth’s importance resources)

• Provide learners with the ‘personality quiz’ work-sheet (Attachment 6.A.1.2).
• Give learners ample time to answer it individually. Emphasize on learners giving honest answers and that they will not be reprimanded for giving ‘bad’ answers
• After finding out the results, learners discuss the questions below:

1) if the quiz has made them realize something new about their water habits. 2) Are their habits (based on their answers) good or bad?
3) Are learners willing to change their behaviour for the sake of saving water?

The quiz will be assessed by their friends, by counting the number of A’s, B’s and C’s obtained. Once this has been done, they look for the type of person they are if they obtained mostly A/s, B’s or C’s. 
The 3 questions (post-activity discussion) can be written down individually by learners, which can then be assessed by another teacher teaching the same subject.

c)      Critical thinking write-up:
“You are living in a community which lacks water supply. You want the people living in the neighborhood to appreciate water. Explain how you would set up a campaign in order to educate the people about it”.

• learners given the scenario so they can propose a way to solve the issue
• This assignment is aimed to allow learners to discover ideas on how to appreciate and maintain their environment to enhance their lives and those of future generations

This can then be assessed by another teacher teaching the same subject.

Subject Matter area

Science

Time duration

Grade

7 (Learners between the ages of 13-14 years old)

Topic

Water purification

Specific concepts covered in the lesson

• Purification of water (Filtration and Chlorination)
• Water treatment and distribution

Human values addressed

• Understanding the purpose of treating raw water to ensure clean drinking water for everyone
• Realizing that water treatment are for the benefit of human health (for hygiene and sanitation purposes)

Lesson objectives

At the end of the lesson, learners will be able:

• To state that we get our drinking water from the rain, which needs to be treated
• To state that reservoir water is not clean and need to be purified
• To list down the different stages in the purification of water and the processes involved within each stage
• To explain briefly the importance of conserving water and the effects of water pollution
• To respond positively to information on water values by voicing out their concerns and their need to take action

Materials needed

• Practical activity (Attachment 6.A.2.1): Muddy water, separating funnel, coarse sand, find sand, gravel, pebbles and a beaker
• Model of Water treatment (simulation).
• Snakes and Ladders Board Game (Attachment 6.A.2.3), marks and dice

Teaching- Learning Steps:

70 mins

Introductory or motivational activities

Lesson Proper

Closure:

Assessment / Evaluation:

1.   Inform learners about some historical facts about water treatment:
The Egyptians were the first people to record methods for treating water. These records date back more than 1,500 years to 400 A.D. They indicate that the most common ways of cleaning water were by boiling it over a fire, heating it in the sun, or by dipping a heated piece of iron into it. Filtering boiling water through sand and gravel and then allowing it to cool was another common treatment method.
(Taken off from the internet. Website unable to retrieve)
2.   Ask learners a series of questions about water:

• Is it safe to drink tap water?
• What about the water from rivers and streams? Why?

3.   Explain to learners that untreated water may have microorganisms in them, which may carry water-borne diseases such as dysentery.
4.   It is therefore important to ensure the safety of drinking water to prevent possible health implications, and there are in fact steps to purify/treat water
Step 1: Practical activity

• Ask learners to carry out practical activity (Attachment 6.A.2.1) from their LS Science Workbook (page 8-9) on Purifying water.
• Learners should be able to state that the muddy water is not clear and it is not safe for drinking.
• Learners should then be able to observe that the water is clearer after filtration. They should also understand that although the water looks clear, it may not be clean yet.
• Learners can investigate by examining under the microscope for any small/microorganisms that may be present. They should know by this stage that the water is not yet clean.
• Learners should then continue by adding chlorine to the water. They need to understand that this procedure kills any living microorganisms in the water. They should answer the questions given for this activity.

Step 2: Explanation and Simulation (PowerPoint)

• Mention that the Government spends a lot of money to ensure that we get clean drinking water. We get our drinking water from the rain and it is stored in a man-made lake called ‘reservoir’
• List down the stages in water purification (Attachment 6.A.2.3) and briefly state the processes involved
• Briefly state the differences between tap water, sea water and distilled water
• Define ‘desalination’ and explain why our country does not use this method
• Refer to the PowerPoint file for testing (Attachment 6.A.2.3) learners’ understanding.

Linkage with human values
Snakes and Ladders activity-(Attachment 6.A.2.4):

• Ask learners to participate in a board game (snakes and ladders) which shows examples of bad and good values concerning water.
• The aim of this activity is to promote the values and the learners’ related behaviours (rather than merely penalizing negative behaviours).
• Learners are divided into smaller groups, each given the board game handout (Attachment 6.A.2.4), their marks and dice.
• The game should only take about 10 minutes. After that, learners are asked to share their views and their feelings about water wastage and pollution.

• Questions that can be directed to learners:

Q1.   Which of the habits are worthy/ unworthy of respect?
Q2.   Are you willing to develop a much more positive approach on water purification and conservation? If so, how?
Q3. What aspects of water purification are important to hygiene and health?

• The post discussion allows learners to learn something about themselves by exploring how their feelings and emotions influence their behaviours and how their behaviours affect the world they live in.
• Direct questioning
• Question and answer session in PowerPoint
• Research assignment: Recent focus from the media on the pollution of drinking water and its impact on health. Surf the internet to find out how this may occur and how to solve such a problem.  One page A4 report.

2-3 mins

5-10 mins

20-25 mins

15-20 mins

10-15 mins

Lesson Evaluation

Learning outcomes achieved

Learners’ participation during lesson

What needs to be improved

How

Who (assessor)

a)      Practical activity (Purifying Water)

1. Ask learners to carry out practical activity 7.7. (Attachment 6.A.2.1).
2. Learners should be able to state that the muddy water is not clear and it is not safe for drinking.
3. Learners should then be able to observe that the water is clearer after filtration. They should also understand that although the water looks clear, it may not be clean yet.
4. Learners can investigate by examining under the micro­scope for any small/micro­organisms that may be present. They should know by this stage that the water is not yet clean.
5. Learners should then continue by adding chlorine to the water. They need to understand that this procedure kills any living microorganisms in the water. They should answer the questions given for this activity.

This can be assessed by the teacher.

 b)     Explanation and Simulation (PowerPoint)

Show learners slideshow or poster to describe the process of water purification

The test enables to test learners’ conceptual understanding of the water purification process

c)      Closure (Snakes and Ladders activity-Attachment 3

Ask learners to participate in a board game (snakes and ladders) which shows examples of bad and good values concerning water.

1. The aim of this activity is to promote the values and the learners’ related behaviours (rather than merely penalising negative behaviours).
2. Learners are divided into smaller groups, each given the board game handout (Attachment 6.A.2.3), their marks and dice.
3. The game should only take about 10 minutes. After that, learners are asked to share their views and their feelings about water wastage and pollution.
4. Questions that can be directed to learners:

Q1.   Which of the habits are worthy/unworthy of respect?
Q2.   Are you willing to develop a much more positive approach on water purification and conser­vation? If so, how?
Q3.   What aspects of water purifi­cation are important to hygiene and health?

1. The post discussion allows learners to learn something about themselves by exploring how their feelings and emotions influence their behaviours and how their behaviours affect the world they live in.

This can then be assessed by peers

Subject Matter area

Science

Time duration

Grade

7 (Learners between the ages of 13-14 years old)

Topic

Water in nature, the three states of water and Water Cycle

Specific concepts covered in the lesson

1. Water in nature
2. The three states of water
3. Evapouration
4. Condensation
5. Water Cycle

Underlying values/human values

1. The existence of water in the form of ice, liquid and steam (reversibility) and how we make use of this to make water available for human consumption
2. Availability of drinking water depends on this water cycle, thus it is our duty to take care of it
3. Be responsible to the environment (i.e. water) so that it can be shared by everyone

Lesson objectives

At the end of the lesson, learners will be able:

1. To explain the importance of water in nature (cognitive)
2. To state the three states of water: solid (ice), liquid (water) and gas (steam) (cognitive)
3. To observe the changes of water in different states of matter (with reference to boiling point, melting point and freezing point) (cognitive)
4. To explain the different processes involved in water cycle in nature (cognitive)
5. To demonstrate the changes in the states of water by boiling and freezing water (psychomotor)
6. To affirm the fact that although water is recyclable, water consumption should still be controlled (affective)

Materials needed

1. Practical activity (Attachment 6.A.3.1): 1 conical flask, 1 filter funnel, 1 thermometer, 1 beaker glass, 1 Bunsen burner, 1 tripod stand, wire gauge, 1 stopwatch, pair of tongs, glass plate or tile, droppers.
2. Internet access

Teaching - Learning Steps

 60 mins

Introductory or motivational activities:

Content:

Closure:

Assessment / Evaluation

1. In the form of verbal questions and answers, ask learners why water is essential for survival
2. Provide pictures of people bathing, washing clothes, drinking, cooking, to emphasize on the importance of water to mankind.
3. Then ask learners what they think and feel about the quotation below:

“Saving water is good for the earth, your family and your community”

1. Let learners write down examples of values they think are strongly-related to this quotation (Linkage with human values).

Step 1 Practical activity (Attachment 6.A.3.1) on changes of states of matter

1. Ask learners to set up apparatus as shown in the diagram on page 1 of LS Science Workbook. The melting of ice should indicate the change of water from solid to liquid. Learners should be able to answer the questions provided, including recording the melting point.
2. Learners continue the practical work by boiling a beaker filled with one third of water. They should be able to record the boiling point, which is 100°C. This indicates the conversion of water to steam.

Take note:

1. It is important to distinguish between evapouration and boiling. Evapouration is when water changes to gas (steam) at any temperature below the boiling point.  Boiling means the change that occurs only at one temperature, which is the boiling point.
2. It is also important to distinguish between water vapour and steam. Water vapour is the water in the air. Steam is when water boils and changes into gas.
3. As a follow-up, learners are then asked to use a pair of tongs to hold a glass plate over the steam for a few seconds. Learners should be able to observe water droplets on the mirror, which indicates that the steam has condensed to water.

Step 2: PowerPoint Presentation/OHT on Water Cycle (Attachment 6.A.3.2)

1. Discuss evapouration (relate to sweating and dehydration in human body) and water cycle in nature. Point out that energy from the sun keeps the cycle going.
2. Briefly include a discussion of cloud formation due to condensation of water vapour as a result of cooling.

Take note:
If internet access is not available, water cycle diagram can be printed out and enlarged as a poster instead.
Step 3:  Discussion of water poem (Linkage with human values)

1. Click on the icon ‘Read a water poem’ from the website (Attachment 6.A.3.3) and ask learners to read it out loud.
2. Teacher should lead the example by citing the first two lines of the poem wholeheartedly.
3. Follow-up: Ask for learners’ reflections by asking questions:
4. What do you think of the idea that the water that you drink now may be drunk by people or animals that lived long ago?
5. What can you do to ensure that the water that you drink now can still be drinkable for your great great-grandchildren?
6. Can you imagine what would happen to the world if the Water Cycle did not exist? What do you think would happen to the human race?
1. From this discussion, learners may understand that availability of drinking water depends on this water cycle, thus it is our duty to take care of it.
2. Summary in the form of concept map, using the terms below: three states of water, ice, water, steam, boiling point, melting point, evapouration, boiling, condensation, water cycle.
3. Discussion of water poem and constructing concept map (already mentioned in step 3 and closure)
4. Project on Creative Problem Solving (Linkage with human values): Take note of the following problem and work out a creative solution. In one country, situated near the sea, there has been no rain for over one year and there is a severe shortage of water for drinking and for growing crops. What can you do to help the people, especially the elders and the children?
5. Guidelines as follows:

Define the problem à Ideas for solving the problem à List down possible solutions and the advantages and disadvantages of each solution à choose best solution with modifications if possible.

1. This project is aimed at learners attempting to see the world through the eyes of others and to recognize the needs and concerns of others.
2. This is to be done after the lesson as a ‘follow-up’ activity.
3. Time-frame is one week.

5-7 mins

30-35 mins

10-15 mins

5-8 mins

10 mins

Homework

Learners’ self-study

Check out this website (http://www.epa.gov/safewater/kids/water_trivia_facts.html) which gives water trivia facts for learners wanting to learn extra information about water

Lesson Evaluation

Learning outcomes achieved

Learners’ participation during lesson

What needs to be improved

Time (mins)

1

2

3

4

5

Temperature (°C)

Time (mins)

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Temperature (°C)

What

How

Who (assessor)

a)   Practical Worksheet -Changes of state of water

1. Ask learners to set up apparatus as shown in the diagram in the worksheet (Attachment 6.A.3.1). The melting of ice should indicate the change of water from solid to liquid. Learners should be able to answer the questions provided, including recording the melting point.
2. Learners continue the practical work by boiling a beaker filled with one third of water. They should be able to record the boiling point, which is 100°C. This indicates the conversion of water to steam.
3. As a follow-up, learners are then asked to use a pair of tongs to hold a glass plate over the steam for a few seconds. Learners should be able to observe water droplets on the mirror, which indicates that the steam has condensed to water.

This can be assessed by the teacher.

 b)    Discussion of water poem

1. Click on the icon ‘Read a water poem’ from the website (Attachment 6.A.3.3) and ask learners to read it out loud.
2. Teacher should lead the example by citing the first two lines of the poem wholeheartedly.
3. Follow-up: Ask for learners’ reflections by asking questions:
1. What do you think of the idea that the water that you drink now may be drunk by people or animals that lived long ago?
2. What can you do to ensure that the water that you drink now can still be drinkable for your great great-grandchildren?
3. Can you imagine what would happen to the world if the Water Cycle did not exist? What do you think would happen to the human race?
4. From this discussion, learners may understand that availability of drinking water depends on this water cycle, thus it is our duty to take care of it.

Learners’ reflections based on the 3 questions from the poem can be written down as a journal, which can be assessed by the whole class in terms of a grade.

c)   Project on Creative Problem Saving

1. Project on Creative Problem Solving (Linkage with human values): Take note of the following problem and work out a creative solution. In one country, situated near the sea, there has been no rain for over one year and there is a severe shortage of water for drinking and for growing crops. What can you do to help the people, especially the elders and the children?
2. Guidelines as follows:

Define the problem à Ideas for solving the problem à List down possible solutions and the advantages and disadvan­tages of each solution à choose best solution with modifications if possible.

1. This project is aimed at learners attempting to see the world through the eyes of others and to recognize the needs and concerns of others.

This can then be assessed by the teacher in terms of a grade

Subject Matter area

Biology

Time duration

Grade

10 (16-17 year old learners)

Topic

Effects of Humans on the Ecosystem, Pollution and Conservation

Specific concepts covered in the lesson

1. Deforestation and its effects on soil, climate and local human population
2. Water pollution
3. Conservation

Human values addressed

1. Having an understanding towards the possible adverse effects of human activities on the ecosystem
2. Realizing how polluted water can be a source of disease
3. Acknowledging the fact that recycling treatment of sewage saves water
4. Being responsible and respect for others
5. Caring towards each other and the ecosystem
6. Being Cleanliness by avoiding water pollution

Lesson objectives

At the end of the lesson, learners will be able:

1. To describe the effects of humans on the ecosystem with emphasis on examples of international importance (Tropical rain forests, oceans and important rivers);
2. To evaluate the effects of: water pollution by sewage, any inorganic waste and by nitrogen-containing fertilizers.
3. To display understanding that being concerned about the ecosystem is central to good behaviour

Materials needed

1. Research materials about water ecosystems and factors that contribute to their pollution and destruction
2. 3D-models need to be developed by teachers to show soil erosion and water pollution, if possible
3. Computer with internet access (if available)

Teaching – Learning Steps

 60 mins

Introductory or motivational activities

Lesson Proper

Closure:

Assessment / Evaluation

Linkage with human values:
Teacher begins by highlighting the practice of Islam in Bruneian schools, such as conducting daily prayers which require them to take their ‘wudhu’ (ablution). This indirectly should send the message that without “suci” water (clean water), there won’t be ‘cleanliness’ (physical and spiritual aspects). Refer to teacher’s notes.

Step 1: Brainstorming Session (Linkage with human values):

1. Divide learners in groups
2. Instruct learners to answer the following question:

Choose one common water pollutant (fertilizers, detergents, DDT, toxic chemicals, sewer sludge, radioactive wastes, beach erosion). and describe how it affects the ecosystem (e.g. reduce the oxygen content in water).
Take note:
Learners were told beforehand to research online and to bring any research materials for the lesson. 

Step 2: Follow-up and ‘Application to life’ Activity

1. After listing down the different pollutants and their adverse effects, move to ‘follow-up’ and ‘application to life activity’ (Attachment 6.A.4.1). This should be done by individual learners.
2. This activity is aimed to develop awareness towards the value of right conduct in terms of water pollution and conservation

Step 3:  Discussion on the important role of sewage treatment

1. To learn about how sewage is treated, instruct learners to go to this website link:  http://sorrel.humboldt.edu/~ere_ dept/marsh/flow1.html
2. Teacher show the passage (Attachment 6.A.4.2) from the website (Linkage with human values):

Imagine life as a water droplet, after it has been treated, it is now possible to be used for drinking, washing, etc. but what happens after? It is discarded and thrown as sewage. Should it be forgotten? Shouldn’t we care for it after what we have used it in our everyday lives? What do you think will happen if many water droplets are treated this way and forgotten?

1. Ask learners to prepare a 5-minute presentation about the purpose of treating sewage.
2. Make sure to allow learners acknowledge that if sewage is left untreated, it represents a loss of water and possibility of the spread of disease.
3. Raise issues about water supply and quality, environmental restoration, buffer zones and flood management.
4. Emphasis on the importance of conserving water and how treating and recycling sewage is an important part to water conservation.
5. This will be assessed by other groups within the class.

Read water pollution facts online

1. Provide learners the link to this website (http://www.grinningplanet.com/2005/07-26/water-pollution-facts-article.htm)
2. Emphasize the importance of water conservation and that it is our responsibility as the inhabitants of the earth to conserve it. 
3. Create a brainstorming session which involves cooperative learning and research (b).
4. Group discussion and presentation (c).

5-7  mins

15 mins

10 mins

15-20 mins

5 mins or at home

Lesson Evaluation

Learning outcomes achieved

Learners’ participation during lesson

What needs to be improved

Right conduct is…

1. Taking care not to throw rubbish into the river

………………………………………………………….

What

How

Who (assessor)

a) Brainstorming session

1. Provide learners with a blank card for Follow-up and Application to life activity worksheet (Attachment 6.A.4.1)
2. Instruct them to make a card which demonstrates behaviour of right conduct towards the ecosystem

      Once completed, let them bring home to their parent/guardian

This can be assessed by their parent/ guardian who will give a grade.

b)    Discussion and group presentation on the important role of sewage treatment

1. Display Attachment 6.A.4.2 to learners, which describes how a water droplet that undergoes treatment feels about being used by humans
2. Pose the following questions to learners and let them reflect on them by writing down their feelings, which they will present:

Imagine life as a water droplet, after it has been treated, it is now possible to be used for wudhu, etc. but what happens after? It is discarded and thrown as sewage. Should it be forgotten? Shouldn’t we care for it after what we have used it in our everyday lives? What do you think will happen if many water droplets are treated this way and forgotten?

The group presentation is assessed by other groups in the class

c) Critical thinking write-up:
“You are living in a community which lacks water supply. You want the people living in the neigh­borhood to appreciate water. Explain how you would set up a campaign in order to educate the people about it”.

1. learners given the scenario so they can propose a way to solve the issue
2. This assignment is aimed to allow learners to discover ideas on how to appreciate and maintain their environment to enhance their lives and those of future generations

This can then be assessed by another teacher teaching the same subject.