why teach water pollution control?
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WHY TEACH WATER POLLUTION CONTROL?
Water Pollution is every citizen of New Jersey's problem. Every time we use a productike a baseball or hair-dye; eat a hamburger from a fast food restaurant; wash our clothes; brushur teeth; use household cleaners, we create water pollution. As consumers, we vote for theroducts we want produced with our money every time we buy them. The water generated byhe manufacturer of that product is our waste.
Human health concerns and the economiC concerns of our industrial, yet agriculturalstate, pull us in opposite directions.. These conflicting socio-political needs must be recognized.Citizens must be prepared to make difficult decisions with information and education.
DID YOU KNOW? New Jersey is one of the most densely populated states in the nation.he average water use per person is estimated at 64 gallons a day, and that figure can be
ncreased up to 200-250 gallons when industrial and commercial uses are considered. EVERYUSE OF WATER CONTRIBUTES TO WATER POLLUTION. Therefore, water pollutionissues in New Jersey are considerable, and public education and public awareness of the issuesis crucial.
That is why we in the environmental community tum to you in the educationalommunity for help and support. Together, let us prepare New Jersey's students to solve theollution problems which are so basic to the future health and happiness of this State and itsitizens.
The message for these lessons is:
POLLUTION BEGINS AND ENDS WITH ME!
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MY WORLD, MY WATER & ME!TABLE OF CONTENTS
TITLE PAGEWhy Teach Water Pollution Control? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 1
~~1Ul1t ~~ c:;rlJliicJl~ • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ::J
Background for Teachers .............:.............. '. . . . . . . . . . . . . . . . . . . . . . . . 4
Glossary 21
Bibliography & Resource Materials 24
Wastewater Treatment Diagram & Narrative (Student Copy Sheet) FoldoutA Difference In Time (WL, BP, COL, NJS) 32Desert Days (WL, CT) (Student Copy Sheet) 48Dissolved or Suspended (BP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Go Flush Game (G, LC, EV) (Student Copy Sheet) 64How Do You Value Your Water (IL, CL, CT, OEA) ~ 50I Use Water To- (WL) _ , 55Market Discoveries (WL) (Student Copy Sheet) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Micro-Multipliers (UM) ' 62My World, My Water & Me! (Story Outline) 28Percentage of Water (Student Copy Sheet) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Protecting Groundwater (Fact Sheet for Water Moves Through Soil) 46Saving Water Drop by Drop
(Student Material for Activities How Do You Value Your Water & I Use Water To..) 51Scavenger Hoot (CL) - 35Scrap Book Adventure (NED, CL, WL) 52Sooods of Water (CL) 31Stopping Run Away Runoff (CL) (Student Copy Sheet) 38The Hydrologic Cycle 34The Water Fax (Student Copy Sheet) 56Wastewater Word Search (Student Copy Sheet) 63Water At Work (CE, WL)' - _ 58Water Cut-Ups (NED, CL, PS) •.............................................. 47Water Facts Sheet (Fact Sheet) . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Water Run-Off (CL) (Student Copy Sheet) 66Water the Universal Solvent - Whatever That Is! (CL) (Student Copy Sheet) 60Water Moves Through Soil (CL) (Student Copy Sheet) 42Webbing Map - (CL) ' .. ~, , . . . . . . . . . . . . . . . . . 30Wet Cities (WL, NJS) '. . . . . . . . . . . . . . . . . . . . . . . 33What Is Wastewater (IL, CL) ............;................................... 59Word Scramble (Student Copy Sheet) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
LEGEND:BP - Buddy ProjectCE - Career EducationCL - Cooperative LearningCOL - CollaborationCT - Creative~gEV - Evaluation
. G - GameIL - Introductory Lesson
LC - Learning CenterNED - Newspaper Education DayNJS - New Jersey StudiesOEA - Open Ended ActivityPS - Problem SolvingUM - Using MicroscopesWL - Whole Language
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ABOUT THIS GUIDE
The activities in this guide were suggestedand reviewed by educators across NewJersey. This is the second edition of MyWorld, My Water and Me! and we havetried to make it more useful and moreinformative. A few highlights to note are:
This guide is brought to you by theAssociation of Environmental Authorities,which is a professional association of themanagers of water, wastewater, solid waste .and improvement authorities. Theseprofessionals who operate the water andwastewater treatment plants and state of theart landfills, dedicate themselves to cleaningthe environment and believe that each citizencan play a part in pollution abatement.Children need to be aware of their role.Thus the theme: Pollution Begins andENDS with Me.
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The background section isextensive. An educator does not
.need all of it to use the activities.However, we have included lots ofinformation to cover' all potentialwater issues. To our dismay, thepublic libraries are deficient inreadable, comprehensive materialand we have tried to provide this.Please do not be overwhelmed withall of it.
Air, water and land environmentalissues inter-relate. Many of theactivities show this.
This guide should be used with otherexcellent teacher resources:* Beneath the Shell (NJDEPE)* Here Today Here Tomorrow(NJDEPE)* Bridges to a Natural World (NJAudubon Society)
Be sure to check the media resourcessection. Ask your authority toprovide these videos:* Nature's W~y (Water EnvironmentFederation)* Impacts: Beneficial Uses ofBiQsolids (AEA - available in allcounty libraries).
To stay current about environmentalactivities and events join the Alliancefor NJ Environmental Educators.Call Pat Kane (908) 766-5787.Their newsletter is made forteachers. Dues are inexpensive.
For plant tours of a water,wastewater or solid waste facility, orfor a speaker, call AEA at (609)584-1877.
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BACKGROUND FOR TEACHERS
I INTRODUCTION
Water is necessary for life and humans have many special needs. Water is used for a multitudeof purposes, consequently we have learned to process water to meet the quality requirements forvarious purposes and we have learned to reclaim wastewater for reuse. Plentiful water has madeour lives easier in many ways. Our uses of water have put a strain on the available sources andthis overuse gives us the responsibility to protect the water resources for ourselves and futuregenerations.
How we use water:
1. Energy Production: Waterwheels and hydro-electric turbines are examples of ways wateris used to produce energy and do work. Many heating and cooling systems use waterto transfer heat.
2. Transportation: Most of the world's major cities are located on waterways because watertransportation is one of the oldest ways of moving goods and people.
3. Moving Waste: Water is used to move waste from where we don't want it. Examples.of moving waste with water are steam-deaning, washing, hosing and transporting sewagefrom homes and industries.
4. Recreation: We all enjoy using water for fishing, swimming and boating. What wouldlife be like without water slides and swimming pools?
5. Manufacturing process: Water is used throughout industry to manufacture goods, to coolequipment, to process foods and· transport waste products of the manufactured goods.
6. . Food: Not only do we use water to drink, but annually we harvest recreationally andcommercially, millions of tons of shellfish -and finfish from the world's fresh and saltwaters for food.
IT THE NATURE OF WATER
Water is essential to life and natural processes on earth.
1. Water is important to life: Nearly three quarters of the human body is made of water.Water aids the body in digesting and circulating food, eliminating wastes, and regulatingtemperature. A person needs at least five pints of high quality, potable water a day todo these things. Other living things need water for similar reasons.
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2. Water's natural processes: .A. Water Movement: The three states of water - ice, water and water vapor, relate
to temperature. Water molecules are attached to each other but when they areheated they vibrate and move, temporarily releasing part, then all, of that
.attraction.. Hence, when water is warmed, the molecules separate or evaporateand enter the air as a water vapor. When cooling, the water molecules attracteach other and condense to form precipitation. When cold enough, the moleculesare rigidly held in place to form ice, hail and snow.. These physical states ofwater allow it to be recycled, and are the basis of the earth's water cycle, whichis defined as the movement of water from the earth's surface into the atmosphereand back to the earth's surface again.
As water molecules in the cycle evaporate· and· return to the atmosphere, theyleave behind·salts and other material found in·water on the surface from whichthey have evaporated. As this "cleansed water" returns to the earth through theatmosphere. in the form of precipitation, various impurities in the air areintercepted. When it reaches the ground, water again contains both man madeand natural impurities, such as carbon dioxide, dust and pollen. As the waterruns its course on the land, it continues to collect or dissolve and carry oxygen,nutrients, minerals, nitrates, phosphates, carbon dioxide and other materials, mostof which are necessary for the life of animals and plants. The types and amountsof materials vary according to the location's geology, topography, vegetation, soiltype, weather, water velocity and land use. Eventually, these collected materialsare deposited in various parts of the water cycle before the water re-enters theatmosphere and continues to be recycled. Water quality can be measured utilizingthe conditions needed to sustain the organisms that live in or use the water in agiven area. If alteration and use of the land lowers these conditions to certainlevels, the water is considered polluted.
Exactly where water travels and how quickly it moves depends on various factors,such as a.n area's topography and surface, and its soil and rock types.Precipitation falls into water or on land where it "runs off" of a hard surface suchas rock or concrete, or infiltrates a. soft surface such as soil or sand. If it movesdownward, it can replenish water contained in the underground rock or sediment.This supply of water is referred to as "ground water". Water remaining on thesurface enters local streams, rivers and lakes. This land area from which waterdrains to any given point is referred to as a "watershed". For instance a lake'swatershed includes the streams entering it and the hills that drain to these streamsand eventually into the lake. A large river, fed by tnany streams, is made up ofmany watersheds and is referred to as a "drainage basin". New Jerseyencompasses five major drainage basins, which themselves comprise many milesof rivers and streams, acres of lakes and square miles of wetlands and estuaries.
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B. Estuary: An estuary is a special place where fresh water from the drainage basinsmixes with salt water from the ocean's tides. It can include bays, marshes andtidal flats. These delicate areas produce great amounts of plant and animal lifewhich· consistently deal with changes in tide, temperature, salinity and oceanlevels. Along New Jersey's coast exist 400 thousand estuarine waters and anadditional 280 thousand acres of near coastal waters, most of which is suitableshell fish habitat.
The water flowing through New Jersey's drainage basins comes into contact witha variety of land uses in rural, suburban and urban areas before emptying into anestuary. While a portion of the materials that collect in the water settles in suchareas· as ponds and lakes, the rest empties into the estuaries, earning them thenickname of "sink holes". These materials may leave an estuary quickly to mixwith ocean· waters, or they can remain in estuarine waters for a long time,depending on the shape of the estuary and the rates in which waters entering andexiting it can flush them out. The process of water meeting land must be fullyunderstood before exploring non-point source pollution and pollution control.
C. Water's action to change the surface of the earth: Water shapes the land bywashing away (eroding) rock and soil. Erosion created the Grand Canyon.Erosion also carries valuable soil from farms. Floods can destroy homes, farms,buildings, bridges and highways. Too little water is called a drought. Duringsevere droughts plants and wildlife die. The dried soils blow away.
D. Water's ability to clean itself: Surface water in its natural state has the ability toclean itself. Surface water is an ecosystem and every member of this system hasa job to do to keep. the water clean. Some members of the ecosystem includebacteria; protists like algae; and plants and animals. Bacteria break down wasteproducts in the water into nutrients for algae and aquatic plants. In tum theseprimary producers are eaten by aquatic animals.
Aquatic plants and algae manufacture oxygen for animals to breathe. Wastesproduced by all the organisms fuel the cycle. In a healthy aquatic environmentthere is just enough· food and oxygen for the plants and animals that live there.When wastes from outside the ecosystem are added, the ecosystem becomesoverloaded and water pollution results.
m WHAT IS WATER POLLUTION?Water pollution occurs when the water becomes overloaded with too much of one thing and theaquatic organisms cannot keep up with their cleaning responsibilities. Some organisms die andothers grow too fast. If the overload of a particular substance causes aquatic life to die this iscalled a ~oxic affect".
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Pollutants can enter surface and ground water in many ways:
A. Non..point Source Pollution (NPS): Non-point source pollution can be defined aspollution that comes from any miscellaneous or diverse sources rather than from aspecific point.
Chemicals, waste products and soil that are carried by water into storm sewers becomea part of NPS. Common·examples are fertilizers, herbicides, pesticides, spilled motoroil and wastes· from pets, wildlife, and livestock. Other significant sources of NPSinclude:
-Litter,-Improperly operating septic systems,-Erosion from construction sites or farms,-Discharge of sewage and garbage from ships and boats,-Cleansers,paint and anti-fouling compounds used on ships and boats to,prevent barnacles and algae from accumulating,-Hazardous waste improperly stored or discarded,-Acid deposition including acid rain and fog,-Pollution from roadways and road salting activities,-Disposal of wastes in catch basins,-Leaking sewer lines.
1. Combined Sewer Overflows (CSO): In some ofNew Jersey's older cities boththe rain water and· sewage water run together in the same pipe which is called acombined sewer overflow. In times of high rain falls the rain water may washthe wastewater which needs to be treated right through the wastewater treatmentplant diluting it so much that the treatment process cannot work properly. Newsystems do not permit combining of rain water and sewer water together. Thisis a major source of pollution in our harbors and can affect the shore areas. Itis classified as a point source because we do know what pipe line or what stormdrain brings the combined sewer overflow into the waterway.
2. .StoI1l\water runoff: When people walk their dogs and allow them to defecate orurinate along the curbs· this .material is carried into the streams through thestormwater system. The water runs down the street and into the· catch basin.Often times people think that the catch basins which tend to be on the comers ofstreets are actually giant garbage disposals and they throw paper cups and debrisinto the catch basin. These items then become mixed with the stormwater fromthe rain and these are carried through pipes directly into our waterways.Stormwater is untreated so therefore, any soap from car washing, or ink fromnews print or chemicals that are on the sides of the road including lead whichcomes from emissions from our own automobiles is collected in this water andcomes directly into the waterway.
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3. Water pollution sources which can be both point and non-point sources ofpollution. Metals enter our waterways in several ways. Some are carried byacid rain directly into the waterway, some are carried by potable drinking waterbeing discharged through our storm drains when we use our hoses outside of thehouse. The largest sources of lead and copper in our waterways comes frompotable water pipes and use of our potable water system. When water is treated
. for drinking purposes the water is softened and this has an effect on copper pipeswhich have lead solder on them and small amounts ofthese metals are graduallyeroded away and taken into our drinking water. And as we use drinking waterfor cooking, drinking and washing our cars or whatever this goes into thewastewater treatment plant but still ends up being discharged through the effluentwater into our water bodies. Metals, phenols and complicated chemicalssubstances which may be hazardous to human health and to aquatic life find theirway into the water system through the use of the products that we have in ourhouseholds and then discharge down our drains and through manufacturing andthe wastewater that is left over after manufacturing which needs to be processed.
TOXICITY: A frequently used and misused term when people discuss chemical residues inwater, air or any pollution is to refer to items as toxic substances. Nothing in and of itself istoxic. An element or chemical becomes toxic or has a toxic effect when there is too much ofit in the air, in the water or on the land such that it destroys living organisms that are there.Toxicity is relevant. It is important to know how much of a substance has been discharged intowater in order to know if that substance is having a toxic effect. An activity which highlightsan understanding of this concept is Dissolved or Suspended. .
NATURAL POLLUTION: It is important to note that violent storms often discharge largeamounts of debris, leaves, dirt etc. and cause runoff from the land into the water and naturallypollute it; however, the stream has a natural process which was described under the Nature ofWater #2 D in which the balance is re-established. It is important to note that nature itself canalso pollute the waters. Over populations of ducks and aquatic life can also cause an imbalancein the streams. Man is the greatest user of water in large quantities and because of man'sintelligence we have been able to pump so many gallons of water where we need it wheneverwe need it. Both animal life and man share that portion with the rest ()f nature, to use the waterand return it in a less clean state.
WATER POLLUTION: Surface water that is heated by the addition of warm orhot water is called thermal water polluti()n. Heat is sometimes considered point source pollution.Main contributors to thermal pollution are the companies that process our food and generateelectricity. Electrical generating plants can create thermal water pollution when they use surfacewater to condense the steam that is used to tum the turbines.
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When water is heated, oxygen and carbon dioxide levels drop. The heated water becomesharmful to many aquatic organisms because it does not contain enough oxygen.
When the source of thermal pollution is discontinued another problem can arise. The watertemperature returns to normal and the organisms that have adapted to thew~ water or haveremained in the warm area rather than follow their usual migration pattern are then in jeopardy.
B. POINT SOURCE POLLUTION (PS): Water is used in homes, schools, businesses,restaurants, dry cleaners and makes our lives clean, comfortable and sanitary. Water isused to manufacture things we use every day such as (tooth paste, medicine, televisions,soap, cars, telephones, paper, clothing, paper bags and gasoline) to name a few.
• It takes 40,000 gallons of water (150,000 liters) to make one ton of steel.• It takes 150 gallons of water (570 liters) to make just one copy of a Sunday newspaper.• Oil companies use about 6 gallons of water for every 1 gallon of gasoline they produce.• It takes about 770 gallons of water to refine 1 forty-three (43) ,gallon barrel of petroleum.• It takes 75,000 gallons of water to produce a ton of high grade paper.• It takes 600,000 gallons of water to produce a ton of synthetic rubber.• It takes 44,000 gallons of water to produce .the steel in a car..• It takes 1,000 gallons of water to produce a ton of sugar.• The American automobile industry uses 400,000,000,000 gallons of water to produce 5
million cars each year.• The consumption of water nationwide is 2,000 gallons per person per day, including
industrial use.
When an industry manufactures these things, pollutants such as chemicals, oils and toxic metalsmay be carried away with the used water through a pipe into a waterway, or in some casesindustries may be asked to pretreat for the substances before the effluent is discharged into awaterway. Point source pollution comes directly from a known source such as industry or thehome or the business or sewage outfall pipe.
IV. WHY CLEAN UP DIRTY WATER?A. Water Pollution Can Cause Disease .
1. Water has been one of man's most precious commodities throughout history.. Water, although essential for life, is frequently squandered. The misuses of water
became a problem during the Industrial Revolution when populated citiesdeveloped. Wastes from the cities' homes and factories were discharged directlyinto the rivers and streams near the cities. The contaminated rivers became amajor threat to the public health because they transmitted virulent disease. Fiftythousand people died from cholera in London in 1831. Dysentery and typhoidfever rampaged urban areas late in the 19th century.
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Microorganisms are found in all natural waterways. They will multiply if thereis enough food available. In a polluted stream microorganisms multiply very fastto consume all of the organic matter that is available to them. Unfortunately, themicroorganisms also need oxygen. The oxygen in the stream is rapidly depletedbecause the organisms use oxygen while consuming their food.
Dissolved oxygen is essential to the microorganisms, fish and plants in a healthystream. When there is no oxygen in the stream, the fish, aquatic plants andmicroorganisms die and fall to the bottom of the stream and decay. Thisdegradation process causes the bottom of the stream to become black and mucky.It produces odorous gases and makes the stream unacceptable for most uses. Forthis reason the. balance of oxygen in the waterway is very important and isregulated for those who discharge water into a stream.
B. Levels of Wastewater Treatment1. In today's modem treatment plants wastewater first receives primary treatment. .
During primary treatment solids found in raw wastewater are settled to the bottomof the tank. Solids removed from the bottom of the tank are called primarysludge. In this process 45-50% percent of the pollutants were removed.
2. Secondary treatment was required by the 1972 Clean Water Act which was passedwhen many waterways in the United States were found to be too polluted forfishing and swimming.
.While the primary treatment is mostly a physical approach, using devices toremove various-sized waste particles, the secondary treatment uses biologicalmethods.
In this stage, bacteria are intentionally used to consume or eat most of theremaining waste materials. This bacteria growth is aided by aerating the water adding oxygen or air to the water. The oxygen stimulates the bacterial growth.·
This is done several ways:
Activated Sludge mixes wastewater and microorganisms. During constantaeration microorganisms can absorb oxygen and begin eating the pollutants.After a few hours, the wastewater flows to a sedimentation tank, where solidssettle to the bottom. Some solids are recycled and sent back to the aeration tank.The rest of the wastewater travels on to be further treated or disinfected.
Trickling Filters distribute the wastewater over a bed of rock-like material,aerating it and creating a biological growth layer of bacteria, protozoa, and fungito eat the pollutants. In this way, organic material is removed.
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In Lagoons, or ponds, waste is broken down through use of various bacteria~
including both aerobic and anaerobic bacteria (see glossary for definitions). Inone type of lagoon, aerobic bacteria eat away at the pollutants using up theoxygen in the process. Anaerobic bacteria eat other pollutants and releasenitrogen and phosphorus, which feed algae. The algae, in return, replace oxygenused up by the aerobic bacteria.
Now - after completing both Primary and Secondary Treatments - some 90% ofthe pollutants in the wastewater have been removed.
C. Sludge Disposal and Reuse
Sludge disposal or reuse has become one of the most difficult parts of reclamation. Withthe upgrading of wastewater reclamation plants to secondary or even advanced treatment,the amount of sanitary sludge, also referred to. as biosolids, has increased. It isanticipated that by the year 2000 New Jersey will be producing 14 million dry metrictons of sludge processed into products for reuse. It is difficult to find an acceptable wayin New Jersey to handle biosolids. Some of the options that are no longer used areplacing the sludge in landfills or placing treated sludge into the ocean. The practice ofocean disposal was discontinued in March of 1991 in New Jersey and in July of 1992 forthe New York agencies. Options which are still available in New Jersey are as follows:
• Land application. Biosolids which have been stabilized can be spread on farmland asa soil conditioner· and source of natural organic fertilizer. Special trucks are used toapply the liquid sludge directly to the land and then the soil is turned over and thenutrients penetrate into the soil. The amount of biosolids applied must be limited to theamount of nitrogen that will be utilized by the crops to avoid groundwater contamination.When properly done, this process returns nutrients to the soil to be utilized again in thefood cycle. .
• Composting is a·process where biosolids are mixed with a bulking agent (wood chips)and allowed to "cook" through the action of naturally occurring microorganisms. Thefinished compost is separated from the bulking agent and used for landscaping or landreclamation projects.
• Chemical Stabilization is the mixing of biosolids with chemicals such as lime or cementkiln dust to make a soil like mixture that can be used on farms, to reclaim landfills, oras a construction material.
• PeUetization of biosolids involves drying of the sludge through various methods andforming pellets from the solids. The pellets can be used as a fertilizer component orburned for energy· recovery.
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• Incineration of sludge reduces the volume of the biosolids and may allow for recoveringenergy. .Incinerators must be proper!y designed and operated to avoid odors or airpollution.
In 1993 New Jersey uses the following methods in these proportions: 57.1 % of the sludge isshipped out of state to landfills, ·.19.4% of the sludge is reduced in incinerators, 23% isbeneficially used as soil conditioning products and directly land applied and ~5% is disposed ofin other ways (see pie chart). There are 451 wastewater treatment plants in New Jersey whichgenerate 330 thousand dry tons of sludge per year.
55%Shipped 10oUl-of slatelandfills
Where the--"""'-- sludge
goes
Benefical use
24%
Other2%-
To stale 19 mincineralors . -/0
D. Regulation of the Wastewater Treatment and Sludge Treatment ProcessWastewater treatment plants in New Jersey are regulated by the New Jersey PollutionDischarge Elimination System (NJPDFS). The NJPDES Program is designed toprevent, control and correct water pollution by limiting the type and quality of pollutantsthat can be discharged. The quality parameters are established by the state. Under theNJPDES program each discharger must have a permit to operate from the New JerseyDepartment of Environmental Protection and Energy which has the· responsibility tooversee the operation. The permit is a legal document agreement between the State ofNew Jersey and the permittee.. It outlines the kinds and the. amounts of the pollutants thatcan be discharged.. The permittee agrees to protect the waterway by complying with theterms of the permit. The permit limits are based on two things: .. .
1. Limits. are calculated based on the kind of treatment plant used to process the. wastewater. Modem secondary plants remove about 90% of the Bio-chemical Oxygen
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Demand (the biodegradable organic material) and 90% of the Suspended Solids (thesolids that can be filtered from the wastewater) that are found in the wastewater.
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2. Limits are also based on the quality of the receiving stream. A permittee cannotdischarge pollutants that will reduce the quality of the receiving water. New Jersey isin the process of evaluating all the streams and waterways and determining the degreeof sensitivity of each of these waterways and permits written in response to thesefindings.
3. New Jersey Clean Water Enforcement Act: This recently passed legislation is oneof the strongest environmental laws in the United States. It requires publicly ownedtreatment works (POTW'S) and DEPE to monitor the discharges of industrial usersknown as indirect dischargers. It requires the POTW's and DEPE to inspect the plantfacility at least once a year and to receive monthly discharge reports from each facilitydisCharging into a treatment plant. Ifa permittee consistently exceeds their permit limitsit will be discovered within a six month period and the permittee will pay fines of up to$50,000 a day and be brought before the courts for criminal action if they do not correctthe problem.. The court can require a municipal plant to upgrade its treatment processin order to avoid the pollutant discharge that is causing the fines and treatment facilitiesmay refuse to add additional connections into their. system until there is expandedcapacity into the plant. This refusal to accept. new connections is called a sewer ban.The purpose of this portion of the law is to be sure that growth and development are intune with the abilities of the wastewater treatment facility.
4. Training of Personnel at Wastewater Treatment Plants: Various licenses are requiredby the individuals who operate the machinery at these multimillion dollar treatment plantsin New Jersey. The wastewater treatment plants have laboratory facilities which takesamples to monitor the progress of the wastewater treatment as it goes through thevarious processes. The laboratory people also must meet specific certification.requirements for their education and their abilities. The laboratory itself must havecertain equipment which is calibrated and tested for its accuracy and the individuals whowork in the laboratory must meet educational criteria. POTW's also hire consulting .engineering firms who are individuals with vast experience' who design the plants andhelp to maintain them in the best possible working order. Equipment such as pumps andvarious other instruments which tend to wear are automatically removed and the parts are.replaced before this piece of equipment malfunctions. This is called good maintenanceand operation of the facility.
5. Bond Holders: Most municipal wastewater treatment plants are funded by bondholders. These are citizens who buy. tax free bonds. for the purpose of buildingwastewater treatment facilities. In the bond covenants there are requirements that theplant be maintained well and that it be in compliance with the rules and regulationsestablished by the Department of Environmental Protection and Energy. This is anothercheck to ensure that the plant is running well. The bond holder will not be advised tocontinue to invest in facilities which are not running well. Therefore, the bond holderis the key to helping this process. run smoothly.
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V. WATER POLLUTION CONTROL OUTSIDE OF THE WASTEWATERTREA . PLANT (WWTP)A. IndustryThree important· pieces of legislation affect industrial dischargers .to publicly ownedtreatment works systems.· They are the Pollution Prevention Act, The WasteMinimization Act and the New Jersey Pretreatment Rules and Regulations.
1. Pollution Prevention and Waste MinimizationThese two concepts are the "buzz words" of the 1990's in pollution control. The idea .is to stop pollution at the source as compared to cleaning up the water after pollutantshave entered the wastewater. Some opportunities are:
• Use less hazardous or biodegradable substances instead of traditional chemicals in,
industrial production
• Recover and reuse chemicals through filtration of processed water.
• Minimize discharges through good housekeeping .practices.,
• Find markets for waste products that can be used as raw materials for other industries.
2. Pretreatment of WastewaterThe wastewater treatment process at most wastewater treatment plants depends on thepollutants in the sewerage being biodegradable. A pollutant is biodegradable if thereis a naturally occurring organism that can use it for food.
• There are many chemicals manufactured by industries that are not biodegradable.Therefore, they are difficult to treat at a biological wastewater 'treatment plant.·
• Industries that discharge non-biological, wastewater to a public plant must thereforepretreat their waste. Pretreatment is usually a chemical process that changes theindustrial wastewater to a form that is amenable to biological treatment or removes itfrom the wastewater for disposal or treatment elsewhere.
B. Homeowners1. Septic Systems Maintenance (see next page for diagram).Some towns do not have a public sanitary sewer collection system and treatment plant.Some of these towns are rural. Here, every house has its own septic system to treat itswastewater.• A septic system has two components, a septic tank and a disposal field usually on theproperty.
• The solids in the wastewater settle to the bottom of the septic tank.
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SEPTIC SYSTEM DIAGRAM
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ATION 0.- .-NV NTAL. AUT ••
16
• The liquid flows into the under ground distribution system where the soil is used tofIlter the pollutants from the ·wastewater. For this part of· the system to functionproperly, it must be constructed carefully on suitable soil. The soil also needs time tofilter out those harmful materials from the wastewater. "Suitable soils" do not includecoarse sand (which permit wastewater to pass through too fast, or "pure clay" whichaccepts only small amounts of wastewater). State and local regulations that determinewhat can constitute suitable soil have been developed after careful consideration of manyfactors that affect a soil's ability to adequately treat domestic wastewater.
• Occasionally the septic tank must be cleaned out and the sludge disposed of at anapproved facility. Often publicly owned treatment works accept septage for treatmentin the main wastewater treatment plant.
• It is important that homeowners take good care of their septic tanks. In denselypopulated areas, problems may develop due to the accumulation of nitrates from septicsystems in groundwater. Nitrate is oxidized oxygen, which can interfere with theblood's ability to carry oxygen, particularly in infants. Nitrate concentrations in excessof 45 parts per million have been reported to cause "blue baby syndrome" an illness inwhich an infant's coloring takes on a bluish cast. The illness is rare and easily reversibleonce diagnosed, but it is not fully known what health effects result from long rangeexposure to low levels of nitrates. If the septic system is not functioning properly, it canalso release disease-causing microorganisms. The principle signs of septic systemproblems are easy to detect - effluent rising to the ground or drains and toilets thatoperate sluggishly or. not at all. Septic sy~tem problems can be minimized byunderstanding the needs of your system and observing· several precautions.
• Toxic and hazardous chemicals should never be disposed of through your septicsystem, as these can disrupt its functioning. Such chemical$include paints, varnishes,pesticides, solvents and drain openers.
• Inert or non-biodegradable materials should also not tie· disposed of through yourseptic system.. Examples are cat box litter, disposal diapers,>eoffee grounds, sanitarynapkins and paper towels. TheSe items quickly fill your septic tank, decreases itsefficiency and will require more pumping of your tank.
• Large quantities of cooking grease and fats should nQt,.be allowed into the septicsystem.
• The performance of your septic system will be improved if you cut down on wateruse so that a smatletv<.llumeof wastewater passes through the system.
• Subsurface disposal areas will not work well if there is too much water in the soil.Water drained from basement floors, footings or roves should be directed away from thedisposal area of the septic system.
•
8 THEAN5A
ac:IATION 0 .. SNV
• Systems should be inspected once a year and should be pumped out every 3 to 5 yearson the average.
C. Changing Lifestyles1. During the twentieth century population growth rates soared, giant metropolitancenters developed and industrial complexes advanced the development of technology.New Jersey is in· the heart of exactly this kind of population growth development. In1880, less than 30% of the population of the United States lived in cities. Today over75 % live in urban areas. New Jersey has the highest population density of any otherstate.
2. Coupled with the enormous growth in population and urbanization, there has beena remarkable rise in the standard of Hving. Practically all homes now have at least onebath tub and a washing machine. Other conveniences such as dishwashers and garbagedisposals are almost as common. The average household in the United States now uses250 gallons of water per day.
• A five minute shower utilizes 40 gallons of water. • Flushing the. toilet utilizes 6.5 gallons of water• An average bath utilizes 36 gallons of water• Dishwashers utilizes 12.20 gallons of water• An average resident utilizes 107,000 gallons of water in a year.• The average person utilizes 168 gallons per day. .
3. New Jerseyan's live in the heart of a major trade center. It is possible to buy anyproduct, medicine, food or convenience device imaginable in this area. This high degreeof "consumerism" m~s that the waste generated by the production and the disposal ofall these products stays in New Jersey as welL More non-.biodegradable pollution is theprice citizens pay for the variety and convenience we experience from products we loveto use.
D. Personal ResponsibilityWater pollution control is everyone's responsibility. Frequently people make the mistakeof thinking that the "government" will take care of problems like water pollution. Thesepeople forget that in the United States, the citizens can play an important role ineliminating water pollution. Here are some ideas about what you can do:
• Pay attention to the amount of water that is used in your house. Do not waste waterby letting it run unnecessarily.
.
• Avoid using the toilet as a· waste basket. Flushing the toilet to throwaway tissueswastes water and causes the treatment plant to produce more sludge.
17
8. THEAN5A
IATION 0 .. ENVIAON L. AUTHOFUTES
• Check to see if your yard is a source of erosion. Plant grass or trees anywhere thereis a bare patch in the yard.
• Apply exactly the amount of fertilizer or plant food prescribed on the instructions ofthose boxes and do not over fertilize the grass on your lawn.·
• Play carefully on the banks of streams or brooks and do not pull up the grass.. Thegrass and trees on the stream banks keep the soil near the stream from washing into thewater. Running and Walking on the sides of the stream will loosen the vegetation so thatit can wash away when a storm causes the water in the stream to rise.
• Be sure that you pick up your pet's dropping's from the stormwater drains, along thestreets or on the sides of any water bodies·or canals. Remember that anything that is onthe street before a rain storm will be washed into the streams and rivers of yourcommunity by the storm and enter the waterway without treatment.
• Limit the amount of household chemicals you buy. Pesticides, fertilizers, strongcleaners and oils create serious water pollution problems when they are misused orthrown away carelessly. Try to reuse these items or ask your neighbors if they wouldlike to use the rest of the product.
VI. PROTECTION OF GROUNDWATERBeneath the earth's surface lies a large and valuable supply of water known as groundwater.In fact, the amount of usable water stored within the frrst half mile of the surface is at least 20times greater than the amount held in all U.S. rivers and streams.
•
The major source of groundwater is rain. Although much of the rainfall evaporates back intothe atmosphere or runs off into lakes, streams or rivers, some sink.g into the ground. Waterfrom rain soaked surfaces slowly trickles down through the earth at a rate of several inches toseveral feet per day. This water eventually may reach rock, sand or gravel formations whereit collects as if a saturated sponge at various depths below the surface. Such water is called .groundwater. Unfortunately, polluted water moves in this same pattern and can trickle harmful··substances into groundwater and contaminate an aquifer as well.
A. AquifersGroundwater collects in thepore spaces of certain rock formatiOns, known as "aquifers."Most aquifers are made up of unconsolidated materials like sand and gravel. Suchloosely arranged deposits provide storage space for the water that has percolateddownthrough the earth. There are many aquifers in the United States. 1n fact, onelocation may have several different aquifers at various depths. They may be small "andextend only a few miles. In New Jersey the aquifers most prevalent are Cohansey,Kirkwood, Woodbury, Merchantville, Marshall Town, Navesink, Homerstown, PotomacRaritan Magothy, Farrington and Old Bridge.
18
IATION· QPI .-NV NTAL. AUT ...
Non-Point Source PollutionNon-point source pollution is a runoff from agricultural land and can cause groundwaterpollution when pesticides and fertilizers are absorbed into the ground through pore soilsand are taken directly into the aquifer.
B. Groundwater FlowA common misconception is that groundwater consists of large underground rivers andlakes similar to those above ground. In fact, groundwater occurs in the porous spacesbetween the particles of soil and rock and unlike surface water that often flows quickly,groundwater often moves relatively slow..
Uses and ManagementGroundwater is used in our society for many different purposes. These include humanconsumption, crop irrigation, livestock watering, industrial water supply, geothermalenergy and wastewater disposal.
C. Quantity and QualityGroundwater varies in quantity and quality throughout the country. High levels ofnaturally occurring minerals, metals and bacteria may make certain groundwatersunsuitable for human consumption, industrial or agricultural uses. In addition, humanactivities have affected groundwater quantity and quality. Because of this variation,groundwater must be examined and evaluated.
Groundwater ContaminationGroundwater contamination has become a major issue. Once taken for granted,groundwater is regarded as a precious and needed resource. The general success of landbased disposal systems gave rise to the widely accepted myth that soil acted as a naturalfilter to pollutants. This led to land disposal of waste with little.or no regulation.Landfills were routinely placed over old gravel pits, wetlands and nearly every other kindof depression. We have only realized the fallacy of that assumption in the last decadethrough the discovery of many contaminated water supplies. Once contaminated,groundwater remediation is a slow and very costly process. The movement ofgroundwater is relatively slow and biological activity is very low. Once a geologic areais polluted it can remain a hazard area to groundwater for many decades. Probably the
. ,
most significant groundwater prevention measure is the Underground Storage Tank Act.This act gives the regulated community the responsibility to detect and prevent existingand potential leaks from underground tanks, which are a serious threat to groundwater.
Poorly maintained septic systems which are placed in inappropriate soil are also a sourceof groundwater contamination as .well as misplaced landfills with leaking vats ofsubstances which today may not be placed in landfills any longer.
19
"... ASSOC:IATION 0 .. .-NV
Salt water intrusionAnother problem facing groundwater supplies in New Jersey is salt water intrusion whichoccurs when excessive amounts of groundwater is withdrawn at times of low rain falldepleting the aquifer. This salt water intrusion means that the water is no longersUpPOrting potable water.
20
8 THEAJJSA
BNTAt.. AUTHCAITES
Activated
Aerated
Bacteria
Biodegradable
Biological
Biosofids
Biota
Chlorine
Clarifier
Decompose
Dewater
Digestion
Dissolved
Ecosystem
Effluent
Environmental
WATER & WASTEWATER GWSSARY
using dissolved oxygen to speed up the process by which microorganisms breakdown suspended and dissolved organic matter in sewage; as in oxygenation.
compressed air forced into wastewater to help· keep lighter organic material insuspension, while allowing fine sand and silt to settle to the bottom; as in gritremoval.
a group of micro-organisms used in the breakdown of organic matter in sewage.
able to be readily decomposed by biological means (bacterial action).
having to do with the living processes of plants and animals.
-stabilized sludge that can be beneficially reused.
the plant and animal life of a region.
a powerful gas used to deodorize wastewater during treatment and as adisinfectant to kill any disease germs in the effluent prior to discharge.
,
a settling tank in which activated sludge sinks to the bottom for removal and thewastewater flows off the top to final disinfection and discharge.
the process in which biochemical action breaks down organic material into itsbasic parts; to decay.
the process by which water is removed from a substance, such as grit or sludge.
the process by which organisms that live without dissolved oxygen break downsludge into humus, methane gas, carbon dioxide and water.
the state in which materials are in a solution; aS,oxygen in wastewater.
the network in which a given plant or animal lives and is supported by otherorganic processes and inorganic conditions.
wastewater which flows out of the treatment plant, or a process in it.
all of the objects, organisms and conditions which surround and affect the plantsand animals of an area.
21
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8 THEAJJeA
OCI-ATION at= &NV NTAI- AUTHOAITlE5
Erosion
Gravity
Grit
Hydrologic cycle
Influent
Inorganic
Interceptor
Landf"ill
Marine
Micro
Organic
Organism
Oxidize
Percolates
Pollutant
Treatment
Purification
soil depletion caused by running water or wind
the force which pushes objects to the earth; used to settle solids out ofwastewater.
inorganic material, such as sand and gravel particles, removed from wastewater.
the natural steps of evaporation, precipitation and runoff which are involved inthe water cycle.
wastewater which flows into the treatment plant, or a process in it.
made up of non-living matter; like minerals or salts.
a large pipeline which takes collected wastewater from sewers and delivers it tothe treatment plant.
a disposal site for solid wastes, such as .sludge, in which the material is packedand covered with earth.
having to do· with the ocean·or a bay; as, a marine environment..
extremely small; as, with organisms.
made up of plant or animal material; such as sludge.
a living being, including such micro-beings as bacteria.
to "bum-up" , or consume, organic material using oxygen; as, with suspended anddissolved organics in wastewater.
to drain or ooze through a porous substance.
any substance which dirties air, land or water; as, the organic and inorganicmatter found in wastewater.
the first in the order of several treatment stages in sewage treatment whichremoves about 30-40% of the pollutants.
the process by which pollutants are removed form wastewater.
22
OCIATION 0 ...NV .NTAL. AUTHOAIT&S
Sanitary SewerSystem
Scum
SecondaryTreatment
Sedimentation
Septage
Sewage
Sludge
Storm DrainSystem
Suspended
Toxic
Wastewater
a· sewerage system that carries only household and commercial wastewater.
a layerof oil, grease and fat floating on wastewater, which is skimmed off andincinerated in the treatment process.
second in the orde~ of several treatment stages in sewage treatment which. removes about 90% of the pollutants.
the process by which solid organic material settles out of wastewater to thebottom of the tank for removal or the depositing or formation of soil by water orwind.
the remaining material which accumulates in a.septic bank over time as a resultof biological activity in the tank.
solids and liquid waste material collected from homes, stores and industries;man's wastewater.
solid organic waste material which settles to the bottom of the sedimentation tanksand is removed for digestion.
the underground pipe system that controls flooding from rainfall.
hanging with no visible support in air or a liquid; as, solids in wastewater.
a substance that is poisonous to a living organism above a certain concentration.
water which is filled with man's pollutants; sewage.•
23
fi THS AN!SA
.NTAl... AUTHOPIITIES
AND RESOURCE MATE
365 WAYS FOR YOU AND YOUR CHILDREN TO SAVE THE EARTH ONE DAY AT A TIMEby Michael Viner, Warner Books, 1991.ECOLOGY by Richard Spurgeon, Usbome Publications, 1988.JUST A DREAM by Chris Van.Allsburg, Houghton Mifflin, 1990.OCEANS OF ENERGY: RESERVOIR OF POWER FOR THE FUTURE by Augusta R. Goldin.N. Y. :Harcourt Brace Jovanovich, 1980OCEANS OF THE WORLD: OUR ESSENTIAL RESOURCE by Kirk Polking. N. Y.: Putnam,1983OIL SPILLS IN THE SEA by Joseph E. Brown. N.Y.: Dodd, Mead & Co, 1978THE BERENSTAIN BEARS DON'T POLLUTE (ANYMORE) by Stan and Jan Berenstain, RandomHouse, 1991THE SEA IN DANGER by Jacques Yves Cousteau. N.Y.: World Publications, 1974THE WATER WE DRINK by Enid Bloome, Doubleday and Co., 1971.WATER: A SCARCE RESOURCE by Henry Gilfond. N.Y.: F. Watts, 1978WATER, THE LIFE SUSTAINING RESOURCE by Robert Gardner. N.Y.: J. Messner, 1982WATER: THE NEXT GREAT RESOURCE BATTLE by Laurence Pringle. N. Y.: MacMillan, 1982WATER: TOO MUCH, TOO LITTLE, TOO POLLUTED by Augusta Goldin, N.Y.: HarcourtBrace Jovanovich, 1983
WA1ER ENVIRO FEDERATION (FORMERLY WPCF) - To order call 202-684-2400AN ERA OF CHALLENGE - this brochure discusses topics such as acid precipitation, hazardouswaste management and non-point source pollution.BIOSOLIDS - TOO VALUABLE TO WASTE (brochure)CLEAN WATER FOR TODAY: WHAT IS WASTEWATER TREA ? - this detailedintroduction to wastewater treatment is supported by clear illustrations and a complete glossary. Tollfree order number for booklets: 1-800-556-8700 .GROUNDWATER - WHY YOU SHOULD CARE (brochure)HOUSEHOLD HAZARDOUS WASTE - WHAT YOU SHOULD & SHOULDN'T DO (brochure)LET'S SAVE WATER (COLORING BOOK)NATURE'SWAY,HOWWASTEWATERTREA WORKS FORYOU/FILMSTRIP-easyto understand introduction to. the wastewater treatment process. Filmstrip and cassette program - 15minutes. Available from the NJ Dept. of Education ,Resource Curriculum Service Units throughout thestate.THE H2O TV - THE WASTEWATER VIDEO - an animated, lively and colorful introduction towastewater treatment and its importance to our society. With music and narration.
24
~ THS A CX:IATION 01= SHVIJ.\EA
NTA'- AUTHCAITIES
NEW JERSEY DEP.. OF ENVIRO ~ PROTEcrION AND ENERGY-1987-1991To order call TanyaOznowich, Office of Public Participation and EduCC¢on at 609-777-4322BENEATH THE SHELL••• a teacher's guide to nonpoint source pollution and its potential impact onNew Jersey shellfish.CLEAN WATER: a look at the NJ Pollutant Discharge Elimination SystemHERE TODAY - HERE TOMORROW••• REVISITED a teacher's guide to solid waste managementNON-POINT SOURCE POLLUTION - DON'T DRAIN INTO OUR RESOURCESSAVE WATER - EVERY DROP COUNTSTHE CLEAN WATER BOOK: a guide to reducing water pollution in your home and neighborhoodWATER WATCH PROGRAM
NEW AUDUBON SOCIETY - To order call 908-766-5787BRIDGES TO THE NATURAL WORLD by Patricia F. Kane, Dale A. Rosselet, Karl Anderson.NJAudubon Society 1992
ASSOCIATION OF ENV1RO ~ AumORlTIES - To order call 609-584-1877ONE DROP AT A TIME - videoIMPACTS "BENEFICIAL USES OF BIOSOLIDS" - a 28 minute video which describes what treatedsludge or "biosolids" are and how biosolids may be reused. The video is divided into 3 parts whereeducators may stop and discuss information. The video can easily be adapted for any level.WASTEWATER TREA PLANT TOURS - Call AEA for information.
AMERlCAN WA7ER WORKS ASSOCIATION - To order call 303-794-7711PLAIN TALK ABOUT D G WATER by Dr. James M. Symons- Answers to 101 ImportantQuestions About the Water You DrinkTHE STORY OF D G WATERWHAT DO YOU KNOW ABOUT H2O?
WA7ER QUALITYASSOCIATION - To order write to: 4151 Naperville Rd., Lisle, IL, 60532WATER, IT'S WHAT WE MAKE IT - Video
DELAWARE-RARTrAN GIRL SCOUTS COUNCIL, INC. - For more information call 201-821-9090OUR WATER - OUR WORLD (perfect scout program)
•
EDUCATIONAL DEVELOPMENT SPECIALISTS - To order call 213-42Q-6814THINK EARTH - (Teacher's Guide) Environmental Education Program 'Grade 3
lNNOVATIVE COMMUNICATIONS INC. (CALIFORNLt) - To order call 415-944-0923THE CALIFORNIA WATER WORKS AND WHY IT DOESTHE FOURTH ADVENTURES OF CAPTAIN HYDRO HERO OF WATER CONSERVATIONTHE OFFICIAL CAPTAIN HYDRO - Water Conservation Workbook (Teacher's Guide Available)WATER FUN (Teacher's Guide Available) .
25
-
.a THE A celATION CP ENV.JJtSA
ENTAt.. AUTHOAITItE.
u.s. ENYlRO .~ PROTECTION AGENCY (EPA) - To order calI1-SOO-424-9346SITES FOR OUR SOLID WASTE- a guidebook for effective public involvementTHE CONSUMER'S HANDBOOK FOR REDUCING SOLID WASTE - the book describes howpeople can help solve a growing problem...Garbage!
COOPERATIVE EJaENSION - UNIVERSITY OF WISCONSIN-. 10N - To order call 608-262-0020EDUCATING YOUNG PEOPLE ABOUT WATER -a guide to goals and resources with an emphasison non-formal and school enrichment settings. This guide lists many educational resources that can beused to educate people about the environment. Included in this guide is "My World, My Water & Me!"
CONCERN, INC. - To order, write 1794 Columbia Road, N.W., Washington, D.C. 20009D G WATER: A CO ACTION GUIDE - provides comprehensive actionguidelines with emphasis on availability and depletion, quality and contamination, detection andmonitoring.
ZE;RO POPULATION GROWI1l PUBUCATIONS - To order, write 1400 - 16th Street, N.W.,Washington, D.C. 20007.WATER WARS - Fact sheet. When local population surpass local water resources, water wars start.
DEP.. OF WA7ER RESOURCES - To order, write Water Education Program, 1416 NinthStreet, Room 338, P.o. Box 942836, Sacramento, CA 94236-0001.THE MAGIC OF WATER - (Elementary grades) Water science hands-on teacher's guide (draft).Only one free copy provided to non-california residents.
US TAPESAL SOUNDS - GENTLE OCEAN (Nature Co.)
ENVIRO AL SOUND EX CES - SOLITUDES VOL. I by Canoe to Loon LakeDAWN BY A GENTLE S
•
26
NTAL. AUTHOPIITII!S
TEACHER BULLETIN BOARD
ER: Don't forget to call your local authority for a plant tour or a speaker.
Note the audio-visual materials available to0
you through ABA and/or your localauthority.
Want a teacher workshop for in service?Call ABA for a speaker (609) 584-1877.
•
27
OCATION C" &NV. NTAL. AUT
MY WORLD, MY WATER & ME!(Story Outline)
The story outline provides continuity for the unit. It also allows students to use their imagination in away which incorporates the data and concepts they have learned. In order to create an originaladventure story which follows the outline, students should be encouraged to brainstorm and write ideasat the conclusion of each section. This evolving adventure story becomes a summary of the material.The adventure story could be an individual or class assignment.
. .
Students should have more questions at the end of the journey. Answering these questions shouldinvolve creative thinking and problem solving skills.
********OBJECTIVE: Students will create an original vehicle in order to investigate the path of water
from the drain through the water treatment process.
I. TOPIC: The importance of water in our daily lives.PREPARING FOR THE JOURNEY. Teacher asks: How much water is there in the world?What would happen if suddenly there was no water? How would life be different without water?How do we use water in our daily lives? What happens to water when it goes down the drain?Let's find out.
A : Design a vehicle which is both see-through and waterproof. Through the miracle ofmodem technology and a creative imagination, the vehicle can shrink 1,000 times its size with
. four passengers inside. Students. design this vehicle and bring pictures and!or models to.class.
Teacher says: Now that your vehicle is ready, let's begin our journey. Tum the spigot and we'llgo down the drain in the school sink and through the sanitary sewer system.
II. TOPIC: What pollution is and how it is g~erated
mE JOURNEY .. DOWN THE ROAD. Pollution is TOO MUGHofa given substance in theair, on the land or in the water. Living things are harmed by pollution. Students observepotential pollutants in the water such as soap, grease, ink, metals, paint, toys, diapers, motoroil, spaghetti, coffee grinds, etc. As the vehicle passes various businesses such as the drycleaner, fast-food restaurant, car wash, office buildings, stores, movie theaters, various wasteis observed such as . (Discuss pollutants resulting from these types of businesses.) Thepipes get larger and larger as they lead to the treatment plant.
ill. TOPIC: How water is processed in a treatment plantTHE JOURNEY CON .. INFLUENT BECOMES EFFLUENT. Drive the vehiclethrough the treatment plant and observe the various stages of treatment. The vehicle finally goesdown the effluent outfall and out into the river.
28
8 THEAMaA.
DCIATION Dt= ENVI NTA.... AUTI-ICFI'ITIES
IV. TOPIC: The difference between storm sewers and sanitary seWersmE JOURNEY STILL CONTINUES - STORMWATER POLLUTION. The vehiclecontinues down the stream until students notice a large open pipe. They investigate the contentsof the pipe to find out where it comes from and observe polluted water in the storm drain causedby motor oil, toys, baseballs, fertilizer, antifreeze, road salt, cigarette butts, soil, paper cups,fast food bags, etc. This pollution goes untreated into the river causing a source of pollution.
The vehicle floats up to the catch basin where students observe people throwing paper, andraking leaves into the storm drain. They see clouds of smoke from car emissions. It begins torain very hard and the vehicle is swept back down the storm drain to the river again where itdocks. The vehicle returns back to normal size and students relate their observations to theirteacher the next day in class.
•
V. TOPIC: The specific water pollution problems in their townJOURNEY'S END - FURTHER INVESTIGATION. Students now review the observationsmade during the journey and pose questions. Invite a water speaker to participate in a classdiscussion. Tour a wastewater treatment plant. Have students interview their mayor or localplanning board or municipal engineer on specific water pollution problems in their town.
I
"-
II
Ideas: Make a class storybook with picturesand a narrative of the journey; Use shelfpaper across the bulletin board to createa mural.
•
VI. CONCLUSIONPollution begins with me.How do I help eliminate water pollution?
lIt
29
~ TH&AN5A
OCIATION 0 .. ENVIAONMSNTAL. AUTHOAITES
WEBBING MAP COOPERATIVE LEARNINGINTRODUCTORY LESSON
Objective: Students will brainstorm and classify water vocabulary.
Subject: Language Arts
Skills: Creative thinking, communications, brainstorming
Materials: Blackboard, writing materials
Procedure: 1. Write the word 'WATER" in a box on the chalkboardleaving space around it to add "spokes" later.
2. Ask pupils to read the word and to think of as may words as possible that are insome way related to the word on the board. Tell pupils to write their words downon paper, in categories whenever possible. Allow time for the pupils to think andto write. If necessary, .stress that there are no right and wrong answers.·
3. Have volunteers read their words aloud. As they do, write the words on theboard, putting them into categories. For example, category might name differentthings that live in water; another might list containers; a third might list whatwater can do. The number of categories will depend on the words that pupilsactually suggest.
4. Have pupils name each category. Write a numbered list of categories.a. Forms that water takesb. Bodies of waterc. What water is used ford. Water' sportse. How water sounds or movesf. What water does to a surfaceg. Things that live in waterh. How you feel when you are wet
5. The final step is the most important: discussion. Discuss the meanings of thewords and their relationships to one another.
Extension:1. Have students add words to the categories.2. Change the central topic to "uses of water." Add more uses to the list from the previous map. Divide the classinto groups. Assign each group one particular water use, such as transportation. Have each group list and write asmany words as they can that they associate with the water use. Have· groups share lists and fill in the new map.Discuss similarities and differences among categories.Note: An excellent activity to start discussing wastewater. Gives the teacher an idea of the general knowledge
which the class has about water.
30
8. THeE AN5A.
OCIATICN CF= GENVIACNM&ENTAL, AUTHCFlITISS•
SOUNDS OF WATER COOPERATIVE LEARNING
Background Reference: III A.
Objective:
Subject:
Skills:
Materials:
Students will scrutinize recorded water sounds as to their physical and magicalqualities.
Music
Creative thinking, observation, categorizing listening, learning center
Tape recorder, some imagination.
Procedure: 1. Record sounds that water makes...--record rain, drops, spills, sloshing, splashing in pools and tubs, etc.--record music that's related to water (in name, sound, etc.)
2. Imitate water sounds...
3. Catalogue sounds: e.g. drops, spills, etc.•
4. Discuss
Extensions:I. Use a video camera. Have students film water use and sounds and write a script about water usage in the
school.2. Imagine a canoe trip along a stream. Describe the garbage and debris which are found in the water. The
amount of soil and leaves in the stream after a storm. Discuss how a stream cleanses itself naturally (IID) and non-point sources of pollution (III A).
3. PlayRaffi tapes - Evergreen4. Students may write their own song or rap about water.
•••
31
THE ASSOCIATION 0 ...NVI NTAL. AUTHOAITIES
A DIFFERENCE IN TIME WHOLE LANGUAGEBUDDY PROJECTCOLLABORATIONNEW JERSEY STUDIES
Objective: Students will examine the way humanity's uses of water have changed orremained the same over the years.
Background Reference: V -C.
Subject:
Skills:
Social Studies, Art
Data Collection, communication, collaboration,•mappmg
•
MaRrials: Writing supplies, reference materials
Procedure: 1. Divide the class into groups and assign a time period from recent history(Lenni Lenape, Colonial, Modem).
2. Have students research the various water uses within the given timeperiod. This may be an individual activity or a group activity.
3. As a culminating or sharing activity. have students present their findingsto the class and/or a younger group/play.
Extension:•
They may also make a time line depicting theirfmdings.
II 12' ....10 j 2 .
.9 --3.. .'·.8 4,
..765.' .. ,...•
32
8 THEAJM5A.
oelATION ·0.. ENVIAONMENTAL. AUT IES
WET CITIES WHOLE LANGUAGENEW JERSEY STUDIES
Objective: Students will interpret data and analyze in order to determine the specific reasonsthat cities are located on major rivers and highways.
Subject: Art, Language Arts, Social Studies
Skills: Data collection, analysis, mapping•
Materials: Large drawing paper, reference map, writing materials, N.J. map
Procedure: 1. Students make an outline map of the State of New Jersey
2. Draw on the map the major cities, the major rivers and the major highways(roadways) and the Atlantic Ocean.
3. Discuss the reasons why the cities were originally located where they are.Remember, the rivers were our first highways.
4. How do we use the rivers now, since most of our transportation is on land?Extension:
waste(drinking supply;uses•vanous•slZeclassroomaMake1. map of New Jersey with color codes for thetransportation; shipping; recreational).
2. Find the city and town names that are water related, e.g., Surf City, Little Falls, Keyport, etc.How and why did these Iiames originate?
33
CX:IATION 0 .. IilNVI NTAL. AUT IES
NAME: ----, _
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Aain clouds
•• PAECIPITATlON
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Cloud lo'malion.~/./'":-
,~'7 /1 1ft \,d'~1f< / EVAPORATION
'C."1>v;:.~e~~7 / I Sl. c:1 _\'l'· --- ~/,f". V '$I~/ !'of :::/'6,g, ,\~· . .",~j/:#'// g~/ ;/~I i/i ·iJ ~'\i
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----I s . -""">< ~'b/ / ~1 :!- ~/-__~"'/aee "r~ ............v/ / .11 • ~, -\--'. '''noll IJ.: /Z . ". ~/ ~ ~~ _I"
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........... ' .. '. .G'C!U!'d.w,i!I!i" 10 soil'•. ' .. ' , ~ "'o~., , , ,Ir , , , r T , T r T.. " .... .. ..." ..... .. ." ...." .. .." .. .. .. J~" I.... .. .." ,.. SoiI"..·o G ' ... '0 ''io~
: :'., .' .:: '. '...~. '~~ ,,!~Ier lovegelalio?'".:.: re;colaJion.~.. I.... ..... .. .. .... .... '" .. 0'.......° I. ."'., -: ....._., .. " 0° •. G .. '''' , /
: .. .. .... -. .. ..:.. .. • 0." fOUnd waler -10 streams .."" :: ,... .. I·. .., -.·1.···: .. .. ... .. '. .... ... .. .. .. ........ " • .." .. .. • .. .. .... .. " : oo. .. '... ~ " •• .. ........ .. t·· .' . ~ _-. _ .· .. . .-... '. -.. - .. - - - --· - .• •••• .' .".... ." ••- '.'- ~ .•. , . • • •• . • • - •• .* - ... .. - ". .." .' •. -"0·· -'".• ". ~.•....•. - • ". •.. ... ~ Deep pereOlal!Otl' .'.: •... ~l:, -_"='" -.:.:- "_ ound waler - - --- _ _ =-. _..... . .. ...•.. . .' ".' ._-- - - .._-· .. - . . ..-.. '......, . ". ,... ..... " .., .. . ......".....' ,. . .. - . . .
The water present on earth today is the same water that was formed with the planet itself. The amountof water cannot be increased or decreased. Water changes only from one form to another and movesfrom place to place. The unending circulation of the earth's water is called the hydrologic cycle. Thereare four phases to this cycle: a.) condensation - the reduction of a gas to a liquid, b.) evaporation to change a liquid or solid into vapor, c.) precipitation - to condense and cause to fall as rain, snow,sleet, etc., and d.) transpiration - the giving off of moisture through the pores of the skin or throughthe surface of leaves and other parts of plants.TO DO:• Identify each process• Write over the lines in the diagram which illustrate each phase of the hydrologic cycle. Choose
a different color for each phase, Le., condensation - red; precipitation - blue, etc.1
1.
2.3.4.
5.
Water from lakes, rivers, or ponds is heated by the sun, turns into vapor, and becomes part ofthe air. ..,- _This vapor rises until it is cooled and forms a cloud. _The cloud eventually bursts and becomes rain, snow, hail or sleet. _When the water reaches the earth, plants and trees release moisture andwater travels through rock or soil. _This water continues its journey until it reaches lakes, rivers and ponds. _The cycle begins again and is called the _
Answers: 1. Evaporation; 2. Condensation; 3. Precipitation; 4. Transpiration/Percolation; 5. Transpiration/HydrologicCycle.
34
~ THSAJJI5A
celATION CF= SHVI NTAL. AUTHCflIITIES
SCAVENGER BUNT COOPERATIVE LE
Objective: Students will identify substances and activities within his/her householdwhich contribute to water pollution.
Background Reference: V. C. 1
Subject:
Skills:
MaRrials:
Family Life, Science, Language Arts
Inductive reasoning, problem solving, identification, observation
Writing supplies, survey sheet•
Procedure: 1. Divide class into teams.
Extension:
2. Assign a different area of the house to each team:kitchen garage garden/yardbathroom basement laundry room
3. Brainstorm with class a list of possible products used in eachlocation. Have each team member list the products for their area.
4. Have students investigate (collect data) from their home
5. Review data with studentsa. What products did they find?b. How do we use these products?c. How do these products affect the water?
Using a video camera, have students ftlm behavior which contributes to water pollution andcontrast it with proper disposal methods or suggested alternatives. (Ref. DEPE Water Book.)
35-
8 THEAAEA
NTAl- AUTHOAITIlES
T DISCOVERIES . WHOLE LANGUAGE
Objecuve: Students will categorize and tabulate information in order to draw possibleconclusions about how our '~veJYday lifestyle" contributes to the totalpollution problem..
Background Reference: III B.
Subject:
Skills:
Materials:
Procedure:
Extension: 1.
Science, Math, Social Studies, Family Life, Language Arts
Categorizing, tabulating
Check lists•
1. Have students inventory a cupboard at home of at least X number ofproducts.
2. Have students develop a check list ofitems that if used excessively ordisposed of improperly will contribute to the overall pollution problem.Talk about packaging and disposal methods.
3. Also, have each student develop a check list of items that they use, thatcould contribute to a pollution problem.
4. Tabulate the findings. Can the students draw any conclusions aboutlifestyles?
Have students chart the amount of water added to food products. Calculate percentages.
36
-
8. THE ASSS50CIATION 0 .. EENVIAONMGENTAL. AUTHOFlITIESJMSA
NAME: _
MARKET DISCOVERIES CHECK LIST
BRAND NAMES
AlSLE: _
PRODUCF
•
37
MANUFACFURER
•
THe! A celATION at- _NV NTAL. ·AUTHDAlTBS
STOPPING RUN AWAY RUNOFF COOPERATIVE LEARNING
Objective: For students to understand the importance of vegetation in controlling waterpollution. (Demonstration Project)
Background: ill A.
Subject
Skills:
M_rials:
Procedure:
Science.
Observation, Recording, Inductive Reasoning
3 one pound coffee cans3 identical glass jars or clear plastic cups1 and 1/2 cups gravelCoffee can half filled with dirtDried leaves
.
1. Teachers should punch 8 holes in the bottom of each coffee can. The holesshould be on the circumference of a 2 inch circle.
•
2. -Leave can #1 empty.-Place 3/4 of an inch of gravel in the bottom of can #2 and-add 2 inches of dirton top of the gravel.-Place 3/4 of an inch of gravel in the bottom of can #3, add 2 inches of dirt ontop of the gravel and cover the dirt with 1" of leaves.
.
3. Place each can over a glass or jar making sure that the holes in the bottom ofthe can line up with the glass or jar.. Assign a student to act as record keeper ateach can.
4. Pour exactly one cup of water into each of the three cans. Using a ruler, .record the amount of water in each jar after 5 minutes, 15 minutes, 1 hour and 24hours. .
5. Beginning with step 4, repeat the experiment 2 more times.
Discussion: How does soil find its way into waterways? How can erosion be prevented? .
Extension: Students might find an eroded piece of land near the school to rehabilitate or a stream bed whichcould use restoration by use of rocks and plantings.
38
-
8 THEADI5A
OCIATte:::»N 0.. GENVI NTAL- AUTHOAITIES
NAME: _FOREST LITTER
Trees do something very important for water... they litter. That's right, trees litter all over theforests. Every year trees drop tons of leaves, twigs and branches on every acre of forest. That'sa lot of litter.
•
The forest litter also holds water like a sponge.Slowly this water is released to do many goodthings. It keeps the streams flowing. It givesthirsty trees a drink. Some water goes down deep into the ground to refill the underground
•reservOlTs.
Unlike garbage, however, this is good litter. Ithelps hold our soil in place and keeps it fromwashing into streams. Like a rug on the forestfloor, it breaks the fall of raindrops. By catching
. the raindrops and gently releasing them into theground, the soil is not harmed. And the soil stays inplace.
A big problem is protecting the forest litter. Every year forest fires destroy millions of trees. They, . ~
bum the soil cover, too. Once the soil is in the water it can wash away when it rains. Some ofthe soil washes into rivers, streams and lakes. When this happens, it is called ~rosion. Once thesoil is in the water, it can settle to the bottom. This is called sedimentation. Sedimentation isharmful to our waters. It fills up our lakes and makes our water dirty. Now you know howforest fires can cause water pollution. So it is important to prevent them. This activity showshow to stop runaway runoff.
I" ofdriedleaves
andtwigs
'. - ' .-. .
CAN #3
3/4" ofsmallgravel
2" of-dirt-
CAN #2
..:- .. ... - .•-.-.-;.: - :-;-;-.-.<-.. -. -.. - .. -.-." '.'.'.".".-,-,-.", , , , ,., ..- ,
". ::::::::::::;~;~::-::::::::::::::::::::::::::~::::::;:::::::::-.:--- - _. _ ..'.'.' '.','.. - .. --
empty
. _. . - .. - , .. ,.,.
CAN #1
~ .....~:- -.. - . <-':<-.-:':'.:: .'::'::::: ":::>: :.:.:: ', .
Use one lb.coffee canswith 8 holesin a 2" circledrilled inthe bottom.Place clearjars underthe holes.
Leave itempty.
Place 3/4" of smallgravel in the bottomand add 2" of dirton top of the gravel.
Place 3/4" of small gravel inthe bottom, add 2" of din ontop of the gravel and coverthe din with a I" mixture ofdried leaves and twigs.
39
OCIATION 0 .. SNVIAONMSNTAL. AUTHOAITIES
WHAT TO DO 1. Pour exactly one cup of water into each of the three cans.
2. Using a ruler, measure the depth of the water in each jar at thefollowing times: 5 minutes, 15 minutes, 1 hour, 24 hours. Record theresults on the chart.
3. Empty the glasses and repeat the activity over the second 24 hourperioci.
4. Empty the glasses and repeat the activity a third time over the next 24hours. Record the results.
CAN WATER DEPTH
5 minutes 15 minutes 1 hour 24 hours
TEST # 1 # 11-----+------+------+-------+------#2
#3
TEST # 2 # 11-------4------+------1------
#2
#3
TEST # 3#11-----~------I-------4------
#2
#3
WHAT DID YOU LEARN?
40
THSA ATION 0 .. SNVIfltONMENTAL. AUTHOPIITI&S
DISSOLVED OR SUSPENDED? BUDDY PROJECT
Objective:
Subject:
Background:
Skills:
Materials:
Procedure:
Students will demonstrate that pollutants suspended in water can be harmfulto plants and animals living in that environment.
Science
Water pollutants that are not dissolved in water are instead, suspended inwater. Some solid materials, like silt, if present in small amounts, can actuallyhelp to enrich a body of water by serving as a substrate or foundation uponwhich nutrients for plant growth, or small aquatic organisms, can settle and/oranchor themselves. Other solid materials can sometimes be harmlesslydissolved in water if present in small enough quantities. But, if the solidbecomes too abundant, it is held in "suspension" in the water and may becomea detriment by preventing light penetration into the water through therespiratory devices of gill-breathing animals. The suspended pollutants maythen become lethal in terms of their relationship to the life around them.
Observation, critical thinking, experimenting
Black paper (2 sheets), 1 gallon glass jar, water flashlight, silt (fine dirt)
Set this experiment up to show how the turbidity (murky because of stirred-upsediment) caused by too many suspended pollutants in the water can preventlight from penetrating through the water. Remember that light penetration isneeded for the photosynthesis (food making) and growth of plants in water.
1. Place two holes in the sheet of black paper so when it is wrappedaround the glass jar they will be opposite each other.
2. Wrap the paper around the jar and secure.
3. Fill the jar 3/4 full with clean water.
4. Shine the beam of light (from flashlight) through the holes in the paper.Observe the light intensity on another black sheet of paper as the beamemerges from the jar.
5. Add silt to the jar, shaking the jar to keep it in suspelWion.,
6. Repeat number 4 and note the reduction of light penetration through thejar. This could be done in gradual steps, .adding silt until no lightpenetration is evident.
7. Question - What effect would this reduction of light penetration have onaquatic (water) plants in a river, lake, pond, reservoir, etc.?
=8 THIEA
J.VSA
41OCIATION 0" &NV
WATER MOVES THROUGH SOIL COOPERATIVE LE G
Objective: For students to understand percolation and the potential for water contaminationat this point in the water cycle.
Background: II 2., III A2, VB, VI
Subject: Science,
Skills: Observation, Record keeping
Materials: 3 one pound coffee cans3 identical water glasses of glass jarslitmus paper
•vInegarred food coloringcoffee can half filled with dirt3 cups of water
Procedure: 1. Prepare coffee cans as directed in step one of Stopping Runaway Runoff.
2. Place 3 inches of dirt in can #1 and label it "Control."Place 3 inches of dirt in can #2, add one teaspoon of food coloring to thedirt and mix it. Label the can "Dye."Place 3 inches of dirt in can #3, add one. teaspoon of vinegar to the dirtand mix it. Label the can "Vinegar."
3. Place each can over a glass jar or water glass and assign a student to actas record keeper for each can.
4. Dip the litmus paper into the water and measure the results.
5 . Pour one cup of water into each can. Record the condition of the waterin the glass as it collects. Dip a piece of litmus paper into each glass andrecord the results.
Discussion: Did the water change after percolating through the control can?If the water looksdirty after the test, is it necessarily polluted? Why/why not. If the water looksclean, is it safe to drink?
Extension: How do septic systems work? (See Background V B) Using pages 15 and 16 of DEPE's CleanWater Book,. describe how soil is used to clean wastewater. Discuss maintenance of septic systemsand chemicals to not pour into the system because soil can not filter them. Discuss the linkbetween poor septage system maintenance and groundwater contamination.
42
OCIATION 0 .. SNVIAONM_NTAL. AUTHOAITIIIS
Name ,....-- _
WATER MOVES THROUGH SOIL
Water pollution is a big problem. Since 50% of our water supply in New Jersey comes fromgroundwater, we must work hard to keep it clean. As rainwater soaks down (percolates) throughthe soil, it can pick up harmful chemicals and other pollutants. These pollutants can get intounderground well water, making· it unsafe to use. The pollution might begin with garbage ina sinkhole. It can come from farm chemicals dumped on the ground. Whatever the cause, thepollution can soak down into the groundwater which supplies our wells. The activity belowshows how this can happen.
GETTING READY:,
1. Clean the 3 one-pound coffee cans used in Stopping Runaway Runoff.2. Prepare each can as follows:
a. Place 3" of dirt in the can. Label the can "CONTROL"b. Place 3" of dirt in the can, add one teaspoon of red food coloring to the dirtand mix it in. Label the can "RED DYE"c. Place 3" of dirt in the can, add one teaspoon of vinegar to the dirt and mixit in. Label the can "VINEGAR"
3. Place each of the cans on the same three jars used in Stopping Runaway Runoffexperiment.
WHAT TO 00:1. Measure out 3 cups of water2. Dip a piece oflitmus paper into the water. Record the results on the chart below.3. Pour one cup of water into each of·the three cans.4. Look at the water which collects in the jars. Record the results on the chart.5. Dip a piece of litmus paper into the water in each glass. Record the results on
the chart.
Color of litmus paper in waterafter percolation
=====================================!=============================
CAN #2 "RED DYE" CAN #3 "VINEGAR"
WATER MOVES THROUGH SOn. RECORD CHART
CAN # I"CONTROL"
Condition of water in glass
Color of litmus paper in purewater
WHAT DID YOU LEARN?1. Did the water change in any way after percolating through the "CONTROL" can?Why? Why not?2. If the water looks different after percolation, is it polluted? Why? Why Not?3. If the water looks clean, is it safe to drink? Why? Why not?
43-
fl THE AJM5A
OC:IATION 0 ..· .NVIAONMSNTAL.AUTI--IOAITIESI
PERCENTAGE OF WATER
Objective: Students will examine the percentage of water that is contained in plants and!orvegetables.
Subject: Math and Science
Skills: Measuring, observation, computation, categorizing ••
Materials: Small scale, fresh vegetables, fruit, e.g., apple, pear, potato, cucumber, knife
Procedure:1. Remind the· students that our own bodies are 70% water.
2. Show examples of the amounts of water in vegetables by:a. Cutting· thin slices of potato or cucumberb. Weigh the slices on a small scalec. Place the slices in a sunny spot to dryd. When dry, weigh the slices again
3. The difference between the first and second weights is the amount of water.
4. What is the percentage of water in each piece?
44
-
OCIATICN 0 .. _NVI NTAl.. AUTHOPIITIES
NAME:
PERCENTAGE OF WATERACTIVITY LOG
FRUITNEGETABLE WEIGHTI WEIGHTI PERCENT OFFRESH DRIED WATER
45
THEA CX:IATION 0 .. ENV ENTAL.. AUTHOAITIES
. NAME: -------------------PRO G OUR GROUNDWATER·Soil acts like a sponge and collects rain water. The diagram above illustrates how water~rcolates through soil deep into the underground layers of sediment and is held in an aguifer.
Half of New Jersey's citizens use groundwater for drinking. It is pumped up from one of theten main aquifers which are: Cohansey, Kirkwood, Woodbury, Merchantville, Marshalltown,Navesink, Homerstown, Potomac-Raritan-Magothy, Farrington and Old Bridge..
Aquifers collect· water in the pore spaces of certain rock formations. Most aquifers arecomposed of unconsolidated materials such as sand and gravel. Some aquifers may be small and
.. .
extend only a few miles or some may spread across many states.
Unfortunately, this wonderful process of percolation works for contaminated liquids as well asrain water. Leaking underground oil storage tanks or wastewater which is permitted to movealong pathways which allow it to soak into soil can cause groundwater to be contaminated.Bacteria in the soil eat some of the pollutant material, but not all of it.
,"",,-. Evaporation
.' .-"" . .• •o •••
AA'~J' ~ .0:.":·.:6.::.,-"-""" - '-~ ~ St-, "••••••~.;: ..... oJAi '1 '( rr "c t.... • -' " • •• 11._.
I ~1J c. 11 ~ A'f • Of'
"I. ~./ To qUI er ..o .·.:· .. • ••_~....-;: • ,,0 0 ••'P'\.rt' 0 -.,.-. ·uooJ··_.o•••
L " . .0 Ofl 0. 0 "........ 0._"~,. ._0 '00.0.°• .:1 .. o' 0.'- 0••••• - •
. .. • 6.° 0 0' .<tI .., '''0 •• 0 ••
-JI"'I\\.,"-':::'/ C". ". ~"'.'.:I.'tI .0 ••••11
°0 ••••• ' •••1-.< .~. 110 ". 0,,6. v 'I,. ~...._ •••••••• .,L ... ·,.., " •• -.. •~ y""Wl'....... - .... .. " " /I
.... :., Groundwater Move_ment·'-'"'1 .,. ".", ....." 0 "tI~O ~. 0.,... .... ...... 1>. • 00....-" ~ ..
•• .. -". • o~. .'~- • ••• _ •• -. eo., u·•••• ,;- ..... oD. 11""""-· .,....." ... • • " ...... .. ....... _v
• 1 • .. • __ .. - • • -•••-.- ." .• •• , " •• "·1" ...· ." . ,,~·.. .. - . -..~.. ' .. "-·1 " .. ~
~...• •
•
All of us should be careful about what we pour into the ground.Used motor oil and gasoline should be collected in cans anddisposed of at gas stations or other appropriate collectionfacilities provided by your community. The oil or gasolinewill be treated and recycled into other products.Never pour gasoline and oil into the ground.
Condensation
46
ac::IATICN OF ENV NTA.... AUTHOAITB.
WATER CUT-UPS NEWSPAPER EDUCATION DAYCOOPERATIVE LEARNINGPROBLEM SOLVING
Objective:
Background:
Subject:
Skills:
Materials:
Students will identify and categorize the many ways humans use water.
I, V C
Science, Language Arts, Social Studies
Data gathering, communications, critical thinking
Newspapers, magazines, scissors, construction paper
Procedure: 1. Have students bring in old newspapers and magazines and instruct themto cut out pictures and/or articles related to water.
Extension:
2. After pictures have been gathered, students should divide the picturesinto categories (e.g., recreation, cleansing, dilution, transportation,business, etc.) students must justify the inclusion of each item in eithercategory.
3. Teacher asks: What is the purpose of the water in your picture?
4. The final groups should be labeled and glued to construction paper.
To prioritize uses of water.1. Divide the class into groups competing for a limited water supply. Examples: farmers,
business persons, recreation groups, private citizens.2. Students could list or delete the reasons they need the water.3. Students could vote after the debate on which use or uses of water is most important,
ranking them accordingly.
--
47
CCIATION OF= .NVI NTA\.. AUTHOAIT••
DESERT DAYS WHOLE LANGUAGECREATIVE THINKING
Objecdve: Students will brainstorm techniques and problem solving strategies in order toeffectively manipulate a limited water supply.
Background Reference: Aquifers VI A & C
Subject:
Skills:
Materials:
Social Studies, Science•
Research, communication, measuring
Plastic milk jugs, large picnic jugs
Procedure: "'Note- except for flushing there is no water in the school.1. Students will pretend to go to school in a desert for a day or week.2. Students must solve the problems of having a limited supply of water to
use for the day's (week's) activities. They must consider and/or sharewhat they have.
3. Brainstorm ways in which water can be kept for the class when theyneed it.
"'Possible ideas might include --I. Carrying water to school in jugs.2. Building a reservoir in the classroom (large jugs/coolers) to store excess water each
day.3. Cutting back to essential use.4. Reducing activities or movements.5. . Bringing lunches naturally high in water content: fruit, cheese, etc.6. Sharing with those who forget their supply for the day.
Acdvides: 1. Assign each student to bring into school the amount of water they thinkthey will need for a day.
. . . 2. Go through a regular school day allowing the children to freely use theirwater.
3. At the end of the day have the children see how much. water they haveleft or how much they shared with others. .
Extension: I. Studying desert/nomadic peoples and how they live and survive in arid regions.2. Study the water/nutrition content in foods.3. Study the physiological effects of dehydration orusing polluted water.4. View Video H20 TV from WEF
Chart: Ext. How do you value your water.
48
IATIDN OI=IENV
NAME: _
DESERT DAYS
Amount of Water Brought In: _
Activities requiring water today with amount.•
Activity
How much water did I use: _
How much water did I borrow: __......... _
How much water have I shared: _
49
Amount
A THIEADSA
IATION 0 .. &NV
HOW 00 YOU VALUE YOUR WATER? INTRODUCTORY LESSONCOOPERATIVE LE GCREATIVE TIDNKINGOPEN ENDED ACTIVITY
Objective:
Subject:
Skills:
Materials:
Procedure:
Extension:
To have the students develop creative solutions to a water problem.
Science, Language Arts, Social Studies
Problem solving, creative thinking, communication, cooperative learning
Ice cubes or ice chunks, paper towels, dishes
1. Divide the class into groups.
2. Tell the students they will be presented with a dilemma.
3. Distribute an ice cube or ice chunk to each group saying "this is purewater, what would you do with it?"
4. Do not give them any direction or desired goal - allow them time tofigure out what to do with it.
5. Give them a time frame (perhaps 5-10 minutes) to complete it.
6. At the end of the· time each group should share their decision with therest of the class and defend it.
7. Have the class choose what the most creative yet practical solution tothe dilemma was.
Desert Days Activity
Note: Use this as a lead in to lessons/unit on water use, misuse, storage waste, etc.
50
8 THSAJJtI!SA
OCIATION C" ENVIA NTAl- AUTHOAITE.
le
.
e
ee
r
NAME: _
SAVING WATER DROP BY DROP
For: How Do You Value Your Water & I Use Water To ...
Some of the best ways to conserve water are:
• To check for (and repair) leaking faucets and toilets.• To install water-saving showerheads• To take shorter showers• To water the lawn sensibly, for example in the evening when
water evaporates more slowly.• To use the washing machine and dishwasher with full loads• To tum off the water when brushing teeth or washing hands.
Leaking faucets, toilets, hoses and pipes are the biggest water wasters in your home. A smalopening in a faucet can waste up to 600 gallons of water per month. A leaking toilet can wast200 gallons of water a day. A steady drip wastes 20 gallons a day.
Consult your local' water utility about water saving devices to install in the shower or toiletItems that help save on the .amount of water used by toilets, showers, washing machines, andlawn sprinklers are usually inexpensive and easy to install. New versions of many of thesproducts also have water saving options available.
Be water conscious.
•
Be creative in looking for ways to cut back on the amount of water you use. Using a bucket towash the car instead of running water, and keeping a pitcher of water in the refrigerator so youdon't have to run the tap to get it cold are good examples. Sweeping the driveway rather than
hosing off grass clippings is another.
Think about other ways you and your family can savwater, and act on your thoughts. Treat clean water like thprecious resource it is.
Your local wastewater treatment facility treats our wateand returns it to waterways to be used over again.
51
8 THEANSA
CX:IATION CP &NVI NTA.... AUTt-IC)AlTIES
SCRAP BOOK ADVENTURE NEWSPAPER EDUCATIONCOOPERATIVE LEARNINGWHOLE LANGUAGE
Objective: Students will collect and analyze newspaper data which identify the sourcesof current water problems.
Background Reference: see specific topics
Subject:
Skills:
Social Studies, Science, Language Arts
Reading, categorizing, perceptual water
Materials: Newspaper(s), scrap book, scissors, glue
Procedure: 1. Have the students (individually or in groups) look through the paper forarticles related to "water. II
Extension:
2. Have the students categorize the articles - e.g., quality, conservation,users.
3. After a period of time (two weeks) have the students analyze the scrapbook and answer the questions:a. What seems to be the biggest problem?b. What recommendations are made to solve problems?c. Are the concerns or solutions to the problems scientifically or
emotionally based?d. Do New Jersey citizens care about water?e. Do you care about water?
Have the scrap book idea used to collect articles about water from other areas of the countryand compare them to New Jersey's waterconcerns.
(Newspaper Education Day) activity.
52
~ THE ASSOCIATiON Or: ENVIFIONMENTAL AUTHOFlITIES/M5A
WATER FACTS SHEET
• The consumption of water nationwide is 2,000 gallons per person per day, includingindustrial use. 394 billion gallons used in U.S. daily.
• It takes 40,000 gallons of water (150,000 liters) to make one ton of steel.
• It takes 150 gallons of water (570 liters) to make just one copy of a Sunday newspaper.
• It takes oil companies 6 gallons of water for every 1 gallon of gasoline they produce.
• It takes about 770 gallons of water to refine 1 forty-three (43) gallon barrel of petroleum.
• It takes 75,000 gallons of water to produce a ton of high grade paper.
• It takes 600,000 gallons of water to produce a ton of synthetic rubber.
• It takes 44,000 gallons of water to produce the steel in a car.
• It takes 1,000 gallons of water to produce a ton of sugar.
• It takes the American automobile industry 400 billion gallonsof water to produce 5 million cars each year. It takes over100,000 gallons of water to make one car.
• It takes 35 gallons of water for a person to take a shower.
• It takes 10 gallons of water to run a complete cycle in the dishwasher.
• It takes 5 gallons of water to flush the toilet each time.
• It takes 40 gallons of water to do one load of laundry in the washing machine.
• It takes 5 gallons of water for the average person to wash their face and brush their teeth.
• It takes 36 gallons of water for an average bath.
• It takes 2 gallons of water each time a person washes their hands.
• It takes 1,400 gallons of water to make a hamburger, fries and asoda.
• A cow needs to drink 36 gallons of water to produce 12 gallons ofmilk.
53
18.NTAL. AUTOCIATION 0 ...NV
It takes 5-10 gallons of water per minute to water the lawn and flowers.
The average person uses 80 gallons of water per day for personal use. However, theyonly need 4 gallons per day.
.
The average person drinks 3.5 gallons per water per week.
A steady drip in a faucet wastes 20 gallons of water a day.
A leaking toilet wastes 200 gallons of water a day.
A 1/8" leak in a pipe wastes 400 gallons of water a day.
An fully opened fire hydrant uses 1,000 gallons of water perminute.
One ton of recycled paper saves 7,000 gallons of water.
The human body is made up of 70% water; a chicken ismade up of 75% water; a pineapple is made up of 80%water; a tomato is made up of 95 % water; an elephant ismade up of 70% water; an ear of com is made up of 80%water; an earthworm is made up of 80% water.
It takes 11.6 gallons to process one chicken and 9.3 gallons to process one can of fruitor vegetables.
It takes 5.4 gallons to make one foot board of lumber and 24 gallons to make one poundof plastic.
A person can live approximately one month without food. However, a person can onlysurvive approximately one week (depending on conditions) without water.
*** - The population in New Jersey is 7.73 million.
•
54
~
~
8 THEOAM5A.
OCIATION OF ENVI NTAL. AUTHOAITIES
I USE WATER TO ••• WHOLE LANGUAGE
Objective: Students will identify and analyze their own water usage.
Background Reference: I
Subject: Art, Language Arts, Science
Skills: Identification and collection of data, communication, creative thinking
Materials: Newspapers, magazines, cardboard, paste, writing mate~ials
Procedure: 1. Have students find pictures from newspapers or magazines of how they usewater.
Extension:
2. Mount the pictures on stiff paper and build a mobile to hang in theclassroom.
3. Have students each select one water use and write a report about it to theclass.Suggestions:
. I do the laundry. What happens to the water?I wash the dog. What happens to the water?I plant a garden. What happens to the water?I wash my bike. What happens to the water?
Have each student create a mobile on their favorite use of water.
55
fi THE ASSCCIATION CF= _NVIACNMENTAl- AUTHCAITIGISN5A
THE WATER t'FAX"
Objective:
Subject:
Skills:
Materials:
Procedure:
To quantify how much water a student uses or causes to be used in aday.
Math, Joumaling, Social Studies
Communications, Deductive Reasoning, Calculating
Paper and pencils, Water FAX and Water Facts Sheet
1. Students will list in detail the mundane activities they do in oneday.
2. Using the Water Facts Sheet, they will add, multiply or divide thegallonage listed to fit their particular situations.
3; Have students create their own charts.4. Have students exchange papers and suggest omissions or
corrections.
Extension: Group Version: Divide class into groups. Have one student chronicle his/her activities. Have thegroup work together to add up all uses. Compare group numbers and rank them by water use. Discuss ways toreduce these totals. What does this activity tell us about our relationship to water? (Have students write, draw,
discuss this questions.) Note: Water FAX Telephone Message: I Save Water.
T E 0 K N U 0
E Z R Z A B W E S S H S D A E
Y S M I S 0 N X E X T
J L S P R 0 F T L S F L
R o D I V H Q C S
M H V T ¥)s V M X T H S
A D A R R L o G I C Y C R
R R I A Z D U N F G
Y A V D J E 0 H 0 G L Y
T I T A X 'w T R M W,
R N Z 0 !A L E C N' Q S.
E S S Z T L C J Y Y
A y K Z E H T B S J W S R
T S 0 C F C E D R H K Q S 0 A
M N S C B Y P L C T
E E P 0 L D B S. I •
••
N,
R B I H N Q N !I,·
T C I 0 S 0 L I M X 0 D A •,
A D T P W Z A 0 I,· E GAT P E S
56
SNTAL. AUTHOAITISS
ASSOCIATION OF WATER DROPSEverywhere, All Around The World, Earth 00000 - Phone Number: (4) 7283-92837
FAX TRANSMITTAL SHEET
TO: (Student's Name)'-- _
FROM: (Teacher's Name)'-- --,- _
DATE: (Today)'--__---'- _ Number of Pages Including Cover Sheet __
DF.Y.I. - Do you know that all your activities use water?
o PLEASE RESPOND BY (date assignment is due)'-- _
o INFORMATION NEEDED FOR ACTIVITY: Water Facts Sheet
o PLEASE CREATE A CHART OF YOUR WATER USAGE FOR ruST ONE DAYAND CALCULATE THE TOTAL
COMMENTS:
List your activities and the amounts of water used for them. (Don't forget you put on clean jeans,sneakers, tee shirts~ you rode a bike, roller-bladed, ate breakfast). Add up the totals of all classmembers. How much water did the class use? What is the per student average? How does itcompare to the national average? (See Water Facts Sheet.)
What did you learn? (Hint: What message is found in the telephone number on the letterhead?)
57
SNTAL. AUTHOAITISS
WATER AT WORK WHOLE LANGUAGECAREER EDUCATION
Objective: Students will identify the uses of water in the work place.
Background Reference: I
Subject:
Skills:
Materials:
Procedure:
Social Studies
Categorizing, interviewing, research
Writing materials
Class Activity:
1. List the many occupations that use water and how they need it.
2. Class discussion:a. If you have no water, what happens to the buying and selling of
things -- the town's economy?b. What happens to government if there is a water shortage?c. What are agricultural impacts?
3. Interview parents for water use at work and collect examples. Report tothe class.
58
~
A TH.AMSA
IATICN 0 ...NVI .NTA.... AUTHOAITIES
WHAT IS WASTEWATER? INTRODUCTORY LESSONCOOPERATIVE LEARNING
Objective:
Background:
Subject:
Skills:
To introduce students to the study of wastewater and water pollution control.
III, IV
Science, Social Studies
Analysis
Materials: For each group:PART I - 1 quart jar 2/3 filled with clean water1 empty quart jar1/4 cup sand and small rocks1/4 cup dirt of mud (may include decaying leaves,sticks, etc.)1 tablespoon salt2 tablespoons vegetable oil
PART II - Jars/Containers of various sizes1 small square of wire screencheesecloth2 spoonssmall funnels
Procedure:1. Divide the class into small groups of3-5 students.
2. Have students make lists of the various contributors to wastewater in the area (Le.homes, businesses, factories, non-point pollution).
. 3. Have students "make" wastewater by adding all of their ingredients to the jar of cleanwater.
4. Discuss the value of water before and after it has been used and initiate the cleanupactivity.
5. Student should use the screen, cheesecloth, funnels and spoons to remediate/filtertheir wastewater. The water should appear cleaner and be relatively free of any floatingdebris. What stage of the wastewater treatment process have you emulated?
Discussion: Is the water really clean? What other impurities might still be present?What additional procedures might be necessary to clean up the water?How might water pollution be avoided in the first place? (An excellent opportunity tobegin discussion of personal responsibility and non-point source pollution.)Introduce the wastewater treatment system used in your town.
Extensions: Show WEF Video "Nature's Way':" (12 minute description of the wastewater treatment process.Request a Plant tour of your local Publicly Owned Treatment Works (POTW) (see list on back page.)
59
THE A••OCIATION·o.- ENVII=tONMENTAL. AUTHOAITIES
WATER, THE UNIVERSALSOLVENT - WHATEVER THAT IS!PRIMARY TREATMENT
COOPERATIVE LEARNING
Objective: Students will utilize their observation skills to enable them to conclude that wateris a solvent.
Background Reference: Wastewater Treatment! Solvent: IV B (see foldout on wastewatertreatment)
Subject:
Skills:
Science
Observation, creative thinking, recording, cooperative learning
Materials: Baby food jars, or similar (14)paper clips watergum oil, 1 tsp.soap powder baking sodacandy- 1 piece pennypiece of aluminum piece of paper
activity sheetsugar, 1 tsp.corkcoffee grainssalt, 1 tsp.
Procedure: 1. Dissolve sugar or salt in water and ask the students where it went?- can have them taste the water to prove it didn't disappear.a. Explain that the sugar/salt and water mixed together to make a solution.b. Explain that water is a solvent because so many things dissolve in it.c. Explain that the sugar/salt dissolved in the water. fit between the moleculesof water. This can be demonstrated with a jar full of marbles (representing thewater). Pour water into it and watch it fill around the marbles.2. Some materials float in water, some materials sink in water, and somematerials are suspended in water.a. Fill the jars with water approximately 1/2 way.b. Have the students record on their activity sheet the items to be tested, e.g.,paper clips, oil, etc..c. Have them record their prediction of what will happen when it comes incontact with the water, e.g., float, sink, suspended.d. Place one item at a time, each in a different jar. Students should record whatthey observe.e. Empty all the jars in a clear one/two gallon jar and have the students observewhat happens and record their results on the activity sheet.
Extension: 1. Have students read and follow the diagram of the wastewater treatment process and sludgetreatment process on the special insert included in this guide.2. Research what is "dissolved" in sea water.3. Fill a large tub with water and have students learn about water displacement using clay. Thestudents will take a handful of clay, place it into the water and record what happens to both theclay and the water. Have the students try and form the clay so it will float.a. Discuss why clay can both float and sink.b. Ask what other materials could be used to conduct this experiment.
Note: Explain that this is what happens in a wastewater treatment plant.
60
IATION 0" _NV NTAL. AUTHOPIITIES
Name: _
WATER • THE UNIVERSAL SOLVENT
ACTIVITY SHEET
oo
Directions: List the items to be used in the right column - Predict if they will float, sink ordissolve. Check your prediction during the demonstration.
ITEM
-
PREDICTION OBSERVATION
61
NTAL. AUTHQIIIIITMES
MICRO-MULTIPLIERS USING MICROSCOPES
Objective: Students will identify and draw hay infusion microorganisms
Background Reference: IV B 2
Subject: Science, Math
Skills: Observation and analysis
Materials: Microscopes, slides, paper and crayons
Procedure: I.Using a microscope, look at a slide of paramecium dividing into two parts.
2. Make a drawing.
3. Add to the drawing, to show how many paramecia there will be if each onedivides again into two.
4. Suppose all of the paramecia divide again. How many are there now? Drawwhat happens.
Extension: Students interview a microorganism using a tape recorder. Have one student ask questions and anotheranswer. Sample questions: How old are you? What do you do for a living? What are your favorite foods? Whatmakes you happy? Do you have lots of friends? What are you afraid of?
62
-
8. THE AIIIIOC:IATION OF= ENVI...ONMENTA.... AUTHOAITIEIIJJ.&A
NAME:, _
WASTEWATER WORD SEARCH
S 0 V B A F Q R TIN T ERe E P TOR G K N U 0 M
E S A I Z B P D A V R Z A B W E U E S F S H S D A E
C T V 0 A ERA TED Y S M I E R 0 S ION X EXT
o 0 N D B J R USA K L S P R S I 0 F T L S F L M S
NRC E F FLU E N T WO D I V F H Q C K V S N L Y
D M H G MeG R A V I T Y S V M I X T H U K OU C S
A DAR B THY D R 0 LOG ICC Y C LET D P H R
R R I A Z DAD T D G N N 0 UNA F G 0 J G B N M E
Y A V D J E U E E 0 ROT HOG T L ERE V Y 0 E W•
TIT A X W T K R Y I G R M BTl 0 T I A U W PTE
R N Z BOA L EST FeN Q A LON G N H M Z N S S
E S S L Z T C Y A Z Y G Y L C J N Z F E L V A L Y Y
A YK E Z E V L N K P R P H T B S J R LET OW S R
T SOC FRO D I F E A ACE D R H K Q U N Q S 0 A
M T N SOC C V H G 0 C K M R B Y peL S E R LeT
E E P R REO MAW L D B X I F S Y LOW P NeE I
N M T E Y R I W W B I H N 0 A R LOP V T M S T Q N
T CPU C L E B lOS 0 LID S P N M X V POD 0 A
A D Q WAS T E W ATE R P W Z A 0 lEG A T PES
* THERE ARE 24 HIDDEN WORDS IN THIS PUZZLE. ALL OF THE WORDS RELATETO THE WASTEWATER TREA PROCESS. CAN YOU FIND THEM ALL? (Seepage 56 for answer key)
AERATEDBACTERIABIODEGRADABLEBIOSOLIDSCHLORINEDEWATERECOSYSTEMEFFLUENT
EROSIONGRAVITYHYDROLOGIC CYCLEINFLUENTINTERCEPTORPERCOLATIONPOLLUTANTPRIMARY TREATMENT
PURIFICATIONSANITARY SEWER SYSTEMSECONDARY TREATMENTSEPTAGESEWAGESLUDGESTORM DRAIN SYSTEM
.WASTEWATER
63
OCIATION 0,. &NVI"'ONM.NT~AUTHOAITIES
GO FLUSH GAME GAMELEARNING CENTEREVALUATION
Objective: To test understanding of wastewater terms
Background Ref.: Student Sheet - The Facts About Wastewater Treatment; IV
.
Subject Science
Skills: Recall, Observation
Materials: Index Cards
Procedure: 1. Copy the game cards and have students glue them to index cards2. Follow directions to play the game G\Jst like Go Fish).
To learn more about wastewater cut out the cards on next page and play Go Flush.
HOW TO PLAYIt is played just like Go Fish. Each player receives five (5) cards.Half of the cards have questions. The other half of the cards are the answers to questions. Theperson to the left of the dealer goes first. They ask any player if they have the answer or thequestion to one of their cards. If the other player does have the correct card they give it to player# 1. If the other player does not have the correct card, they put the pair down and go again. Butif they don't make a match, the person to the left takes their tum. The first person to match alltheir cards is the winner.
~;';'A A• ••• ••
See game•pIeces on
next page.
•
64
OCIATION C .. _NVI NTAL.. AUTHCAITIS.
~
~
~-I
=iI•
'IIIIId"II'
Q\til
What is wastewater 1 Wastewater treatment plants speed Usually in the bathroom, , Effluent 11up the same kind of natural process kitchen & laundry room 2
10found in?
Where is wastewater made What is the term used for Everyone 3 Into the ocean or bays,
at your house 2 wastewater that has been rivers & streams that
treated? 11 drain into the ocean 12
Who makes wastewater 3 Where is effluent Into a septic tank or a Anywhere from 1,800 feet
discharged? 12 . wastewater treatment to 6,700 feet
plant 4 13Where does wastewater go How far from the beach The solid portion of 85 to 90%
after it leaves your home? 4 is effluent discharged? 13 wastewater 5 14 •
What is sludge? 5 How much pollution is removed Wood chips 6 Wastewater goes through a onefrom effluent that is discharged step process. Solids are removed
directly into waterways? 14 Chlorine is added to kill
bacteria 15.
What is sludge mixed with to make What is primary treatment? Soil Amendment, landfill The wastewater goes through
compost? 6 15 cover 7 several cleaning steps. Screening,grit chamber-settling tank-aerationtank-settling tank-ehlorinator
16Name two ways sludge is What is secondary wastewater 95 % water and 5% solids NJ residents, businesses &
beneficially re-used in New Jersey? treatment? 16 8 industries receive a bill for this
7• 17service.
What is sludge made of? 8 Who pays for wastewater . It is incinerated, composted, spread
treatment? 17 over the land or taken to out of
state landfills. 9
How do we dispose of our sludge? Water that has been used.and has Streams and rivers 109 waste in it. 1
WATER RUNOFF COOPERATIVE LE
•varIoustest for theorder to•InStudents will collect samples of water
substances and impurities found in runoff water from streets, playgrounds,etc...
Objective:
Background Reference: III A. 3. III A2
Subject: Science
Skills: Data collection, observation and analysis
Materials: Clear plastic, petri dishes, pH paper, pool test kits, collection log.
•In
Procedure: 1. Collect samples of water from streets or puddles in different areasclean bottles, jars. Note any conditions of water clarity (film
over water, etc...). Number each sample to correspond to log.
2. Test samples with pH hydrion paper and list results.
3. Place water in petri dishes and allow to evaporate. Note any results.Also compare with tap water.
4. Record results on the Collection Log.
Note: Do not allow hands to touch the tap water. Also clean the spigot before taking thesamples.
atoCan be used as a class project (field trip) or students can bring in a sample
makenearAdditional Note:
homefrom
Ref. BG or Micro Multipliers
classroom collection log.
Extensions: Beneath The Shell
." .':': '.':'. .:::: .::~..':':: ~:: :.::..':': .... ....,,;." :.::..::: .:.: .,:. ...;.:
66
THI! AsseCIATleN e .. CBNVIPteNMENTAL. AUTHOPtITHES
1111111
11111111
"
'i
i~
I'!..oz~, ~<~ZIIZir~~
=iII
NAME: _
WATER RUNOFF COLLECTION LOG
SAMPLE WATER CONDITION pH RESULTS AFTER COMMENTSDRYING
TAPWATER
1
.
2
3
4
5 .
NAME: _
WORD SCRAMBLEDIRECTIONS - Use the clues below to help you unscramble the following words
1. CLORHINE
2. CIOXT
3. BECATIRA
4. LSDUGE
5. LOIBOLACIG
6. GOLAON
7. RALCREFI
8. RAVGTYI
9. LDANLILF
1O.WESGEA
11. RONGASIM
12. PULOLTATN
13. ORINGNAIC
14. MSUC
15. WSATWETERA
*CLUES*
1. A powerful gas used to deodorize and disinfect wastewater during treatment.2. A substance that is poisonous to a living organism above a certain concentration.3. A group of micro-organisms used in the breakdown of organic matter in sewage.4. Solid organic waste material which settles to the bottom of the sedimentation tanks and is removed fordigestion.5. Having to do with the living process of plants and animals.6. A large pond that holds the sludge while. it basks in the sun until the extra water evaporates.7. A tank that removes organic waste that is either heavy enough to sink to the bottom or light enough to floatto the top.8. The force which pushes objects to the earth.9. A disposal site for solid wastes.10. Another name for man's wastewater.11. A living being; including micro-beings as bacteria.12. Any substance which dirties land, air or water.13. Made up of non-living matter.14. A layer of oil, grease and fat floating on wastewater which is eventually skimmed off.15. Water which is filled with man's pollutants.
1I3.LYt\3.LSYt\·!iL wnJS".,L JINY!lllO"n .LNV.Lnll0d"ZL WSINY!lllO"LL 3!lYt\:iS'OL111~ONY1"6 A.LIAYlI!l"9 1I31~llIY1J'l NOO!lYl"9 lYJI!1010IS'!i 3!lOnlS'" YI1I3.LJYS·£ JIXO.L·Z 3NllI01HJ'L :S1I3t\SNY
68~
A TH. AllSCX:'ATION 0.- lENV'M5A
NTAL. AUT ...
FACILITY
AEA FACILITIES THAT OFFER PLANT TOURS
COUNTY PHONE
Aberdeen Township MUAAtlantic City MUA (water)Atlantic County U.A.Bayshore Regional S.A.Bergen County U.A.Bernards Township S.A.Bordentown S.A.Brick Township MUA (water)Camden County MUACape May County MUACarneys Point S.A.Cinnaminson S.A.Cumberland County U.A.Delran S.A.Deptford Township MUA (water)East Windsor MUAEvesham MUA
. Ewing-Lawrence S.A.Florham Park S.A.Gloucester County U.A.Hackettstown MUAHamilton Township MUAHanover S.A.Hoboken Union City Weehawkin S.A.Hudson County U .A.Jackson Township MUAJersey City S.A.Joint Meeting of Essex & UnionKeansburg MUA (water)Lakewood Township MUA (water)Lambertville S.A.Landis S.A.Unden Roselle S.A.Little Egg Harbor MUA (water)Long Branch S.A.Lower Township MUA (water)Madison-Chatham Joint MeetingManchester Township MUA( water)Mantua Township MUA (water)Marlboro Township MUA (water)Middlesex County U.A.Middletown Township S.A.Monroe MUA (water)Monroe Township MUA (water)Montville Township MUA (water)Morris County MUA (water)Mount Holly S.A.
MonmouthAtlanticAtlanticMonmouthBergenSomersetBurlingtonOceanCamdenCape MaySalemBurlingtonCumberlandBurlingtonGloucester
.MercerBurlingtonMercerMorrisGloucesterWarrenAtlanticMorrisHudsonHudsonOceanHudsonEssex & UnionMonmouthOceanHunterdonCumberlandUnionOceanMonmouthCape MayMorrisOceanGloucesterMonmouthMiddlesexMonmouthGloucesterMiddlesexMorrisMorrisBurlington
(908) 566-7200(609) 345-3315(609) 348-5500(908) 739-1095(201) 641-2552(908) 204-3012(609) 291-9105(908) 458-7000(609) 541-3700(609) 465-9026(609) 299-5233(609) 829-5287(609) 455-7120(609) 461-5111(609) 848-0200(609) 443-6000(609) 983-1878(609) 587-4061(201) 377-7050(609) 423-3500(908) 852-3622(609) 625-1872(201) 428-2477(201) 963-6043(201) 659-0775(908) 928-2222(201) 432-1150(908) 353-1313(908) 495-1300(908) 363-4422(609) 397-1496(609) 691-0551(908) 862-7100(609) 296-1168(908) 222-0500(609) 886-4487(201) 635-4616(908) 657-1441(609) 468-1111(908) 591-1757(908) 721-3800(908) 495-1010(609) 629-1444(908) 521-1700(201) 334-0304(201) 285-8383(609) 267-0015
FACILITYMount Laurel Township MUAMusconetcong S.A.Neptune Township S.A.North Bergen MUANortheast Monmouth County Regional S.A.Northwest Bergen County U.A.Ocean County U.A.Ocean Township S.A.Old Bridge MUA (water) .Passaic Valley Water Commission (water)Pemberton Township MUAPenns Grove S.A.Pennsville S.A.Pequannock Lincoln Park & Fairfield S.A.Plainfield Joint MeetingPompton Lakes Borough MUARahway Valley S.A.Randolph Township MUA(water)Raritan Township MUAReadington-Lebanon S.A.Ringwood Borough S.A.Rockaway Valley Regional S.A.Somerset Raritan Valley S.A.South Monmouth Regional S.A.Southeast Morris County MUA (water)Stafford MUAStony Brook Regional S.A.Sussex County MUAWanaque Valley Regional S.A.Warren County pequest River MUAWarren Township S.A.Washington Township MUA (water)Washington Township MUAWaterford Township MUAWest Milford MUAWestern Monmouth U.A.Willingboro MUA
COUNTYBurlingtonMorrisMonmouthHudsonMonmouthBergenOceanMonmouthMiddlesexPassaicBurlingtonSalemSalemMorris .Somerset, Union, MiddlesexPassaicUnion & MiddlesexMorrisHunterdonHunterdonPassaicMorrisSomersetMonmouthMorrisOceanMercerSussexPassaicWarrenSomersetGloucesterMorrisCamdenPassaicMonmouthBurlington
PHONE #(609) 234-0062(201) 347-1525(908) 922-3434(201)·295-0100(908) 229-8578(201) 447-2660(908) 269-4500(908) 531-2213(908) 566-2534(201) 340-4300(609) 894-4873(609) 299-3103(609) 678-7500(201) 696-4494(908) 968-2471(201) 839-3044(908) 388-0868(201) 361-9712(908) 782-7453(908) 534-6171(201) 962-9135(201) 263-1555(908) 469-0593(908) 681-0611(201) 326-6880(609) 597-7468(609) 9Z4-8881(201) 579-6998(201) 831-1733(908) 475-5412(908) 753-8000(609) 227-7977(908) 876-3145(609) 768-2330(201) 728-2711(908) 446-9300(609) 877-2900
For additional copies of this teachers guide or to arrange for plant tours, please· contact theAssociation of Environmental Authorities at:
Association of Environmental Authorities2333 Whitehorse-Mercerville Road, Suite 4Mercerville, NJ 08619(609) 584-1877FAX (609) 584-8271
This publication printedon recycled paper