PROCEDURE
- Begin with a general discussion about the importance of treating
wastewater. Using the poster, trace the flow of "wastewater"
from several "buildings" to the "treatment facility."
Explain how wastewater travels from houses, schools, and businesses
through underground sewer pipes to a wastewater treatment facility.
Once at the "treatment facility" on the poster, discuss
some of the processes used to treat wastewater. The pictures and
description of the various treatment processes, located on adjacent
panels, provide background information.
- Explain to the students that they are going to pretend to
be wastewater. Ask two students to take a handful of shredded
newspaper (representing sewage waste). Place one student at the
end of each 0.6-meter-long object (total of two students). Explain
that the number of students represents the size of the community
today. You, the teacher, then should say "flush," signaling
the students to walk along the "pipes" towards the "treatment
facility." Upon reaching the "treatment facility,"
the students must count to three, which represents the time taken
to treat the wastewater, and throw the newspaper into the "treatment
facility."
- Next ask six students to volunteer. Ask two students to stand
at the end of each 0.6-meter-long object and two students to stand
at the end of the 0.7 meter-long object. Explain that the increased
number of students represents the concept that the community has
expanded. Send two students per "flush" signal toward
the "treatment facility." Give signals in quick succession.
When the students become crowded at the "treatment facility"
because of treatment time (three seconds), ask the students to
wait their turns before throwing the newspaper into the "treatment
facility."
INTERPRETIVE QUESTIONS
Use the following questions for discussion.
- What caused the crowding at the "treatment facility?"
Answer: Too much "wastewater" to treat at one time.
- What problems could be caused by the backup of wastewater?
Answer: Delays in treatment, restrictions on water use, prevention
of community expansion.
- What can each student do to prevent backup at treatment facilities?
Answer: Conserve water. For example, only flush the toilet
when necessary. Use waste containers for tissue trash and paper
towels. Turn water off when brushing teeth.
- What can the community do?
Answer: Conserve water. Increase
the size of the treatment facility.
This activity was adapted from the Massachusetts Water Resources
Authority, "Water Wizards."
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