Crack the Code: Water Treatment
Checking the inside of a pipe (101cats, iStockphoto)
Checking the inside of a pipe (101cats, iStockphoto)
Subjects
How does this align with my curriculum?
AB
11
Biology 20 (2007, Updated 2014)
Unit A: Energy and Matter Exchange in the Biosphere
AB
8
Knowledge and Employability Science 8, 9 (revised 2009)
Unit E: Freshwater and Saltwater Systems
AB
9
Knowledge and Employability Science 8, 9 (revised 2009)
Unit C: Environmental Chemistry
AB
8
Science 7-8-9 (2003, updated 2014)
Unit E: Freshwater and Saltwater Systems
AB
9
Science 7-8-9 (2003, updated 2014)
Unit C: Environmental Chemistry
BC
11
Science for Citizens 11 (June 2018)
Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally.
BC
12
Environmental Science 12 (June 2018)
Big Idea: Human actions affect the quality of water and its ability to sustain life.
MB
8
Science Grade 8 (2000)
Cluster 4: Water Systems
NL
8
Grade 8 Science
Unit 1: Water Systems on Earth's Surface (revised 2012)
NL
12
Environmental Science 3205 (revised 2010)
Unit 4: Water use and the Environment
NS
7
Science Grade 7 (2020)
Learners will analyse particle theory in relation to substances in environments
NU
12
Experiential Science 30 - Freshwater Systems
Unit 2: Introduction to Limnology
NU
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit E: Freshwater and Saltwater Systems
NU
9
Knowledge and Employability Science 9 (Alberta, Revised 2009)
Unit C: Environmental Chemistry
NU
8
Science 8 (Alberta, 2003, updated 2014)
Unit E: Freshwater and Saltwater Systems
NU
9
Science 9 (Alberta, 2003, updated 2014)
Unit C: Environmental Chemistry
NU
12
Experiential Science 30 - Freshwater Systems
Unit 4: Freshwater Resource Management
NU
11
Biology 20 (Alberta, 2007, Updated 2014)
Unit A: Energy and Matter Exchange in the Biosphere
ON
11
Chemistry, Grade 11, University (SCH3U)
Strand E: Solutions and solubility
ON
11
Environmental Science, Grade 11, University/College (SVN3M)
Strand C: Human Health and the environment
ON
11
Environmental Science, Grade 11, Workplace (SVN3E)
Strand B: Human Impact on the environment
ON
12
Chemistry, Grade 12, College (SCH4C)
Strand F: Chemistry in the Environment
PE
8
Science Grade 8 (revised 2016)
Unit 1: Water Systems on Earth's Surface
PE
12
Environmental Science 621A (2011)
Environmental Challenges and Successes
QC
Sec IV
Environmental Science and Technology
The Technological World
QC
Sec IV
Science and the Environment
The Living World
QC
Sec IV
Science and the Environment
The Technological World
QC
Sec I
Science and Technology
Material World: Organization
QC
Sec II
Science and Technology
Material World: Organization
YT
12
Environmental Science 12 (British Columbia, June 2018)
Big Idea: Human actions affect the quality of water and its ability to sustain life.
YT
11
Science for Citizens 11 (British Columbia, June 2018)
Big Idea: Scientific understanding enables humans to respond and adapt to changes locally and globally.
SK
8
Science Grade 8 (2009)
Earth and Space Science – Water Systems on Earth (WS)
SK
11
Environmental Science 20 (2016)
Atmosphere and Human Health
NT
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit E: Freshwater and Saltwater Systems
NT
9
Knowledge and Employability Science 9 (Alberta, Revised 2009)
Unit C: Environmental Chemistry
NT
8
Science 8 (Alberta, 2003, updated 2014)
Unit E: Freshwater and Saltwater Systems
NT
9
Science 9 (Alberta, 2003, updated 2014)
Unit C: Environmental Chemistry
NT
11
Biology 20 (Alberta, 2007, Updated 2014)
Unit A: Energy and Matter Exchange in the Biosphere
NT
12
Experiential Science 30 - Freshwater Systems
Unit 2: Introduction to Limnology
NT
12
Experiential Science 30 - Freshwater Systems
Unit 4: Freshwater Resource Management
ON
8
Science and Technology, Grade 8 (2022)
Strand E: Water Systems
ON
9
Science Grade 9 (SNC1W) (2022)
Strand B: Sustainable Ecosystems and Climate Change
NB
12
Introduction to Environmental Science 120 (2012)
Unit 3: Investigating Environmental Issues
AB
8
Career and Technology Foundations (CTF) (revised 2019)
CTF is exploring interests, passions and skills while making personal connections to career
possibilities.
AB
8
Career and Technology Foundations (CTF) (revised 2019)
CTF is working independently and with others while exploring careers and technology.
AB
9
Career and Technology Foundations (CTF) (revised 2019)
CTF is exploring interests, passions and skills while making personal connections to career
possibilities.
AB
10
CTR1010: Job Preparation (2016)
Job Preparation
AB
9
Career and Technology Foundations (CTF) (revised 2019)
CTF is working independently and with others while exploring careers and technology.
ON
11
Communications Technology, Grade 11 University/College Preparation (TGJ3M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Communications Technology, Grade 12 (TGJ4M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Computer Engineering Technology, Grade 11, University/College Preparation (TEJ3M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Computer Engineering Technology, Grade 12, University/College Preparation (TEJ4M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Transportation Technology, Grade 11, College Preparation (TTJ3C) (2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Transportation Technology, Grade 12, College Preparation (TTJ4C) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Manufacturing Engineering Technology, Grade 11, University/College Preparation (TMJ3M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Manufacturing Engineering Technology, Grade 12, University/College Preparation (TMJ4M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Hospitality and Tourism, Grade 11, College Preparation (TFJ3C)(2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Hospitality and Tourism, Grade 12, College Preparation (TFJ4C) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Health Care, Grade 11, University/College Preparation (TPJ3M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Health Care, Grade 12, University/College Preparation (TPJ4M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Hairstyling and Aesthetics, Grade 11, Workplace Preparation (TXJ3E) (2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Hairstyling and Aesthetics, Grade 12, Workplace Preparation (TXJ4E) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Green Industries, Grade 11, University/College Preparation (THJ3M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
12
Green Industries, Grade 12, University/College Preparation (THJ4M) (2009)
Strand D: Professional Practices and Career Opportunities
ON
9
Exploring Technologies, Grade 9, Open (TIJ1O) (2009)
Strand D: Professional Practices and Career Opportunities
ON
11
Construction Engineering Technology, Grade 11, College Preparation (TCJ3C) (2009)
Strand E: Professional Practices and Career Opportunities
ON
12
Construction Engineering Technology, Grade 12, College Preparation (TCJ4C) (2009)
Strand E: Professional Practices and Career Opportunities
PE
9
Science Grade 9 (revised 2018)
Decisions and Perspectives
PE
10
Science 421A (2019)
Decisions and Perspectives
PE
10
Career Exploration and Opportunities CEO401A (2019)
Career Building
AB
12
CTR3310: Career Directions - Transitions (2015)
Career Directions
AB
11
CTR2310: Career Directions - Expansion (2015)
Career Directions
BC
8
Career Education 8 (2016)
Big Idea: Our career paths reflect the personal, community, and educational choices we make.
BC
9
Career Education 9 (2016)
Big Idea: Our career paths reflect the personal, community, and educational choices we make.
BC
10
Career-Life Education (2018)
Big Idea: Career-life choices are made in a recurring cycle of planning, reflecting, adapting, and deciding.
BC
11
Career-Life Connections (2018)
Big Idea: Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.
BC
11
Career-Life Education (2018)
Big Idea: Career-life choices are made in a recurring cycle of planning, reflecting, adapting, and deciding.
BC
12
Career-Life Connections (2018)
Big Idea: Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.
BC
12
Career-Life Connections (2018)
Big Idea: Career-life decisions influence and are influenced by internal and external factors, including local and global trends.
BC
12
Career-Life Connections (2018)
Big Idea: Engaging in networks and reciprocal relationships can guide and broaden career-life awareness and options.
BC
12
Career-Life Connections (2018)
Big Idea: Lifelong learning and active citizenship foster career-life opportunities for people and communities.
BC
8
Career Education 8 (2016)
Big Idea: Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals.
BC
8
Career Education 8 (2016)
Big Idea: The value of work in our lives, communities, and society can be viewed from diverse perspectives.
BC
8
Career Education 8 (2016)
Big Idea: Achieving our learning goals requires effort and perseverance.
BC
8
Career Education 8 (2016)
Big Idea: Adapting to economic and labour market changes requires flexibility.
BC
11
Career-Life Connections (2018)
Big Idea: Career-life decisions influence and are influenced by internal and external factors, including local and global trends.
BC
11
Career-Life Connections (2018)
Big Idea: Engaging in networks and reciprocal relationships can guide and broaden career-life awareness and options.
BC
11
Career-Life Connections (2018)
Big Idea: Lifelong learning and active citizenship foster career-life opportunities for people and communities.
BC
9
Career Education 9 (2016)
Big Idea: Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals.
BC
9
Career Education 9 (2016)
Big Idea: The value of work in our lives, communities, and society can be viewed from diverse perspectives.
BC
9
Career Education 9 (2016)
Big Idea: Achieving our learning goals requires effort and perseverance.
MB
12
Grade 12 Career Development: Life/Work Transitioning (2017)
Unit 3: Learning and Planning
MB
10
Grade 10 Career Development: Life/Work Planning (2017)
Unit 3: Learning and Planning
MB
11
Grade 11 Career Development: Life/Work Building (2017)
Unit 3: Learning and Planning
ON
10
Career Studies Grade 10, OPEN (GLC2O) (2019)
Strand B. Exploring and Preparing for the World of Work
ON
10
Career Studies Grade 10, OPEN (GLC2O) (2019)
Strand C. Planning and Financial Management to Help Meet Postsecondary Goals
ON
10
Career Studies Grade 10, OPEN (GLC2O) (2019)
Strand A. Developing the Skills, Strategies, and Habits Needed to Succeed
PE
10
Career Exploration and Opportunities CEO401A (2019)
Financial Literacy
YT
8
Career Education 8 (2016)
Big Idea: Our career paths reflect the personal, community, and educational choices we make.
YT
8
Career Education 8 (2016)
Big Idea: Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals.
YT
8
Career Education 8 (2016)
Big Idea: The value of work in our lives, communities, and society can be viewed from diverse perspectives.
YT
8
Career Education 8 (2016)
Big Idea: Achieving our learning goals requires effort and perseverance.
YT
8
Career Education 8 (2016)
Big Idea: Adapting to economic and labour market changes requires flexibility.
YT
9
Career Education 9 (2016)
Big Idea: Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals.
YT
9
Career Education 9 (2016)
Big Idea: The value of work in our lives, communities, and society can be viewed from diverse perspectives.
YT
9
Career Education 9 (2016)
Big Idea: Our career paths reflect the personal, community, and educational choices we make.
YT
9
Career Education 9 (2016)
Big Idea: Achieving our learning goals requires effort and perseverance.
YT
9
Career Education 9 (2016)
Big Idea: Adapting to economic and labour market changes requires flexibility.
YT
10
Career-Life Education (2018)
Big Idea: Career-life choices are made in a recurring cycle of planning, reflecting, adapting, and deciding.
YT
11
Career-Life Connections (2018)
Big Idea: Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.
YT
11
Career-Life Connections (2018)
Big Idea: Career-life decisions influence and are influenced by internal and external factors, including local and global trends.
YT
11
Career-Life Connections (2018)
Big Idea: Engaging in networks and reciprocal relationships can guide and broaden career-life awareness and options.
YT
11
Career-Life Connections (2018)
Big Idea: Lifelong learning and active citizenship foster career-life opportunities for people and communities.
YT
11
Career-Life Education (2018)
Big Idea: Career-life choices are made in a recurring cycle of planning, reflecting, adapting, and deciding.
YT
12
Career-Life Connections (2018)
Big Idea: Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.
YT
12
Career-Life Connections (2018)
Big Idea: Career-life decisions influence and are influenced by internal and external factors, including local and global trends.
YT
12
Career-Life Connections (2018)
Big Idea: Engaging in networks and reciprocal relationships can guide and broaden career-life awareness and options.
YT
12
Career-Life Connections (2018)
Big Idea: Lifelong learning and active citizenship foster career-life opportunities for people and communities.
SK
9
Career Education 9 (2008)
Life and Work Plan (LW)
BC
8
Science Grade 8 (June 2016)
Big Idea: Life processes are performed at the cellular level.
MB
8
Science Grade 8 (2000)
Cluster 1: Cells and Systems
MB
8
Science Grade 8 (2000)
Cluster 2: Optics
MB
8
Science Grade 8 (2000)
Cluster 3: Fluids
NL
8
Grade 8 Science
Unit 2: Fluids (revised 2010)
NL
8
Grade 8 Science
Unit 3: Optics (revised 2012)
NL
8
Grade 8 Science
Unit 4: Cells, Tissues, Organs, and Systems
NS
8
Science Grade 8 (2020)
Learners will analyse how the characteristics of cells relate to the needs of organisms.
NS
8
Science Grade 8 (2020)
Learners will evaluate ways to maintain and factors that disrupt cell and system health.
NU
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit A: Mix and Flow of Matter
NU
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit B: Cells and Systems
NU
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit C: Light and Optical Systems
NU
8
Science 8 (Alberta, 2003, updated 2014)
Unit A: Mix and Flow of Matter
NU
8
Science 8 (Alberta, 2003, updated 2014)
Unit B: Cells and Systems
NU
8
Science 8 (Alberta, 2003, updated 2014)
Unit C: Light and Optical Systems
PE
8
Science Grade 8 (revised 2016)
Unit 2: Fluids
PE
8
Science Grade 8 (revised 2016)
Unit 3: Optics
PE
8
Science Grade 8 (revised 2016)
Unit 4: Cells, Tissues, Organs, and Systems
YT
8
Science Grade 8 (British Columbia, June 2016)
Big Idea: Life processes are performed at the cellular level.
SK
8
Science Grade 8 (2009)
Life Science – Cells, Tissues, Organs, and Systems (CS)
SK
8
Science Grade 8 (2009)
Physical Science – Forces, Fluids, and Density (FD)
SK
8
Science Grade 8 (2009)
Physical Science – Optics and Vision (OP)
ON
8
Science and Technology, Grade 8 (2022)
Strand B: Cells
ON
8
Science and Technology, Grade 8 (2022)
Strand C: Fluids
NT
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit A: Mix and Flow of Matter
NT
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit B: Cells and Systems
NT
8
Knowledge and Employability Science 8 (Alberta, Revised 2009)
Unit C: Light and Optical Systems
NT
8
Science 8 (Alberta, 2003, updated 2014)
Unit A: Mix and Flow of Matter
NT
8
Science 8 (Alberta, 2003, updated 2014)
Unit B: Cells and Systems
NT
8
Science 8 (Alberta, 2003, updated 2014)
Unit C: Light and Optical Systems
ON
8
Science and Technology, Grade 8 (2022)
Strand A: STEM Skills and Connections
Students learn about the water treatment process as they complete a digital “escape room” on a Google site.
| Activities | Timing | Student grouping | Description |
|---|---|---|---|
| Minds-On: How is water treated? | 15 - 20 minutes | Individual/ Large group | Students will read and talk about municipal water treatment. |
| Action: Crack the Code! | 20-30 minutes | Small group | Students will participate in an escape room-like activity about water treatment. |
| Consolidation: Careers in Water Treatment | 15-20 minutes | Individual | Students will answer questions and reflect on having a career in water treatment. |
Students will:
- learn about how communities process water
- learn about drinking water issues in indigenous communities
- learn about different careers related to the water treatment process
- develop digital literacy skills
Learning Goals
Students will:
- learn about how communities process water
- learn about drinking water issues in indigenous communities
- learn about different careers related to the water treatment process
- develop digital literacy skills
Students will:
- explain how communities process wastewater
- become familiar with drinking water issues in indigenous communities
- identify careers in water treatment
- successfully navigate, obtain information and complete online puzzles
Success Criteria
Students will:
- explain how communities process wastewater
- become familiar with drinking water issues in indigenous communities
- identify careers in water treatment
- successfully navigate, obtain information and complete online puzzles
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to use their digital literacy skills to navigate and complete activities on multiple websites (Action).
Conversations
- Have conversations with students about their responses to the Anticipation Guide (Minds-on).
Products
- Students complete all online activities and successfully identify the mystery phrase on the Google site (Action).
- Students could submit their Water Treatment Careers reproducibles (Consolidation).
Evidence of Student Learning
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to use their digital literacy skills to navigate and complete activities on multiple websites (Action).
Conversations
- Have conversations with students about their responses to the Anticipation Guide (Minds-on).
Products
- Students complete all online activities and successfully identify the mystery phrase on the Google site (Action).
- Students could submit their Water Treatment Careers reproducibles (Consolidation).
Students will:
- learn about how communities process water
- learn about drinking water issues in indigenous communities
- learn about different careers related to the water treatment process
- develop digital literacy skills
Learning Goals
Students will:
- learn about how communities process water
- learn about drinking water issues in indigenous communities
- learn about different careers related to the water treatment process
- develop digital literacy skills
Students will:
- explain how communities process wastewater
- become familiar with drinking water issues in indigenous communities
- identify careers in water treatment
- successfully navigate, obtain information and complete online puzzles
Success Criteria
Students will:
- explain how communities process wastewater
- become familiar with drinking water issues in indigenous communities
- identify careers in water treatment
- successfully navigate, obtain information and complete online puzzles
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to use their digital literacy skills to navigate and complete activities on multiple websites (Action).
Conversations
- Have conversations with students about their responses to the Anticipation Guide (Minds-on).
Products
- Students complete all online activities and successfully identify the mystery phrase on the Google site (Action).
- Students could submit their Water Treatment Careers reproducibles (Consolidation).
Evidence of Student Learning
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students ability to use their digital literacy skills to navigate and complete activities on multiple websites (Action).
Conversations
- Have conversations with students about their responses to the Anticipation Guide (Minds-on).
Products
- Students complete all online activities and successfully identify the mystery phrase on the Google site (Action).
- Students could submit their Water Treatment Careers reproducibles (Consolidation).
Materials and Preparation
Teaching and Learning Activities
Minds-On: How is Water Treated? (15-20 mins.)
| Instructions | Teaching Tips |
|---|---|
|
Activate prior knowledge by having students do the BEFORE READING part of the Water Treatment Anticipation Guide reproducible [Google doc] [Word doc] [PDF].  See the Anticipation Guide Learning Strategy for more information about using this strategy. Next, have students read the Water Treatment backgrounder. In it they will learn about how water is treated at municipal water treatment plants. After reading, have them complete the AFTER READING section. As a class, review the correct responses to the statements using the Water Treatment Anticipation Guide Answer Key [Google doc] [Word doc] [PDF]. Have conversations with students about their responses. Were any of the answers surprising to them? If you wish, you may want to talk about indigenous water issues in more depth and have students look at the links in the Community Connections section. |
 LanguageStudents could use a learning strategy such as Annotated Text Scrolls or AB Each Teach to deepen their understanding of the information in the backgrounder. LanguageModify or change the questions in the anticipation guide to meet the language needs of the learners in your class. You may want to provide a glossary of terms to go along with it.  Community ConnectionsFind out if there are any drinking water advisories currently in effect near you. Students who may be experiencing a water advisory could talk about their experiences, if they feel comfortable in doing so. As this topic could have emotional implications for some students, you may want to send a note home with students letting them know that this is a topic the class may be discussing. Several groups are working to improve water quality in indigenous communities. For example, the Ontario First Nations Technical Services Corporation is providing on-site training to operators of water treatment facilities located in the 22 participating First Nations. In addition, Water First is a settler NGO that is dedicated to working with Indigenous communities. They focus on technical skills training in the fields of both drinking water and environmental water, as well as water science education for Indigenous youth. |
Action: Crack the Code (20-30 mins.)
| Instructions | Teaching Tips |
|---|---|
|
Arrange students into small groups and ensure they have access to a device with internet access. Have students navigate to the Google site for the Crack the Code: Water Treatment activity [Google site].  On this site, students will have the opportunity to: 
Observe students ability to successfully answer the questions and complete the online activities. The correct answer for each part can be found on the Crack the Code: Water Systems Answers [PDF]. |
 TechnologyBe prepared to assist students with any technical challenges they encounter. If students are unsure where to find the questions and activities, explain that they will find them by hovering over the words and images in the water treatment animation. 
LanguageYou may wish to assign groups so that students with varying levels of language skills are supported by their peers. One way would be to print out the career profiles for students who prefer to read on paper. |
Did you know?
Many reserves do not have municipal water access or even any type of water treatment plant.
Consolidation: Careers in Water Treatment (15-20 mins.)
| Instructions | Teaching Tips |
|---|---|
|
Provide students with a Water Treatment Careers reproducible [Google doc] [Word doc] [PDF] and then have them navigate to the Careers page of the Crack the Code: Water Treatment activity [Google site]. They will use the slideshow at the top to answer questions on the reproducible.  After completing the activity, students could share responses or the reproducibles could be submitted.
|
Community ConnectionsIn addition, or alternatively, have students view video career profiles of indigenous water operators from Watermovement.ca. LanguageEncourage students to look up any vocabulary they are not familiar with from the carer profiles. You could also give a quick language lesson on dealing with unfamiliar words, such as breaking down words into roots/prefixes/suffixes. |
Let’s Talk Science appreciates the work and contributions of Meghan Polowin from the Ottawa-Carleton District School Board in the development of this lesson.
Background Information for Teachers
Water Treatment in Canada
Image - Text Version
Shown is an aerial colour photograph of five large, manufactured pools of water, pipes and buildings in a green landscape.
In the foreground are three perfectly round pools around a square building. Each pool has a small rectangular structure in the centre. A pipe runs from the building across one pool to another square structure.
Pipes are connected to the objects at the centres of the other two pools. These join together into a very long pipe that runs over the grass. This leads to one end of a pair of identical, rectangular pools behind.
Narrow beige roads cut through the green grass around the perimeter of all the pools. The land is mostly flat, deep green, and dotted with leafy trees. In the background, a wide river flows to the horizon. The sky above is hazy blue, with a few white clouds.