A Semi-detailed Lesson Plan by: Ma. Genikka Camille G. Gabral Josephine N.

Tabajonda

I. Objectives A. Given the needed materials the students should be able to: 1. recognize the concept of water pollution; 2. identify the sources of water pollution; 3. determine and explain the various effects of water pollution to people and its environment, locally and globally; 4. demonstrate essential solutions towards water pollution problem 5. practice environmental concern and awareness as well as environmental involvement B. answer at least 12 out of 15 items correctly II. Subject Matter A. Topic- Water Pollution Concepts 1. Water pollution is the deterioration of the quality of water. Toxic substances or organisms changes the waters composition which can damage living things and their habitats. 2. There are two types of water pollution: point source pollution and nonpoint source pollution. Point source pollution can be traced to one source. You can easily identify its source. Nonpoint source pollution comes from many different sources. 3. There are many effects of water pollution. Some of these effects are the following low oxygen levels in streams are poor environments for fish and most other organisms, lack of clean, disease free drinking water exposes people to different waterborne diseases such as Cryptosporidium and E.coli, eutrophication which is oxygen depletion in lakes due to high concentration of nutrients which in turn nourished alga, oil spills which contributes to oxygen depletion and potable water sources, water sedimentation which removes vegetation and degrade water resources and quality, and acid mine drainage toxicity which contributes to water high toxicity due to sulfuric content.

4. Solutions for water pollution were already out of the public. Among the Most popular solutions are the ff: wastewater treatment or sewage treatment, treated water reuse, water pollution and environmental laws, drainage area management plans, self-control and responsibility, toxic pollutant substitutes and working collaboratively with nature.

B. Materials Video Set of Pictures Reading material 2 -1.5 liter Coca cola bottles Pieces of wrappers Papers Oil Ink C. References Philippines. Department of Education (2004). Biology: Science and technology textbook for 2nd year. (Revised ed.) Quezon City: Author. Keller, Botkin. 2003. 4th edition. Environmental Science. Life and Science journals

III. Learning Task A. Routine Activities 1. Prayer 2. Attendance 3. Room management B. Recall and motivation- (5 minutes) 1. Recall Teacher will present a picture and students will identify what are the causes of land pollution found in the picture.

2. Motivation Water Pollution ABCs Fill each blank with a pollution source beginning with each letter of the alphabet.

C. Lesson Proper 1. Pre-activity Discussion- (5 minutes) a. Unlocking Terms of Difficulty Direction:Arrange the jumbled letters. 1. UIOPLONLT 2. CAOTNAITIONM 3. IESSEDAS 4. TRPHITIONOCAEU

Answers: 1.Pollution-action of polluting especially by environmental contamination with manmade waste. 2.Contamination-presence of undesirable material that makes something unfit for a particular use. 3. Diseases- a condition of the living animal or plant body of one of its part that impairs normal functioning. 4. Eutrophication- - increase in concentration of chemical elements required for living things in lakes which produces increased nutrient loading producing excessive alga and bacteria which fight for the limited oxygen b. Procedure of the activity (3 minutes)

Activity 1 (Group 1) Students will watch a video about water pollution and after that they will answer the guide questions provided through concept mapping. Activity 2 (Group 2) Students will be given a set of picture illustrating point source and non-point source of water pollution. After they have observed the picture they will make a venn diagram about its properties provided with guide questions. Activity 3 (Group 3 and 4) Students will perform an experiment entitled Water Pollution in a Coke Bottle and answer the guide questions that follow.

2. Activity Proper- (15 minutes) 3. Post-activity Discussion- (5 minutes) The groups will present their works and answers to the guide question.

Activity 1 (Group 1)

What is water?

How important water is?

What are the uses of water?

What are the danger happening in water?

What are the sources of this danger?

Activity 2 (Group 2)

Point source

Non Point source

Activity 3(Group 3 and 4)

1. What is the state of the water from the coke bottle initially?

2. What happened after dropping the pieces of wrappers, plastics, papers, oil, ink, powder, etc.?

3. Describe the effect of the mechanism made in step 3

4. What do you think will happen to the organisms that might have been living in this kind of water condition? What will happen to their oxygen concentrations?

5. Assume that the water in the coke bottle is a lake. What will happen to the organisms in the lake if there is an increase in its chemical content? What do you call this phenomenon?

6. What will happen to the people who will be taking this kind of water situation?

Generalization- (2 minutes) The teacher will ask the students to fill up the water bubble map for the necessary answers that each water bubble is requiring. Each water bubble will be filled.

Sources/ Causes Definition

Effects

Solutions

E. Values Situation- (3 minutes) You are residing in a house beside a sea. It has been a tradition to your family to collect all the garbages and dump them straight to the sea. Since your place is seldom visited by garbage collectors. Now, your mother has asked you to throw all your trashes in your neighbor river but you are concerned on the effects of throwing these stuffs onto it. What do you think is the best thing to do to dispose all your wastes without harming your river? a. Donate all the non-biodegradable materials to a junkshop and the burn the biodegradable materials b. Contact the waste management office and ask them to pick up your trashes since they have more adequate materials in doing so. c. Create a compost pit and dump all the biodegradable materials; non-biodegradable materials will be recycled by your family. d. Grind all the biodegradable materials and use them as fertilizers later on.

F. Application- (2 minutes) After the teacher explains the effects of water pollution to people and its environment, she will present set of pictures in front and ask the students what each picture conveys. The students will describe each picture and will be asked if the message of each picture is a solution or another problem to water pollution. Afterwards, each solution to water pollution will be elaborated by the teacher. Once the teacher has already discussed the following solutions with the students, the teacher will encourage the students to develop their own solutions to the problem through a stick it paper activity. The stick it paper activity allow students to come up with their own ideas towards a better water resource by attaching their message in a stick note to a freedom wall

E. Evaluation- (5 minutes) Choose the letter of the correct answer. 1.) Water pollution has become a major problem in the world today. It has an adverse affect on both the environment and health. What are the main sources of water pollution? a. b. c. d. Municipal sewage Bathing Industrial discharge Both a and c

2.) What is point source pollution? a. Pollution that occurs over a wide area and enters streams in water that runs off from fields, parking lots, and other surfaces. b. The process of filtering pollutants out of fresh water. c. Pollution that can be traced to a particular place, such as an open pipe which rains into a body of water. d. Pollution that results in many pollutants coming together. 3.) What is non point source pollution? a. Pollution that occurs over a wide area and enters streams in water that runs off from fields, parking lots, and other surfaces. b. The process of filtering pollutants out of fresh water. c. Pollution that can be traced to a particular place, such as an open pipe which drains into a body of water. d. Pollution that results in many pollutants coming together. 4.) When neighbourhood residents noticed a large number of dead fish in a local creek, they traced the problem to a nearby gas station. It turned out that a tank of antifreeze had developed a leak. This is an example of a. b. c. d. Point pollution Nonpoint pollution Thermal pollution Ground water pollution

5.) Some communities banned detergents containing high levels of phosphates because a. phosphates cause chemical reactions that raise the temperature of river and lake water, disrupting ecosystems. b. phosphates are not efficient cleansers. c. excessive phosphates in lakes may begin a process that causes fish to suffocate and die. d. phosphates kill algae and disrupt normal food webs in lakes.

6.) Which of the following is the most likely source of point pollution? a. b. c. d. Animal wastes that wash away from parks located in a specific city. Leakage of radioactive waste from a secure landfill covering many acres. Runoff of fertilizer applied to lawns by a single lawn-care company. Sewage containing household chemicals from one housing subdivision.

7.) Which of the following offers a way to control nonpoint pollution? a. Restricting the types of trash buried in a city's only landfill. Thermal pollution b. Refusing to issue new permits for septic tank systems. c. Collecting livestock wastes in storage pits for treatment. d. Upgrading the requirements for underground storage tanks. 8.) What SPECIFIC effect of eutraphication causes large numbers of fish to be killed? a. b. c. d. Increased levels of phospates Increased amounts of bacteria Decreased levels of dissolved oxygen Increased amounts of algae

9.) Which factor directly causes levels of dissolved oxygen to decline? a. b. c. d. fish kills increased algae growth cold weather increased amounts of bacteria

10.)

How does acid mine drainage contribute to water pollution?

a. It produces acid rain which in turn is engulfed by groundwater making the water that we take polluted by sulfuric acid. b. The garbages that were thrown into the water sources excrete sulfuric acid making the water that we take polluted by sulfuric acid. c. The mines produce sulfur gas which interacts with the water molecules, making the water that we take polluted by sulfuric acid. d. Surface water runs into and moves into and out of mines producing sulfuric acid. The ground water gets polluted.

Philippine Normal University Taft Avenue, Manila Faculty of Science and Technology and Mathematics

A Semi-detailed Lesson
Ma. Genikka Camille Go Josephine N. Tabajonda IV-31 BSE General Science

Water pollution a threat

Govt not enforcing environment laws -- SWS survey
By Jocelyn Uy Philippine Daily Inquirer First Posted 03:53:00 01/26/2008 Filed Under: Pollution, Water Supply, Local authorities MANILA, Philippines -Five of every 10 Filipinos believe water pollution is a serious threat to their health and environment, but the government is unable to enforce environmental laws. Results of a survey of the Social Weather Stations released Friday also showed that at least three of every six residents of Metro Manila did not agree that pollution was an ?acceptable? trade-off for economic progress. The SWS survey, a first on water pollution and enforcement of environmental laws, was commissioned by the environmental group Greenpeace as part of its ?Project: Clean Water? program launched in September. The initiative aims to mobilize action in protecting the country?s vast fresh water sources. A recent World Bank study warned of a possible water scarcity problem in the country by 2025. The survey from Nov. 30 to Dec. 3 covered 1,200 randomly chosen adult respondents divided into samples of 300 each in Metro Manila, Luzon, Visayas and Mindanao. We wanted to see how Filipinos perceive the problem because it is very hard to push for the implementation of environmental laws if the public accepts water pollution as an unavoidable consequence of economic development,? said Beau Baconguis, Greenpeace Southeast Asia campaigner in a press conference Friday. Half of the respondents said water pollution in the country was a ?very serious? problem and posed great danger to their health and environment; 22 percent found it somewhat serious?; nine percent, ?a little serious?; and 19 percent, ?hardly serious.? While growing concern for water pollution was noted among residents in urban areas, with 58 percent finding it unacceptable that economic progress should mean environmental destruction, some 48 percent said they were not aware of any laws enacted to help prevent pollution. Among the environmental policies cited in the survey were the Clean Water Act and the Solid Waste Management Act. Out of the 1,200 respondents, 26 percent said they were familiar with the Clean Water Act; 27 percent were aware of the Solid Waste Management Act while 50 percent admitted not knowing about the laws.