Poseidon or Poison? Bottled Water vs. Tap Water

Poseidon or Poison?
Do you know what you are drinking when you drink bottled water? Are the people of
your community paying for a natural resource that is virtually free, and destroying the
environment at the same time? Come and take a journey with us into the world of false
advertisement and become an advocate, like Poseidon, for your community. Policy
makers need to keep their promises of ensuring the water you drink is safe.
Parnter 1: Jackie Lanier
Partner 2: Valerie Taplin
Content Outline/Poseidon or Poison
I. Public Drinking Water
A. Federal Regulations for bottled and tap water
1. Safe Drinking Water Act (SDWA) ensures the quality of Americans'
drinking water
a. In 1974 congress passed a law to protect and regulate the
public drinking water.
2. SDWA authorizes the United States Environmental Protection
Agency (EPA) to set national health-based standards for drinking
water to protect the community against contaminants
3. Bottled water is regulated by the Food and Drug Administration.
(FDA) through the Food, Drug, and Cosmetic Act (FDCA)
a. Bottled water must be labeled correctly
b. Where it was manufactured must be on the label
c. Quantity of contents
4. Loop hole
a. If bottled water is produced in the same state that it is sold, it is
not under the FDA regulations.
II. Environmental Affects
A. The bottles that are being used to bottle water are made with
Bisophenol A or by a petrochemical plant
B. Recycling
1. All used bottles are not being recycled.
2. 20 percent of plastic bottles get recycled
3. Not all states have a Bottled Water Bill which will help in cutting the
cost of recycling
4. Curb side recycling is not implemented in all states
5. People do not always use recycling bins
6. Plastic bottles are ending up in the ocean and on beaches which is
killing sea life.
C. Source of Public Water
1. Surface water
a. Rivers, lakes, and reservoirs
2. Ground Water
a. Pumped from wells that are drilled into aquifers
3. Water is distributed by underground pipes
a. Water pressure is provided by pumping water into the
storage tank in a community. They are stored at a higher
elevation than the houses that will be retrieving the water.
The force of gravity pushes the water into the homes when
the tap is open
4. Big corporations like Nestle are drilling water from small towns and
selling it to the community
III. Purification of Water
A. Water Processing Plant
1. There are numerous contaminants such as viruses,
parasites, metals and chemicals that have to be removed or
regulated at all water processing treatment plants
2. Ion exchange is one of the processes used to remove
contaminants if they are not moved adequately by filtration or
sedimentation.
a. Ion exchange removes the hardness from the water, not
allowing chemicals to build up in the hot water heater
reducing soap scum build up.
B. Water Filtration Systems
1. There are a range of home water filtration systems that can be
installed in your home water system to simple kits you can buy
for testing your water at home.
2. The most common public water system uses various methods
such as coagulations, flocculation, sedimentation, filtration, and
disinfection for treatment in order to provide us with safe drinking
water.
C. Testing Drinking Water
1. Municipal water systems are constantly being tested many
times a day.
2. Testing results of municipal water systems are provided to the
public for viewing.
3. Bottled water companies are testing their own water and results do
not have to be made available to the public.
4. The chemicals in the plastic bottles are contaminating the water
inside making it unsafe for consumption.
IV. Technology Plan
A. Parts of the Flip Camera
1. Learning the parts and operation of the Flip camera.
2. Using the Flip camera to record video for commercial.
B. Using Movie Maker
1. Learning how to import the video from the Flip camera on to Movie
Maker.
2. Using Movie Maker to edit, add music and audio to complete
production of commercial to download to DVD.

Directions for Flip Camera
1. Press red button to start recording.
2. Press up and down arrows to zoom in and out.
3. Press red button again to start recording.
4. Hold camera steady and refer to video tips page for helpful hints.
5. After completing your recording press red button to stop recording.
6. Press arrow with pause button on right to enter playback mode.
7. Press arrows until you see the video you want.
8. Press arrow with pause button on right to play the video.
9. Press red button to exit.
10. Press trash can on left to delete any videos.

Direction for Connecting Flip Camera to a PC
1. Slide the USB latch up and the USB arm slides out. Then slide into the USB
port in your computer.
2. Click on the start menu and click on MY Computer.
3. A removable disk drive will appear on your screen. Double click on
Removable Disk.
4. Double click on "DCM folder.
5. Double click on the 100VIDEO folder.
6. Select the video you would like to view by double clicking on the video file.

Directions for Downloading Movie from Flip Camera
To
Windows Movie Maker

1. Go to Programs and click on Movie Maker
2. Go to import video and click on it.
3. Look in 100Video folder and select video and than click on import.
4. The video will show under Movie Maker "Collection.
5. Drag and drop on storyboard timeline to display video.
6. Click on play on the right side to view video.
7. To edit or add audio/music select Movie task on left panel.

To Save Movie to a CD

1. Click on save to CD on Movie task panel on left.
2. Insert CD into drive.
3. Enter file name for saved movie
4. Enter a name for the CD
5. Click next and then Finish.
6. Watch your saved movie!

BOTTLED WATER VERSUS TAP WATER 1

This vital natural resource is an essential element that we must all have in order
to live. According to Richard Stein, water is humanities most plentiful resource that
covers 70 percent of the Earth's surface, and 97 percent of it is ocean water, which is
too salty for human consumption. That leaves us with three percent of freshwater that
we need to survive. However, what do we really know about water. Is it safe to drink
and how do we know? We will discuss the facts about where our water supply comes
from and what makes it safe to drink, whether it is from the tap or from a bottle.
We will start our odyssey with a look into tap water and its origin. Tap water comes from
two places; surface water and groundwater (Symons, 2001). Ground water comes from
wells that are drilled underground. Water may also come from springs which begin
underground as groundwater. There is almost 40 billion gallons of tap water that is
made available each day for use in home, restaurants, hotels and numerous other uses
(Symons, 2001).
There are several guidelines and regulations that have to be followed that make
sure this water is safe to drink. One of these agencies is The Safe Drinking Water Act
(SDWA). SDWA is the law in the United States that was signed into law in 1974 to
provide health protection for the public consumer. This act included monitoring and
reporting. The SDWA was amended in 1996 which required public water systems to
report the quality of their water annually. In addition to the SDWA the Environmental
Protection Agency (EPA) sets the standards for the suppliers of water. The SDWA


covers all public water systems, but the act does not cover private wells. Well water can
be treated by calling your local health department. Well-water utilities have a program
that is ongoing for flushing and cleaning out the pipes for the distribution of water into
your home. This brings up another concern. How do we know that the pipes that carry
the water from the treatment plant are clean when they carry the water into your home?
This is done by the opening of fire hydrants and letting the water run out. Another way
that they clean out the pipes is by forcing a small plastic sponge using water pressure
through the pipe. The sponge scrapes the pipe walls clean and then the dirt is flushed
out the fire hydrant.
Testing for different contaminants of tap water is regulated by the EPA. These
public water systems that are regulated by the EPA have water that is treated through
several processes. There is an in depth site from the EPA that provides a virtual tour of
a water processing treatment plant. This tour will show and discuss the quality and
safety of treated water. This tour also provides information on the cost of treatment, how
it affects the environment and numerous fun facts. The website is:
http://water.epa.gov/drink/tour/index.cfm.
There are various contaminants that have to be removed or regulated at all water
processing treatment plants. These include viruses, parasites, metals, and chemicals.
There are too many to list (Barzilay, 1999). That is the reason why cost is mentioned on
the EPA website. The cost of detection, treatment and monitoring is expensive. One


reason is because there are always new illnesses and medical concerns in our country.
The SDWA and the EPA continually monitor and amend legislation to assure that our
water will remain of the highest quality. This brings up the next section of our paper,
bottled water. Is it regulated? Does it follow the same guidelines and regulations that tap
water does? Is tap water being placed in bottled water? All of these questions and
more will be discussed in the next section of our paper.
There are many ads on television and on labels that suggest bottled water is
water that comes from the melting snow from tops of mountains. They imply that the
water in the bottle is pure and from natural springs and if a person wants to have the
best for their family or for themselves, they should buy water that has been bottled up.
Although there is some bottled water that comes from natural resources, there is also
bottled water that is equivalent to tap water. According to Phil Lempert, food editor of
the "Today show, Pepsi Company who produces Aquafina, the best-selling brand in the
U.S. and Coke Company who sells Dasani, ranked as the second best-selling brand in
the U.S. is processed municipal water with added minerals. According to the Food and
Drug administration (FDA), if the bottled water is labeled with "from a community water
system or "from a municipal source you are buying the equivalence of tap water
(Geology.com). This is not unusual considering, according to Phil Lempert the food
editor of the "Today show, about 25 percent of the bottled water consumed in the U.S.
come from municipal water supplies. He also states in his article titled "s your Bottled
Water Coming From a Faucet? that if the bottled water is label "purified or "drinking
water it is most likely from a municipal water supply. Although some of the bottled
water is similar to getting water straight from your faucet, the FDA has regulations that
the bottled company industries have to follow.
The Federal Food, Drug and Cosmetic Act (FFDCA) provide the FDA with broad
regulatory authority over food. Under FFDCA manufactures have to not only produce
safe and wholesome products, but must label truthfully. There are specific regulations
for bottled water in Title 21 of the Code of Federal Regulations (21CFR).
Bottled water can be defined as spring water, distilled water, purified water,
mineral water and drinking water to name a few. These regulations are put into effect to
inform the consumer; however, there is a loophole in which Nestle and other large
bottling corporations take advantage of. According to Penn (2008) of the Ledger, the
loophole allows bottlers to classify well water as natural spring water. This is only if they
both contain the same chemical components. This poses a problem to consumers
because people will think that they are purchasing water that was supplied from a
spring, but in reality it is from a well. And PepsiCo was caught featuring a label that
implied the bottled water was from a mountain spring. Penn (2008) states in his article
that the quality of water is determined by the location of the water.
Whether a consumer is getting water from the faucet or buying it in a bottle, they
may be getting the same quality water, the municipal water supply. Because there are
federal regulations that are posed on both on the tap and bottled water, drinking water is
safe for consumption. Consumers need to be aware of where there water is coming
from. For example, if the bottled water that we consume is located by a city, it will be
affected by pollutants, but if it is from a spring surrounded only by nature, there will be
very little pollutants. The label on the bottled water is important to read. It will inform
you if the water you are buying is equivalent to the tap water or if it is actually from a
mountain spring. Although there are contaminants in our water system, our water
purification system can filter out many of the chemicals (Stein, 2008) making drinking
water safe.


References

Barzilay, J. I., Weinberg, W. G., & Eley, J. W. (1999). The water we drink.

Water quality and its effects on health. New Brunswick, New Jersey: Rutgers
University Press.
Environment Protection Agency: http://water.epa.gov/drink/tour/index.cfm.
Food Safety Magazine. (2002/. Ask the regulators--bottled water regulation and the
FDA. Retrieved Jan 8, 2011, from
http://www.fda.gov/Food/FoodSafety/Product.SpecificInformation/BottledWaterC
arbonatedSoftDrinks/ucm077079.htm
Geology.com. Bottled water-where does that water come from? Retrieved Jan. 8, 2011,
http://geology.com/articles/bottled-water.shtml
Stein, R.J. (2008). Water supply. Dublin, N.Y.: The H.W. Wilson Company.
Symons, J. M. (2001). Plain talk about drinking water questions and answers about the
water you drink. Denver, CO: American Water Works Association.
The Ledger. (2008). Your bottled water may not come from a spring. Retrieved Jan. 8,
2011, from http://www.theledger.com/article/20080322/NEWS/803220380.
Today Show. (2004). Is your bottled water coming from a faucet? Retrieved Jan. 8,
2011, from http://today.msnbc.msn.com/id/5467759/ns/today-foodwine/

Materials for making the purification project

For each station, the following materials are required:
1.5 L of "contaminated water (batch prepare as 2.5 cups of dirt to 5 L of tap water)
1 two-liter plastic soda bottle + cap, with bottom removed
2 two-liter plastic soda bottles with top (cap through base of neck) removed
20 grams alum (potassium aluminum sulfate), approximately 2 tablespoons
800 ml fine sand
800 ml coarse sand
400 ml small pebbles
500 ml (or larger) beaker
1 coffee filter
1 rubber band
1 tablespoon for alum
1 stopwatch (clock in room may substitute

Filtering Apparatus Diagram:
(http://www.epa.gov/safewater/kids/filter.pdf)

Lanier
Taplin
Spring 2011
Module 5 Assignment Packet for LESSON REVISIONS

Please paste your REVISED lesson plan one and any REVISED supporting materials
here. Be certain all revised sections are in red font.

TEMPLATE FOR ACADEMI CALLY RI GOROUS ENRI CHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS
A WET ADVENTURE
I . DEFI NE THE CONTENT
LESSON OBJECTI VE: STUDENTS WI LL GATHER I NFORMATI ON ABOUT THE DI FFERENT REGULATI ONS
THAT TAP WATER AND BOTTLED WATER ARE UNDER.

LESSON POI NT TO PONDER: (REMEMBER THI S I S A STATEMENT THAT SHOULD ELI CI T CONVERSATI ON,
THI NKI NG AND DEBATE. THI S I S NOT A QUESTI ON.) PURCHASI NG BOTTLED WATER I S BAD FOR THE
ENVI RONMENT AND UNHEALTHY FOR CONSUMPTI ON.

I I . PREPLANNI NG: BEGI N WI TH THE END I N MI ND
A. WHAT 3 I TEMS ARE
WORTH KNOWI NG?
(THI NK ABOUT THE
CONTENT YOU HAVE
SELECTED. WHAT I S
I MPORTANT FOR STUDENTS
TO KNOW?)

AFTER THE LESSON,
STUDENTS WILL KNOW THATPEOPLE WHO LIVE NEAR WHERE PLASTIC
BOTTLES ARE BEING MANUFACTURED ARE GETTING SICK BECAUSE OF THE
TOXIC CHEMICALS THAT ARE COMING OUT OF THE PLANTS

STUDENTS WILL KNOW THAT PERCENT OF BOTTLED WATER IS
FILTERED TAPPED WATER

STUDENTS WILL KNOW THAT ALL PLASTIC BOTTLES ARE NOT RECYCLED

B. WHAT 3 I TEMS ARE
TO BE ABLE TO DO?
(DEFI NE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A

AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TORECOGNIZE THAT THE PLASTIC BOTTLE
THEY ARE DRINKING FROM IS MADE FROM PET, PETE, OR BPA
RESULT OF YOUR LESSON.)
STUDENTS SHOULD BE ABLE TOLOOK AT LABELS TO DETERMINE WHERE
THE BOTTLED WATER THEYRE DRINKING COMES FROM

STUDENTS SHOULD BE ABLE TORECOGNIZE THAT TAP WATER IS JUST AS
GOOD AS BOTTLED WATER

C. WHAT ARE THE
ENDURI NG UNDERSTANDI NGS
THAT STUDENTS SHOULD
TAKE AWAY FROM THE
LESSON? (DEFI NE THE BI G
I DEAS.)

AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THATTHEIR PURCHASING POWER CAN
MAKE A DIFFERENCE GLOBALLY

STUDENTS WILL UNDERSTAND THATTHERE ARE DIFFERENT
REGULATIONS POSED ON BOTTLED WATER THAN ON TAP WATER

STUDENTS WILL UNDERSTAND THATTHE CHEMICALS FROM PLASTIC GETS
INTO THE BOTTLED WATER

I I I . PLANNI NG
D. ESSENTI AL QUESTI ON:
(ONE OVERARCHI NG LESSON
QUESTI ON )
CAN YOU NAME SOME PLACES WHERE YOU THINK BOTTLED
WATER COMES FROM? NOT ALL PLASTIC BOTTLES GET
RECYCLED, WHERE DO YOU THINK THEY GO?
E. ASSESSMENT:
(PERFORMANCE TASK)
WHAT WI LL THE STUDENTS
DO TO SHOW YOU THAT THEY
MASTERED THE CONTENT?
STUDENTS WILL WRITE THEIR THOUGHTS ABOUT TAP WATER,
THEN AFTER THEIR LESSON AND THE GUEST SPEAKER, THEY
WILL REVISIT THEIR THOUGHTS AND MAKE CHANGES.
F. CONTENT
LI ST THE CONTENT FOR THI S
LESSON ONLY.
(OUTLI NE THE CONTENT
YOU WI LL TEACH TODAY-
THI S MAY COME FROM YOUR
CONTENT OUTLI NE)
II. ENVIRONMENTAL AFFECTS
B. RECYCLING
1. ALL USED BOTTLES ARE NOT BEING RECYCLED.
2. 20 PERCENT OF PLASTIC BOTTLES GET RECYCLED.
3. CURB SIDE RECYCLING IS NOT IMPLEMENTED IN ALL
STATES.
4. PEOPLE DO NOT ALWAYS USE RECYCLING BINS.
5. PLASTIC BOTTLES ARE ENDING UP IN THE OCEAN AND
ON BEACHES WHICH IS KILLING SEA LIFE.

G. HOOK:
(DESCRI BE HOW YOU WI LL
GRAB STUDENTS ATTENTI ON
AT THE BEGI NNI NG OF THE
LESSON. BE CREATI VE.)

STUDENTS WILL PLAY A GAME ON THE SMARTBOARD ON THE
WEBSITE WWW.EPA.GOV/SAFEWATER/KIDS.
H. I NSTRUCTI ON:
(TELL, STEP-BY-STEP, WHAT

STUDENTS ARRIVE. JACQUELINE AND I WILL INTRODUCE
YOU WI LL DO.)
OURSELVES AND STUDENTS WILL INTRODUCE THEMSELVES.
WE WILL TALK TO STUDENTS ABOUT WHO POSEIDON IS (THE
GREEK GOD OF WATER)HE MADE LAND FERTILE BY
PROVIDING ITS LIFE-GIVING MOISTURE AND ENSURED THE
SAFETY OF THE SAILORS WHO TILLED THE SEA.
-WE WILL INVITE THE STUDENTS ON A JOURNEY WITH US THAT
WILL TAKE US FROM ONE WAY OF THINKING ABOUT BOTTLED
WATER AND TAP WATER TO ANOTHER WAY OF THINKING.
WE WILL ASK STUDENTS TO WRITE WHAT THEY KNOW OR
THINK ABOUT BOTTLED AND TAP WATER (PRE-ASSESSMENT).
-WE WILL THEN LEAD STUDENTS TO TASTE TEST WATER
SAMPLES TO SEE IF THEY CAN TELL THE DIFFERENCE.
-WE WILL EXPLAIN TO STUDENTS THAT 40 PERCENT OF
BOTTLED WATER IS FILTERED TAP WATER.
-WE WILL WATCH SEGMENTS OF THE MOVIE 7APPED WHERE
CAT WARREN TALKS ABOUT THE DROUGHT IN DURHAM.
-WE WILL DISCUSS WHAT THEY LEARNED FROM THE VIDEO,
AND HAVE STUDENTS WRITE ANY QUESTIONS THEY HAVE FOR
THE GUEST SPEAKER, CATHERINE WARREN, PHD-
COMMUNICATIONS DIRECTOR COMMON SENSE FOUNDATION, AN
ADVOCATE FOR TAPPED WATER WHO IS FEATURED IN THE
MOVIE TAPPED
-INTRODUCE GUEST SPEAKER
-ALLOW STUDENTS TO ASK QUESTIONS
-STUDENTS WILL LOOK BACK AT THEIR ORIGINAL THOUGHTS
ABOUT WATER AND REVISE AS NECESSARY.

Please paste your REVISED lesson plan two and any REVISED supporting materials
IS IT CLEAN YET?
LESSON OBJECTI VE: STUDENTS WI LL LEARN MORE ABOUT TAP AND BOTTLED WATER TESTI NG
REGULATI ONS AND FI LTRATI ON PROCESSESS.

THI NKI NG AND DEBATE. THI S I S NOT A QUESTI ON.)
Bottled water companies do not have to provide the public with the results of their water
tests.

A. WHAT 3
I TEMS ARE
WORTH
KNOWI NG?
(THI NK ABOUT
THE CONTENT
YOU HAVE
SELECTED.
WHAT I S
I MPORTANT
FOR STUDENTS
TO KNOW?)

AFTER THE LESSON,
STUDENTS WILL KNOW THAT
IF BOTTLED WATER IS PRODUCED AND SOLD IN THE SAME STATE, IT IS NOT UNDER FDA
REGULATIONS

ADVERTISEMENTS MAKE IT SEEM LIKE BOTTLED WATER IS BETTER OR HEALTHIER THAN
TAP WATER.
TAP WATER IS CONSTANTLY BEING TESTED MANY TIMES A DAY
B. WHAT 3
I TEMS ARE
I MPORTANT
FOR STUDENTS
TO BE ABLE TO
DO?
(DEFI NE WHAT
STUDENTS
SHOULD BE
ABLE TO DO AS
A RESULT OF
YOUR LESSON.)

AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO
LOCATE WHERE THEY CAN CHECK THE RESULTS OF TESTED TAP WATER THATS
AVAILABLE TO THE PUBLIC
LOOK AT AND ANALYZE THE RESULTS OF TESTED WATER
RECOGNIZE HOW FILTERS WORK
C. WHAT ARE
THE ENDURI NG
UNDERSTANDI
NGS THAT
STUDENTS
SHOULD TAKE

AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT
JUST BECAUSE AN ADVERTISEMENT SAYS ITS PURE DOESNT MEAN THAT ITS TRUE
ADVERTISEMENT
AWAY FROM
THE LESSON?
(DEFI NE THE
BI G I DEAS.)
CHEMICALS FROM PLASTIC BOTTLES CONTAMINATE THE WATER INSIDE THE BOTTLE
THEY CAN FILTER THEIR OWN WATER AND GET THE SAME RESULTS

I I I . PLANNI NG
D. ESSENTI AL
QUESTI ON:
(ONE
OVERARCHI NG
LESSON
QUESTI ON )
IN WHAT WAYS DO LARGE CORPORATIONS OBTAIN WATER BOTTLE IT AND
SELL IT TO CONSUMERS?
E.
ASSESSMENT:
(PERFORMANC
E TASK)
WHAT WI LL
THE STUDENTS
DO TO SHOW
YOU THAT
THEY
MASTERED
THE CONTENT?
STUDENTS WILL MAKE A LIST OF IDEAS THAT THEY COULD DO TO HELP THE
ENVIRONMENT AND THE HEALTH OF THEIR COMMUNITY.
F. CONTENT
LI ST THE
CONTENT FOR
THI S LESSON
ONLY.
(OUTLI NE THE
CONTENT YOU
WI LL TEACH
TODAY-THI S
MAY COME
FROM YOUR
CONTENT
OUTLI NE)
C. TESTING DRINKING WATER
1. MUNICIPAL WATER SYSTEMS ARE CONSTANTLY BEING TESTED MANY
TIMES A DAY.
2. TESTING RESULTS OF MUNICIPAL WATER SYSTEMS ARE PROVIDED TO
THE PUBLIC FOR VIEWING.
3. BOTTLED WATER COMPANIES ARE TESTING THEIR OWN WATER AND
RESULTS DO NOT HAVE TO BE MADE AVAILABLE TO THE PUBLIC.
4. THE CHEMICALS IN THE PLASTIC BOTTLES ARE CONTAMINATING THE
WATER INSIDE MAKING IT UNSAFE FOR CONSUMPTION.
G. HOOK:
(DESCRI BE
HOW YOU
WI LL GRAB
STUDENTS
ATTENTI ON AT
THE
BEGI NNI NG OF
THE LESSON.
BE CREATI VE.)

WE WILL TEST AND COMPARE THE RESULTS OF TAP AND BOTTLED WATER
FOR CONTAMINANTS

H.
I NSTRUCTI ON:
(TELL, STEP-
BY-STEP,
WHAT YOU
-STUDENTS ARRIVE. WE WILL HAVE THE TESTING CENTER SET UP.
-HAVE EACH GROUP TEST AND RECORD THE RESULT, AND SHARE THEIR
RESULTS TO THE CLASS USING THE WATER TESTING DATA SHEET.
- ON THE WATER TESTING DATA SHEET STUDENTS WILL ALSO ILLUSTRATE
WI LL DO.)
THEIR
RESULTS.
-STUDENTS WILL VIEW THE WATER TREATMENT PROCESS AS A CLASS TO
REVIEW TERMS: COAGULATION, SEDIMENTATION, FILTRATION,
DISINFECTION, AND STORAGE. WE WILL USE THE WEBSITE
HTTP://WATER.EPA./LEARN/KIDS/DRINKINGWATER/WATERTREATMENTPLAN
T_INDEX.CFM
-STUDENTS WILL VIEW THE INTERACTIVE WATER FILTRATION
INSTRUCTIONS AND MAKE THE SYSTEM.
HTTP://WWW.EPA.GOV/SAFEWATER/KIDS/FLASH/FLASH_FILTRATION.HTML

-THEN WE WILL INTRODUCE OUR GUEST SPEAKER: ANTHONY WHITEHEAD
-WE WILL ALLOW TIME FOR QUESTIONS AND ANSWERS.
START PLANNING THEIR PSA, IF TIME PERMITS
-STUDENTS WILL MAKE A LIST OF IDEAS THAT THEY COULD DO TO HELP THE
ENVIRONMENT AND THE HEALTH OF THEIR COMMUNITY

WATER TESTING DATA SHEET

Testing Dasani, Aquafina, and Tap water using a Tap Water home testing kit
Record your results below.

Record you results here Illustrate your results here
Dasani

Aquafina

Tap

Please paste your REVISED lesson plan three and any REVISED supporting materials

THIRSTY DECISION
LESSON OBJECTI VE:
STUDENTS WI LL LEARN THE COMPONENTS OF A FLI P CAMERA AND HOW TO OPERATE I T TO
PERSUADE THE CONSUMER TO USE REUSEABLE BOTTLES FOR DRI NKI NG WATER I NSTEAD OF BOTTLES
MADE WI TH BPA AND PET.

WE CAN SAVE HUNDREDS OF DOLLARS EACH YEAR BY USI NG REUSABLE BOTTLES FOR DRI NKI NG WATER.

A. WHAT 3 I TEMS ARE WORTH
KNOWI NG?
(THI NK ABOUT THE CONTENT
YOU HAVE SELECTED. WHAT I S
I MPORTANT FOR STUDENTS TO
KNOW?)

AFTER THE LESSON,
STUDENTS WILL KNOW THATHOW TO OPERATE AND USE A FLIP
CAMERA.

STUDENTS WILL KNOW THATHOW THEY CAN HELP IS BY BANNING
BOTTLED WATER.

STUDENTS WILL KNOW THATSOME COMPANIES ARE USING
ALTERNATIVES TO PLASTIC BOTTLES FOR WATER.

I MPORTANT FOR STUDENTS TO
BE ABLE TO DO?
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.)

AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TOPUT TOGETHER A SCRIPT IN ORDER TO
PRODUCE A COMMERCIAL.

STUDENTS SHOULD BE ABLE TO5ESEARCH WEBSITES TO INCORPORATE
INFORMATION/PICTURES ABOUT REUSABLE CONTAINERS FOR BOTTLED
WATER.

STUDENTS SHOULD BE ABLE TO8SE A FLIP CAMERA TO RECORD FACTS
LEARNED TO DESIGN A COMMERICIAL.

C. WHAT ARE THE ENDURI NG
UNDERSTANDI NGS THAT
STUDENTS SHOULD TAKE
AWAY FROM THE LESSON?
(DEFI NE THE BI G I DEAS.)

AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THATTHEY HAVE A CHOICE WHETHER
TO DRINK FROM PLASTIC OR ANOTHER CONTAINER.

STUDENTS WILL UNDERSTAND THATSTUDENTS WILL UNDERSTAND
THAT COMMERCIALS ARE TOOLS FOR ADVOCACY.

STUDENTS WILL UNDERSTAND THAT6OME CONSUMERS WILL STILL
USE PLASTIC EVEN THOUGH THEY KNOW THE HEALTH RISK.

I I I . PLANNI NG
(ONE OVERARCHI NG LESSON
QUESTI ON )
HOW CAN WE MAKE SURE THAT OUR COMMUNITY HAS THE
INFORMATION TO BE AN ADVOCATE ABOUT THE HARMFUL
EFFECTS OF PLASTIC?
E. ASSESSMENT:
(PERFORMANCE TASK) WHAT
WI LL THE STUDENTS DO TO
SHOW YOU THAT THEY
MASTERED THE CONTENT?

STUDENTS WILL CREATE A COMMERCIAL DEPICTING
INFORMATION OBTAINED ABOUT BOTTLED WATER AND
TAPPED WATER USING RUBRIC PROVIDED.
F. CONTENT
LI ST THE CONTENT FOR THI S
LESSON ONLY.
(OUTLI NE THE CONTENT YOU
WI LL TEACH TODAY-THI S MAY
COME FROM YOUR CONTENT
OUTLI NE)
STUDENTS WILL LEARN THAT MUNICIPAL WATER SYSTEMS
ARE CONSTANTLY BEING TESTED MANY TIMES A DAY.
STUDENTS WILL LEARN THAT THE TESTING RESULTS OF
MUNICIPAL WATER SYSTEMS ARE PROVIDED TO THE PUBLIC
FOR VIEWING.
STUDENTS WILL LEARN THAT BOTTLED WATER COMPANIES
ARE TESTING THEIR OWN WATER AND RESULTS DO NOT HAVE
TO BE MADE AVAILABLE TO THE PUBLIC.
STUDENTS WILL LEARN THAT THE CHEMICALS IN PLASTIC
BOTTLES ARE CONTAMINATING THE WATER INSIDE MAKING IT
UNSAFE FOR CONSUMPTION.
STUDENTS WILL LERN HOW TO OPERATE A FLIP CAMERA.
STUDENTS WILL LEARN HOW TO INCORPORATE PICTURES
FROM A CD OR INTERNET SEARCH INTO MOVIE MAKER.
STUDENTS WILL LEARN HOW TO USE MOVIE MAKER TO EDIT
VIDEO FROM FLIP CAMERA.
G. HOOK:
GRAB STUDENTS ATTENTI ON
AT THE BEGI NNI NG OF THE
LESSON. BE CREATI VE.)

SHOW PART OF THE MOVIE TAPPED-EFFECTS OF BPA AND
PET AND HOW IT CONTAINMINATES GROUND WATER, AIR AND
SOIL.

H. I NSTRUCTI ON:
(TELL, STEP-BY-STEP, WHAT
YOU WI LL DO.)
REVIEW FROM THE PREVIOUS DAYS LESSON ON WATER
PURIFICATION.
SHOW PARTS OF THE MOVIE TAPPED THAT DISCUSS THE
HARMFUL EFFECTS OF PLASTIC IN BOTTLED WATER.
WE WILL WATCH THE PART OF THE VIDEO THAT DISCUSS HOW
SOME SCHOOLS AND RESTAURANTS HAVE BANNED BOTTLED
WATER.
WE WILL DEMONSTRATE THE PARTS AND USE OF THE FLIP
CAMERA BY USING A DOCUMENT PROJECTOR (ELMO).
REVIEW FLIP CAMERA VIDEO TIPS USING DOCUMENT
PROJECTOR.
WE WILL DISCUSS WHAT THE END PRODUCT WILL BE; TO
PRODUCE A COMMERCIAL THAT PERSUADES THE AUDIENCE TO
CONSIDER MAKING CHANGES IN THE CITY CONCERNING
BOTTLED WATER.
BREAK STUDENTS INTO THREE GROUPS OF TWO; EACH GROUP
WILL WRITE THEIR SCRIPT, DOWNLOAD PICTURES, AND MAKE
RECORDINGS USING FLIP CAMERA.

Please paste your REVISED lesson plan four and any REVISED supporting materials
BOTTLED WITH A CHANCE OF TAP
LESSON OBJECTI VE:
STUDENTS WI LL LEARN HOW TO EDI T AND DOWNLOAD VI DEO FROM A FLI P CAMERA TO A DVD FOR USE
I N THE PRODUCTI ON OF A COMMERCI AL.

Everyone should support the choice of reusing plastic bottles or another type of container
to hold their drinking water after learning the valuable information provided by the
commercial.

A. WHAT 3 I TEMS ARE
WORTH KNOWI NG?
(THI NK ABOUT THE
CONTENT YOU HAVE
SELECTED. WHAT I S
TO KNOW?)

AFTER THE LESSON,
STUDENTS WILL KNOW THAT7HEIR FAMILIES HAVE A MEANINGFUL AND
LIFE STYLE CHANGING DECISION TO MAKE ABOUT THEIR DRINKING
WATER.

STUDENTS WILL KNOW THATTHEY CAN MAKE A DIFFERENCE BY
INFORMING THEIR COMMUNITY LEADERS OF WHAT MAY SAVE THEIR
CITIZENS HUNDREDS OF DOLLARS EACH YEAR.

STUDENTS WILL KNOW THATCREATING A COMMERCIAL USING A FLIP
CAMERA IS ONE WAY TO ADVOCATE FOR A CAUSE.

TO BE ABLE TO DO?
SHOULD BE ABLE TO DO AS
A RESULT OF YOUR
LESSON.)

AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TODESIGN A COMMERCIAL USING A FLIP
CAMERA.

STUDENTS SHOULD BE ABLE TODISCUSS WHAT THE HARMFUL EFFECTS OF
BOTTLE DRINKING WATER ARE WITH THE PUBLIC-SCHOOLS, FRIENDS AND
FAMILIES.

STUDENTS SHOULD BE ABLE TOCREATE A DVD FOR PRESENTATION TO
COMMUNITY LEADERS.

C. WHAT ARE THE
ENDURI NG
UNDERSTANDI NGS THAT
STUDENTS SHOULD TAKE
AWAY FROM THE LESSON?

AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THATTHE USE OF A FLIP CAMERA IS ONLY
ONE TYPE OF TECHNOLOGY THAT CAN BE USED TO CREATE A COMMERCIAL.
(DEFI NE THE BI G I DEAS.)
STUDENTS WILL UNDERSTAND THAT$ FLIP CAMERA IS A FUN AND
INEXPENSIVE WAY TO MAKE AN INFORMATIONAL COMMERCIAL.

STUDENTS WILL UNDERSTAND THATTHE MAKING OF A COMMERCIAL IS A
PRODUCTION, IT TAKES PLANNING AND ORGANIZATION.

I I I . PLANNI NG
(ONE OVERARCHI NG
LESSON QUESTI ON )
WHY WILL THE PRODUCTION AND PUBLICATION OF THIS
COMMERCIAL CHANGE THE MINDS OF SOME CONSUMERS AND
NOT ALL?
E. ASSESSMENT:
(PERFORMANCE TASK)
WHAT WI LL THE STUDENTS
DO TO SHOW YOU THAT
THEY MASTERED THE
CONTENT?
THE ASSESSMENT WILL BE BASED UPON THE END RESULT OF THE
COMMERCIAL. DOES IT PERSUADE THE AUDIENCE ONE WAY OR
ANOTHER USING THE DESIGNED RUBRIC?
F. CONTENT
LI ST THE CONTENT FOR
THI S LESSON ONLY.
(OUTLI NE THE CONTENT
YOU WI LL TEACH TODAY-
THI S MAY COME FROM
YOUR CONTENT OUTLI NE)
STUDENTS WILL LEARN THAT THERE ARE ALTERNATIVES TO
PLASTIC BOTTLES FOR DRINKING WATER SUCH AS GLASS
BOTTLES, STEEL CONTAINERS, OR PLASTIC BOTTLES NOT MADE
FROM BPA.
STUDENTS WILL USE THE PROVIDED STORYBOARD TO PREPARE
SCRIPT FOR COMMERCIAL.
STUDENTS WILL LEARN AND DISCUSS HOW TO USE FLIP CAMERA.
STUDENTS WILL LEARN HOW TO CONNECT THE FLIP CAMERA TO
A PC.
STUDENTS WILL LEARN HOW TO DOWNLOAD MOVIE FROM FLIP
CAMERA TO MOVIE MAKER.
STUDENTS WILL LEARN HOW TO USE MOVIE MAKER TO EDIT AND
CREATE COMMERCIAL.
STUDENTS WILL LEARN HOW TO SAVE COMMERCIAL TO A CD FOR
PRESENTATION.

G. HOOK:
GRAB STUDENTS
ATTENTI ON AT THE
BEGI NNI NG OF THE LESSON.
BE CREATI VE.)

LOOK AT WHAT OTHER COLLEGE CAMPUSES ARE DOING ABOUT
BOTTLED WATER ON WWW.INSIDETHEBOTTLE.ORG/STUDENT-
ACTION

H. I NSTRUCTI ON:
(TELL, STEP-BY-STEP,
WHAT YOU WI LL DO.)

1. GIVE STUDENTS 5 MINUTES TO BRAINSTORM IDEAS OF
OTHER ALTERNATIVES OTHER THAN USING PLASTIC FOR
DRINKING WATER THAT IS CONVIENENT YET SAFE FOR
CONSUMERS.
2. HAVE STUDENTS REHEARSE SCRIPT.
3. ASSIST STUDENTS WITH EDITING AND PUTTING
COMMERCIAL TOGETHER.
4. PLACE MOVIE ON DVDS
5. MAKE COPIES FOR CITY COUNCIL AND PARENTS.
6. ALLOW COUNCIL MEMBER TIME TO GIVE FEEDBACK TO
STUDENTS.

Commercial Rubric
CATEGORY 4 3 2 1
Organization -
Story
Establishes a purpose early on
and maintains a clear focus
throughout.
Establishes a purpose
early on and maintains
focus for most of the
presentation.
There are a few lapses
in focus, but the
purpose is fairly clear.
It is difficult to figure
out the purpose of the
presentation.
Clips / Images Images create a distinct
atmosphere or tone that match
their text and voice.
Images create an
atmosphere or tone that
matches some parts of
the story.
An attempt was made
to use images to create
an atmosphere/tone but
it needed more work.
Little or no attempt to
use images to create an
appropriate
atmosphere/tone.
Sound Track
/Audio Track
Microphones are positioned
optimally to ensure that
important sounds and dialogue
are captured. Music stirs a rich
emotional response that
matches the story line well.
Microphones are
positioned optimally to
ensure that important
sounds and dialogue
are captured. Music
stirs a rich emotional
response that
somewhat matches the
story line.
At least one
microphone (in
addition to that on the
camera) is used to
ensure that dialogue is
captured. Music is ok,
and not distracting, but
it does not add much to
the story.
Little attention was
paid to ensuring
quality sound during
the shoot. Music is
distracting,
inappropriate, OR was
not used.
Editing The story is told with exactly
the right amount of detail
throughout. It does not seem
too short nor does it seem too
long.
The story composition
is typically good,
though it seems to drag
somewhat OR need
slightly more detail in
one or two sections.
The story seems to
need more editing. It is
noticeably too long or
too short in more than
one section.
The story needs
extensive editing. It is
too long or too short to
be interesting.
Originality Commercial shows
considerable originality and
inventiveness. The content and
ideas are presented in a unique
and interesting way.
Commercial shows
some originality and
inventiveness. The
content and ideas are
presented in an
interesting way.
Commercial shows an
attempt at originality
and inventiveness in
part of the
presentation.
Commercial is a rehash
of other people's ideas
and/or images and
shows very little
attempt at original
thought.
Content -
Accuracy
All content throughout the
presentation is accurate. There
are no factual errors.
Most of the content is
accurate but there is
one piece of
information that might
be inaccurate.
The content is
generally accurate, but
one piece of
information is clearly
flawed or inaccurate.
Content is typically
confusing or contains
more than one factual
error.
Content-
Completeness
The intent of the project is
fully and clearly convincing.
Numerous examples and
specifics were provided.
The intent of the
project is somewhat
convincing. Some
examples and specifics
were provided.
The intent of the
project is a little
convincing but not
fully. Some significant
piece or step is missing
or unclear. Few if any
examples or specifics
are used.
The intent of the
project is not
convincing and the
intent is confusing and
incomplete. No useful
examples or specifics
are used.

________ 24/28 A

________ 23/19 B

________ 18/14 C

________ 13/9 D

Odyssey

Odyssey is a journey to a destination that is desired for all involved. The traveler
may change from its original state. It may become purer, cleaner, better or it may
continue to have some aspects of its old self intact. The journey will ultimately meet
several people that are in their path who will influence the change and help them get to
its destination.
We want the students to journey with us as we explore bottled and tap water.
Students will begin by recognizing where bottled water comes from. They will journey
through the federal regulations that help keep water safe and its loop holes for bottled
water. They will discover the environmental and health aspects of purchasing bottled
water. This journey will take them to a place where they become aware that 40 percent
of bottled water is filtered tap water. They will explore the filtration process to recognize
the importance of cleaning water for consumption. They will be introduced to flip
cameras where they will produce and record a brief movie on the aspects of bottled
water and tap water and how it affects the consumer. They will have an opportunity to
express their beliefs on both bottled water and tap water to an authentic audience. They
will meet authentic speakers who will give them their perspectives on the issue of water.
They will experience the taste testing process to determine if they can tell the difference
between tap water and bottled water. They will recognize at the end of this unit that this
is a real world problem that needs to be addressed.
Post-assessment
You have just viewed the video Tapped, and listened to Catherine Warren talk to you
about water. Please look at your first statement you made about tap water and bottled
water and revise your thoughts.

Pre-assessment
Water is a resource we cannot live without. Plants, animals and humans use water
daily. Some experts believe in the year 2030 we will be in dire need of water. Water is
so important to humans that it has been put into a bottle and sold. Write your thoughts
about tap water and bottled water.

Taste Testing liquids A, B and C. Dasani, Aquafina, or Tap
Record your results below.

Liquid Color Taste Predicted Label Actual Label
A

B

C

Technology Plan
Lanier/Taplin
Water is being drilled, bottled, and sold to the public as water that is pure and
healthier than tap water. It is bad enough that we pay for the water in our homes, but
why should we also pay for drinking water that is bottled? Bottled water companies give
the public the illusion that bottled water is better for you. The commercials portray men
and women in athletic gear drinking bottled water, giving the impression that people
who work out and are healthy drink bottled water. We need to ask ourselves a few
questions. Is drinking water from a fancy labeled bottle better or healthier for us than tap
water? Does the brand make a difference? We are led to believe that the more it cost
the better it is. We will view the documentary "Tapped. n viewing this video, students
will see that Coca Cola and Pepsi saw an opportunity to make tap water a commodity,
and that by attaching a famous face to the bottled water they would make billions, and
that's what they did.
There have been reports that some companies use the water that comes from
the faucet to place in these plastic bottles. The consumers are being taken advantage
of. We will invite students to do a taste test of three types of water, Dasani, Aquafina,
and tap water, using a Tap Water Home testing kit. This should help students
recognize that there is minimal to no difference in taste. This will also bring awareness
to the possibility that what the commercials are portraying is actually fictional. We will
also invite a guest speaker to bring in examples of how technology is used to test
municipal water. The students will view a website with step-by-step instructions on how
to create their own water filtration system.
http://www.epa.gov/safewater/kids/flash/flash_filtration.html. The students will view the
website to visually see the filtration process and terms that are used when filtering
drinking water. http://water.epa.gov/learn/kids/drinkingwater/watertreatmentplant_index.cfm . We
will continue to watch the documentary "Tapped to show how bottled water is creating
havoc to the environment. It will show that plastic bottles are ending up in the oceans
and on the beaches. We will use Google Earth to show students the exact sites where
scientists are finding the most plastic debris. It will show that although recycling is
being pushed, as a nation, it is not at the capacity that is needed to help the
environment effectively. Another segment of the video will show that there are other
alternatives than bottled water. It will show the students that using reusable bottles or
using stainless steel bottles are better for our environment. These alternatives may save
society hundreds of dollars each year and help our environment. During the course of
our odyssey, the students will gather information with the end result of creating a
commercial in which the students will publish their point of view. The students will learn
how to use a Flip camera to record information gathered from internet resources and
the movie "Tapped. They will also be given a CD that will have a selection of pictures
provided to them by us. They will then use the CD of pictures and their recorded movie
to place on Windows Movie Maker for editing. They will learn how to also use Windows
Movie Maker editing task to give their commercial a more polished look. This will give
them their final project for presentation to their real world audience, the city council and
other internet users, for consideration.

Poseidon or Poison
A Wet Adventure
Is It Clean Yet?
Thirsty Decision
Bottled With a Chance of Tap
Jacqueline Lanier and Valerie Taplin
March 2, 2011
SPED 6402 Differentiated Curriculum for the
Gifted

Wat er Fi l t r at i on
4-8
BACKGROUND:
Water in lakes, rivers, and swamps often contains impurities that make it look and smell bad. The water may
also contain bacteria and other microbiological organisms that can cause disease. Consequently, water from
most surface sources must be cleaned before it can be consumed by people. Water treatment plants typical-
ly clean water by taking it through the following processes: (1) aeration; (2) coagulation; (3) sedimentation; (4)
filtration; and (5) disinfection. Demonstration projects for the first four processes are included below.
OBJECTIVE:
To demonstrate the procedures that municipal water plants may use to purify water for drinking.
MATERIALS NEEDED:
5 Liters of swamp water (or add 2 1/2 cups of dirt or mud to 5 liters of water)
1 Two liter plastic soft drink bottle with its cap (or cork that fits tightly into the neck)
2 Two liter plastic soft drink bottles, one with its bottom cut off and one with the top cut off
1 large beaker (2 cups) or measuring bowl that will hold the inverted two liter bottle or you can use
another two liter plastic soft drink bottle with its top cut off so the other bottle will fit inside of it.
2 tablespoons of alum(potassium aluminum sulfate available in the spice isle at grocery stores)
1 1/2 cups fine sand (white play sand or beach sand)
1 1/2 cups coarse sand (multi-purpose sand)
1 cup small pebbles (washed, natural color aquarium rocks work best)
1 coffee filter
1 rubber band
1 tablespoon (for the alum)
1 large spoon (for stirring)
A clock with a second hand or a stopwatch
Office of Water (4606M) EPA 816-F-04-021 06/2004 www. epa. gov/safewater
PROCEDURE:
1. Pour your Swamp Water into the two liter bottle with a cap. Have students describe the appearance and
smell of the water.
2. Aeration the first step in the treatment process, adds air to water. It allows gases trapped in the water to
escape and adds oxygen to the water. Place the cap on the bottle and vigorously shake the bottle for 30 sec-
onds. Continue the aeration process by pouring the water into another bottle or the beaker, then pouring the
water back and forth between them about 10 times. Once aerated, gases have escaped (bubbles should be
gone). Pour your aerated water into your bottle with its top cut off.
3. Coagulation is the process by which dirt and other suspended solid particles to chemically stick together
into floc (clumps of alum and sediment) so they can easily be removed from water. Add two tablespoons of
alum to the aerated water. Slowly stir the mixture for 5 minutes. You will see particles in the water clinging
together to make larger clumps. This makes it harder for them to get through a filter at the plant.
4. Sedimentation is the process that occurs when gravity pulls the particles of floc to the bottom of the cylin-
der. Allow the water to stand undisturbed in the cylinder. Observe the water at 5 minute intervals for a total
of 20 minutes. Write down what you see - what is the appearance of the water now? At a treatment plant,
there are settling beds that collect floc that floats to the bottom, allowing the clear water to be drained from
the top of the bed and continue through the process.
5. Construct a filter from the bottle with its bottom cut off as follows (see illustration below):
a. Attach the coffee filter to the outside neck of the bottle with a rubber band.
Turn the bottle upside down placing it in a beaker or cut-off bottom of a two liter bottle. Pour a layer
of pebbles into the bottle - the filter will prevent the pebbles from falling out of the neck.
b. Pour the coarse sand on top of the pebbles.
c. Pour the fine sand on top of the coarse sand.
d. Clean the filter by slowly and carefully pouring through 3 L (or more) of clean tap water.
Try not to disturb the top layer of sand as you pour the water.
6. Filtration through a sand and pebble filter removes most of the impurities remaining in water after coagu-
lation and sedimentation have taken place. After a large amount of sediment have settled on the bottom of
the bottle of swamp water, carefully - without disturbing the sediment - pour the top two-thirds of the swamp
water through the filter. Collect the filtered water in the beaker. Pour the remaining (one-third bottle) of
swamp water back into the collection container. Compare the treated and untreated water. Ask students
whether treatment has changed the appearance
and smell of the water.
Advise students that the final step at the treat-
ment plant is to add disinfectants to the water to
purify it and kill any organisms that may be harm-
ful. Because the disinfectants are caustic and
must be handled carefully, it is not presented in
this experiment. The water that was just filtered
is therefore unfit to drink and can cause adverse
effects. It is not safe to drink!
Fine Sand
Coarse Sand
Pebbles
Beaker
Coffee Filter
Diagram of water treatment (Day Two)
http://water.epa.gov/learn/kids/drinkingwater/watertreatmentplant_index.cfm

Filtration model instructions (Day Two)
http://www.epa.gov/safewater/kids/flash/flash_filtration.html

Virtual Tour of water treatment plan (Day Three)
http://water.epa.gov/drink/tour/index.cfm

Poseidon or Poison? Bottled Water vs. Tap Water

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