By: Aimee Robson
Through a fun STEAM activity of creating water filters, students will learn and develop an appreciation for the value of water, as well as the importance of having or creating clean water. Water is an essential mineral for both the human population and our planet. Humans can't survive past a couple days without water. The most important function of water in our lives is hydration, but we also need water to wash, cook, and clean with. Water isn't always clean, and many people around the world don't even have access to clean running water in their homes.
Subject-Specific Learning Objectives
To develop an understanding and appreciation of clean water
To learn about the steps involved in a creative design process
To use creative and critical thinking skills to design and build a water filter
To use information literacy skills to conduct basic research in testing the efficiency of their own (as well as their peers') water filters
Project Description
This STEAM activity will be a week-long series, conducted in a K3 level classroom. The concepts needing to be grasped and objectives achieved are slightly complex for this age group, however completely achievable, provided sufficient time and teaching is given. Below is a breakdown of lessons and activities that will be conducted on each day.
Day 1: Introduction
The teacher engages in a whole-class discussion on the importance of water, especially clean water. Draw attention to the privilege of having clean running water, and explain that many people around the world don’t have access to this. Ask though-provoking questions such as
What would you do if you opened your tap and no water came out?
Where could you go to find some water?
Could you drink this water? What about use it to wash your body/cook with/give it to your pet to drink? (include a combination of individual answers, "turn-and-talk" collaborations, and whole-class action answers, e.g. thumbs-up/thumbs-down)
Students then watch Video 1 (United Nations, Global Goal #6: Ensure access to clean water and sanitation for all), to learn more about the value of water, where it comes from, and the importance of ensuring it is clean. Students break into small groups to create a poster on what they have learnt about the importance of water.
Day 2: Design Process
Today, students are introduced to water filters, as well as the important design process involved in projects. The teacher engages in a whole-class discussion with the students, explaining how environmental, chemical, and civil engineers work together to create systems that can clean water. Improvements to their designs are continually made, to ensure the cleanest water both now and in the future.
Students then watch Video 2 (NASA Video on Water Filters), to learn more about how we can clean water. Followed by Video 3 (Design Process), to learn about the 5 steps involved in this important process.
The teacher introduces the materials the students will have access to (see drop down below), and explains their water filters need to be broadly made up of a filter lining and at least 2 types of substrates of varying sizes. The type and order is up to the students; allowing them to make use of their initiative as well as critical thinking skills.
Materials
2L plastic bottles (cut in half)
Filter lining options (coffee filters, socks, bandannas, or napkins)
Substrates options (sand, stones, activated charcoal, cotton balls)
Students act as "little engineers" and explore how to create their own mini water filters, and follow the 5-step Design Process in doing so. They first break into small groups to brainstorm and share ideas in the process of designing and creating water filters. Thereafter they complete an individual task of completing a worksheet which outlines the various steps in the design process (see example here). Students can make use of the class iPads for additional research (the teacher can help with this if needs be). Even though the students will be completing an individual design, throughout this phase collaboration and idea sharing will be encouraged.
Day 3: Construction Day
Today the learners take their plans and construct their water filters. Each student will be given ample work space in the "makers space" classroom to complete their construction. Prior to starting each student needs to assemble the materials and tools needed, as per their design template. The teacher will oversee the work, helping where needs be, but this will be largely a student driven task (time at the end will be available to allow higher achieving students to help and assist lower achieving students through collaboration). Once students have completed their water filters, they label their work, and place it on the completion desk. They are then able to assist any learners who may be needing additional support or encouragement.
Day 4: Testing & Evaluation
Today students will be conducting a performance and efficiency test of their water filters. 3 main components will be assessed, which include:
How much water is filtered (volume measurement)
How clean is the water (visual assessment)
How long did it take (time measurement)
Students will set up their water filters ready for testing within the makers space classroom. Each student will be given an equal volume of dirty water (made from water and mud) as well as a measuring cup/beaker (to measure the amount of water filtered). They will then be paired up, making a total of 2 groups. Group 1 will test their water filters first, with group 2 (their partners) conducting the assessments (stop-watches to measure time, beakers to measure filtrate), thereafter groups switch. Students complete their partner's assessment form (see Peer Assessment form).
Day 5: Feedback & Reflection
The final day will be used to provide feedback, reflect and draw conclusions. With the help of the teacher, the whole-class can embark on an overall evaluation using the data that was recorded the day before to assess which filters filtered water the most efficiently. From that, the class can draw conclusions as to the most optimal filter lining, substrate and order of materials. Students will be given the opportunity to complete Step 5 in their Design Process Worksheet (Evaluation and areas for improvement).
21'st Century Skills Employed
Through this week long project, students will be exposed to a variety of different learning goals requiring them to make use of many 21'st Century Skills. The most predominant include:
Critical thinking & Initiative (not all information is given to students by the teacher)
Creativity (students have free-reign to design and create their water filters)
Collaboration (group discussions and research)
Communication ("turn-and-talks" and group-work opportunities)
Information literacy (research)
Technology literacy (iPad for research)
STEAM Components
This project has fortunately been able to incorporate all 5 components of STEAM. Below is a breakdown of how each element has been incorporated into this week-long activity.
Science | Technology | Engineering | Art | Math |
The process of products filtering out and cleaning water to varying degrees & basic research | Incorporating technology into research & design | Learning about the 5-step design process, and constructing their own water filters | Employing creativity and design elements into their posters as well as water filters | Measuring (volume and time) & basic research |
References:
education.com. (2020, April 22). Understanding Clean Water: Make a Filtration System. https://www.education.com/activity/article/understanding-clean-water-make-a-filtration-system/
Generation Genius. (2021, August 18). DIY Water Filtration Activity for Kids. https://www.generationgenius.com/activities/water-quality-and-distribution-activity-for-kids/
Teach Engineering. (2022, March 7). The Dirty Water Project: Design-Build-Test Your Own Water Filters. TeachEngineering.Org. https://www.teachengineering.org/activities/view/cub_environ_lesson06_activity2
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