Key Messages

Alphabetical Listing Printable PDF
Printable Descriptions
& Outcomes (PDF)
Water Attitude Activity Centres
Water Conservation Activity Centres Water Protection Activity Centres
Water Science Activity Centres Water Technology Activity Centres

ACTIVITY

DESCRIPTION

KEY MESSAGES

3 X's A DAY



Using a model of two washroom sinks, students measure how much water is used by brushing their teeth with the water left running and by brushing their teeth with the water used only sparingly. Students are encouraged to ask questions and provide new insights on how we can save water in our homes.
  1. Reducing water use in little ways helps protect our water supply for the long term.
  2. All water is re-used and any water leaving your house has to be cleaned and treated so that you can use it again.
  3. Remember not to leave water running longer than necessary at any time (ex. don't leave the tap running while brushing your teeth).
ABORIGINAL VOICES



Students gather to find out the prominent role that water plays in native culture and practice now and in ages past. This activity is run by teacher/elders from Chippawa's of Nawash.
  1. Water is sacred.
  2. All life needs water to survive.
  3. We need to respect and live in harmony with all of nature.
A-MAZE-ING WATER TREATMENT



Students pretend to be drops of water entering a simulated water treatment plant. Find out what happens to municipally provided water before it enters the pipes to come into your home. Students will gain an understanding of how much has to be done to each drop of water that comes out of our taps and sprinklers and that we should conserve water as much as possible. Then tour an actual working Water Treatment Plant on site.
  1. That humans use water faster than Mother Nature can purify it.
  2. That treating water involves three key processes in between the well and our taps.
  3. That reducing our water usage will not only preserve water resources, but also save us money and energy.
"AQ" THE AMAZING AQUIFER



Students will be encouraged to investigate the source of groundwater, how it gets there and how it is extracted for our use. Find out how pollutants affect our groundwater and how pollution can be prevented.
  1. Groundwater does not run in underground rivers; it percolates through sand and gravel.
  2. Groundwater is a source of drinking water through wells.
  3. Pollutants on the ground or in lakes will enter the groundwater and percolate through the system contaminating drinking water.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

BACK YARD BUDDIES



Using a hands-on model of a residential area, students will discover how we can affect the groundwater and surface water in our environment through non-environmentally friendly practices in our own backyards. Students also learn the problems of contamination, how to prevent pollution problems in our own backyards and more environmentally friendly practices to help keep our water supplies safe from contamination.
  1. What we do on the land affects the water as well.
  2. There are safe alternatives to pesticides.
  3. Everyone can take an active role in keeping our groundwater clean and safe.
BOOTS, BUBBLES & BUGS



Students discover the differences between aquatic insects found in stream and pond habitats with emphasis on adaptations to their environment. Through the use of an interactive puppet show, participants follow Billy Water Boatman and a little girl named Polly as they wish for a better life underwater. Our characters meet a number of interesting creatures such as grasshoppers, damselfly nymphs, black fly larva, mayfly nymphs, water striders and whirligig beetles along their way learning that sometimes it is better not to get what you wish for!
  1. Rivers, streams, lakes and ponds all possess a wide variety of plant and animal life.
  2. Animals have many adaptations that help them to survive aquatic life.
  3. All animals and plants play an important role in the food chain and are deserving of our respect. We should keep their habitat clean to help them to survive.
BUCKET BRIGADE



Students work together to simulate medieval & pioneer life, including firefighting methods. They also have the opportunity to talk to local firefighters and see modern firefighting technology such as fire trucks and fire hoses. Students line up and pass buckets full of water to put out a "fire".
  1. Water is important not only for health but also for safety (e.g. fire fighting).
  2. Historically, fire fighting required teamwork and an available water supply.
  3. Today, much of the water for fire fighting comes from the Municipal Water Supply.
CAN YOU MANAGE?



Nutrient management is in the headlines all over Grey and Bruce Counties lately. Participants get a chance to learn what it is all about and how we can ensure safe water supplies for all our needs through hands-on activities using working models of agricultural areas.
  1. A farm is like a factory in that raw materials go in, an end product is produced for market or consumption but there are waste products as well.
  2. Proper nutrient management will benefit not only the family but also the business, livestock and the environment.
  3. Everyone can take an active role in keeping our groundwater clean and safe.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

DOWN AND OUT IN THE COUNTRY



A sub-surface look at how sewage is treated in rural areas. Using a model of a septic system, students observe what happens to the solid and liquid waste and how it is cleaned as it travels through the soil material. Malfunctioning systems and their effects on the environment are also demonstrated.
  1. All waste water has to be treated before it is returned to the environment.
  2. A properly maintained septic system is good for the environment.
  3. We should never pour any toxic or hazardous materials down the drain or toilet.
DRIPIAL PURSUIT



Teams of students can engage in a friendly game of not so "trivial" water facts.
  1. These water facts are not so "trivial".
  2. This is a game, winning isn't everything but we can all learn something from the game.
  3. There is a lot to learn about water.
DROP ZONE



Students discover water towers not only store the water we need for our homes, schools and businesses but also provide the pressure necessary to get that water to us. Participants actively get involved in learning that the tower's size, shape and height will help determine what amount of pressure is available. Look out for the drop zone!
  1. In many communities in Grey Bruce clean water is piped directly from the water tower into our homes, schools and businesses.
  2. It takes energy to pump the water up to the towers.
  3. Canadians waste a lot of water because it is so readily available. Imagine having to haul all of the water you use and perhaps you can begin to use less.
EGGS TO ADULTS



Students observe fish in two different stages of their life cycle. Through a brief discussion, they will learn about the different stages of a fish's life cycle and why habitat protection and clean water are important for each of these stages. Students will also learn how fish fit into the food web/chain and local ecosystem. Students will be encouraged to describe ways in which humans can both threaten and protect the natural habitat of fish.
  1. Groundwater is important to trout because it keeps the water clean and cold.
  2. The Saugeen River is home to an assortment of fish and we should work at keeping it safe.
  3. It is important not to pollute groundwater because it can reach rivers and lakes where it can harm fish and other life.
ENVIROSCAPE HAZARDOUS WASTE



Using a hands-on model of an industrial area, students will discover what hazardous substances are, where they come from and their effects on the environment. Students also learn the problems of hazardous waste contamination, how to clean up and prevent hazardous wastes from adversely affecting the environment.
  1. Hazardous wastes are wastes that present a threat to human health or to the environment.
  2. Hazardous wastes can contaminate groundwater which is very difficult to clean up.
  3. Spill prevention and proper disposal are the keys to controlling hazardous wastes.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

EROSION BUSTERS



Participants build their own watershed using soil and materials supplied, then pour water over model to discover soil erosion problems. Participants are then given tools to help "fix" erosion problems. The importance of cover, wetlands and streambank protection is emphasized.
  1. Exposed, bare soil can easily be washed away by water.
  2. Wetlands are a valuable part of any watershed, retaining water during high flows and augmenting supplies during low flow periods.
  3. Suspended materials in the water can harm aquatic animals and plants and create flooding problems downstream from erosion site.
GO WITH THE FLOW



How can we save water in the kitchen? Students observe the effect of an aerator on our kitchen taps by washing dishes and comparing how much water was used both with and without an aerator. They also observe different methods that can be used to conserve water.
  1. All of the water that we use in our homes must be cleaned and treated so that it can be used again.
  2. Reducing the amount of water that you use daily, saves money and helps reduce the amount of water that needs to be treated.
  3. Aerators mix air with the water coming out of a tap and help reduce the amount of water that is used while the tap is running.
GREAT WATER RACE



Students continue their study of porosity and permeability by watching how quickly water passes through sand, gravel and fractured limestone. Students are introduced to the concepts of slope and angle and observe their effect on how water moves through the Earth.
  1. The materials making up ground differ in permeability - that is, the ability of water to move through the pores (spaces) between different particles in the ground.
  2. If the materials are different, the permeability should be different and water should move through the ground at different speeds.
  3. Permeability is critical for water supply purposes; if water contained in soil or rock will not drain out, it is not available to water wells.
H 2 OHHHHH ... THE SCIENCE OF WATER!


Students discover the science of water – buoyancy, density, surface tension and more! Hands-on experiments with water will have your budding scientists learning about the properties of water and putting the ohhhh! in H20!
  1. All water molecules contain two hydrogen atoms and one oxygen atom.
  2. Water is the only substance found naturally in all three states of matter: solid; liquid and gas.
  3. All living things depend on water.
HEALTHY STREAMS...HAPPY PEOPLE



Students will review the food chain in a stream ecosystem. Using a "gravity puzzle", students will learn that all the organisms in the stream are connected and that humans are part of the chain. Ultimately, humans can have both a positive and negative influence on streams, so if the streams stay healthy, so will humans.
  1. Anglers (people who fish) are part of the food chain.
  2. Humans can do both good and bad things to these important habitats.
  3. The future of these special places depends on all of us.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

LATHER UP



How much water do we use for a 5 minute shower? What if we didn't have showers or even piped water? Students compare early medieval & pioneer bathing methods to modern methods. How do we take water for granted now that we have it readily available in our homes? What would medieval/pioneer children think of our running water? What can we do to save water when having a shower? Students enter a model shower to see the difference when a simple technological water-saving device is employed.
  1. A lot of water can be wasted while showering.
  2. Reduce water use by getting a low-flow shower head in your shower.
  3. Water use can also be reduced by turning off the water while soaping up.
MARSH MONSTERS



Participants use nets and equipment to discover what lives in the waters of the Saugeen River. A Biologist and volunteers assist in reviewing the food chain and interdependency.
  1. Rivers, streams, lakes and ponds all possess a wide variety of plant and animal life.
  2. Animals have many adaptations that help them to survive aquatic life.
  3. All animals and plants play an important roll in the food chain and are deserving of our respect. We should keep their habitat clean to help them to survive.
OFF I GO



In Southern Ontario we have many nearby sources of water. In many countries people must travel far distances to obtain clean water. Students participate in a relay obstacle course to simulate the act of carrying water over difficult terrain and long distances. Likewise, water travels long distances through pipes to get to our homes. They will be encouraged to imagine what it would be like if we did not have water piped into our homes?
  1. In Canada we have a steady supply of water and we therefore tend to waste a lot.
  2. In many countries people have to go long distances to find water and they therefore conserve much more.
  3. Think about children in other countries on their water fetching journeys and try to conserve water whenever possible.
OIL SLICK!



What happens when oil is spilled in a natural habitat? Students have a brief discussion of this phenomenon in the context of a large scale (as in oil tanker spill at sea) and on a smaller scale (such as when oil travels through storm drains into our local lakes and rivers). Students use a model to see how real oil and water mix (or don't) and how the animal's habitats, including vegetation, are adversely affected. An actual technique of cleaning up the oil is demonstrated. Students also take the role of wildlife biologists observing feathers when they are wet, dry or soaked in oil; giving oral descriptions of their observations. Then they attempt to actually clean the feathers. Students are encouraged to think about actions such as pouring used oil and other contaminants down storm drains or household drains and how these cause pollution and discuss why prevention is a better strategy than remediation.
  1. The majority of oil in the environment doesn't come from tanker spills at sea but from people on land who throw used oil into the garbage, down the drain or into the storm sewers.
  2. A habitat is the natural environment where a plant or animal lives and grows; its home. If the habitat is polluted with oil, the plants and animals in that habitat are very seriously damaged and may even die.
  3. Oil cleanup is very expensive and difficult and it is impossible to clean up everything completely; it is easier to prevent oil pollution than it is to clean up after it.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

PIONEER WATER RACE



How did pioneers collect all of the water that they needed for their daily lives? Students participate in a race using buckets of water and pose questions and make observations to gain an understanding of the difference between Canadian communities in the early 1800s and modern life in their community. How did people function differently without our technology?
  1. A fresh, clean water supply is necessary for survival so it is very important that we conserve it for future generations.
  2. In Canada, we are very lucky to have clean water piped directly into our homes. In pioneer times, and even today in some countries, water had to be carried in buckets from the source and, in some cases, was not even clean.
  3. Canadians waste a lot of water because it is so readily available. Imagine having to haul all of the water you use and perhaps you can begin to use less.
POROSITY & PERMEABILITY



Porosity and permeability are the key factors in determining how water moves through or is held by the earth's surface materials. Using models to determine grain size and real soil samples for testing, discover one of the mysteries of how the water cycle serves us. Students engage in an activity which demonstrates these principles.
  1. Porosity and Permeability are the key factors in determining how water moves through or is held by the earth's surface materials.
  2. Porosity refers to the pore spaces between soil particles or pieces - if there are many spaces then the soil has high porosity.
  3. Permeability refers to and the ease with which water passes through the pores - the more and bigger the spaces the more easily water will pass through.
ROLLING THROUGH THE SHED



Students pretend to be drops of rain which, through precipitation, enter into the watershed. They roll through the watershed to see how water can be contaminated.
  1. As water travels through the watershed it picks up many pollutants from the air, roads, lawns, farms, rivers etc.
  2. Even things that are not directly placed in the water can still be picked up by it and contaminate it.
  3. It is important to protect our water supply by reducing all pollution.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

ROYAL FLUSH



How does a toilet work? Students examine how the mechanism in an ordinary household device works and the difference between water-saver toilets and regular-flow toilets.
  1. Flushing a toilet can waste a lot of water.
  2. By using a low flow toilet or a toilet dam, a lot of water can be saved.
  3. Only flush the toilet when it is necessary and never flush garbage down the toilet.
RUNOFF OR RECHARGE?



Using a model, students investigate the importance of vegetation in helping to fight against water erosion. Students compare how concrete, gravel, bare earth, and vegetation surfaces affect runoff and infiltration.
  1. Recharge occurs when water from precipitation seeps into vegetated soil putting water back into the ground - groundwater!
  2. Runoff occurs when the water from precipitation cannot sink into the soil and runs along a road or dirt path picking up contaminants as it goes and causes erosion.
  3. Vegetation (plants) help fight erosion and help recharge groundwater.
SAVE OUR WETLANDS



Students will investigate the importance of wetlands in storing water as part of the hydrologic cycle. By using a student built model, originally designed as a Science Fair project, students will see the results of failing to conserve or manage wetland areas. Wetlands help to retain extra water during high flow periods (snowmelt and significant rainstorm water) and augment river flow throughout the year. Even the reduction in size of an average wetland can greatly affect the river and the people who live downstream as witnessed by students when the wetland is "dredged" and a "rainstorm" comes along.
  1. Humans can affect the natural world both negatively and positively.
  2. Wetlands work like giant sponges to help regulate the amount of water in a river system - holding water back during snow melt and storms and slowly releasing it during low flow periods.
  3. Wetlands play an important role in our environment both from a hydrological standpoint and also the wide variety of animals and plants that depend on this habitat to survive.
SEPTIC SIGHTS



Students observe the water trickle through sewage pipes into the septic bed in a full size model of a septic system. Where does the waste water and solid waste go?
  1. A septic system is a system for treating waste water by filtering it through certain types of gravel and earth materials in order to clean it.
  2. Rural homes or cottages are often serviced by a septic system rather than a municipal wastewater system like we have in the city.
  3. A malfunctioning or overloaded septic system can contaminate groundwater and make the people, who use the groundwater from a well for drinking and washing, very sick.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

SIMPLY DIVINE



Meet our "Dowser", also known as a "Water Witch". What would 18th and 19th century settlers do if they were not living near a river or lake? How would they be able to find water below the surface of the ground? Students will see if they can successfully dowse for water. How do we find today?
  1. Water is necessary for survival therefore locating water is crucial for health and prosperity.
  2. Water diviners are people who locate water using a forked stick or "divining rod."
  3. Water diviners have been known to be successful when other methods do not work for finding water however it is unknown how/why the practice really works.
SOMETHING FISHY'S GOIN' ON



Students test the pH levels of various common liquids (ex: juice, vinegar). There is a brief discussion of pH and how natural habitats must have water of a certain pH in order to support plant and animal life. Students use model lakes to see which lakes are healthy and which are too acidic, due to acid precipitation.
  1. The pH scale is used to measure how acidic or basic a substance is.
  2. Acids that we can eat or drink may not be healthy for aquatic life to live in.
  3. We must protect the water quality of surface and groundwater by preventing water and air pollution.
TREATING TRASH



How does a modern landfill operate? Students explore for themselves how we treat our trash today and compare this to the unsafe practices that were done in the past. A landfill model provides a breakdown of the different stages of the treatment process and demonstrates the effect on the groundwater if our trash is not disposed of properly.
  1. Today's modern landfills are for the most part safe but there are exceptions.
  2. We should avoid putting garbage into a landfill in the first place by following the 3 R's.
  3. Garbage that is not properly treated can pollute both surface and groundwater.
WATER CYCLE MADNESS



Students learn about the water cycle first hand by watching it cycle before their eyes. Unique working model shows the processes of evaporation, transpiration, condensation, precipitation, and runoff all with the help of a miniature sun (lamp) and other materials. Learn how the water cycle impacts our daily lives.
  1. Water is never lost or gained; there is always the same amount of water in the world. The water we drink today was used by dinosaurs a million years ago!
  2. The water cycle is a model that shows how water is continuously recycled through the environment.
  3. We waste water by making it permanently contaminated so that it can no longer be used for drinking or washing.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

WATER-GO-ROUND


Students are led through a variety of experiments using an enviroscape model to demonstrate how water is used and recycled in our communities. Demonstrations and discussion include water treatment, distribution, wastewater collection, wastewater treatment and biosolids disposal/use. This activity ties in well with a number of other activities at the festival.
  1. All water from a water treatment plant is treated so it is safe for drinking purposes.
  2. The same water is here now as was when dinosaurs roamed the earth.
  3. Everything we do on the land affects the water we depend on.
WATER HOGS MAKE SMOG



This hands-on activity shows students the connections in how using water can create air pollution. Students learn through pumping water from a "lake" model, the process of getting water to your house. Each step of the process from cleaning, heating, and treating waste water creates air pollution. Acid rain created from air pollution makes water an unsuitable habitat for animals and plants to survive.
  1. Municipal water treatment is an energy intensive process.
  2. Most energy consumption (fossil fuels) results in release of pollutants into the atmosphere.
  3. Pollutants released through burning of fossil fuels cause acid rain.
WATER MAIN BREAK!



Students will have the opportunity to see how groundwater is pumped from the aquifer to a reservoir, treated (chlorinated) and piped through a distribution system to be delivered to homes and businesses in the community. This will emulate the systems currently in use in many communities that have municipal water systems in place.
  1. Drinking water comes from two locations – 1) lakes and rivers and 2) groundwater aquifers.
  2. Watermain distribution systems are mainly located in built up areas such as villages, towns and cities and are used to transport water from a water towers/reservoirs to the houses, businesses and industries that are connected to it.
  3. The water in the watermains/pipes is under pressure and when a watermain break occurs, people using the water from that pipe notice that there is lower pressure in the water coming from their taps.
WATER MAKES IT



Students participate in a game similar to something on the "Price is Right" to determine how much water is used to produce different items. We all know all living things need water to survive, but also to manufacture many things, water is required.
  1. Large amounts of water are used to manufacture all goods as well as food and energy.
  2. All of the water used to manufacture goods or make energy is called "embodied water".
  3. Canada is the second highest user of water for manufacturing goods and electricity.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

WATER VITAL TO HEALTH



How is water used in our body? Students will engage in an interactive activity to discover the necessity of water to our body's organs and life systems.
  1. All things need water to survive.
  2. Two-thirds of our bodies are made up of water. Variance in age and sex affects the total body water.
  3. We all need clean, safe water for healthy bodies.
WELL DRILL IT



Students discover the importance of the water table as it exists underground, investigating how we access the water from aquifers. How do we get the water out of the ground once we've located an aquifer? Students "drill" their own wells, pump out water in models as well as use a hand pump to discover the work involved in getting water from underground. A model of a modern drilled well helps students to visualize the layers of different materials underfoot.
  1. Not all water is easy to get to; there are many different layers beneath the earth's surface.
  2. The water table is the level of groundwater beneath the earth.
  3. An aquifer is a layer of porous material underground that is saturated with water.
WELL SEALED



Wells sometimes dry up or are just not used any longer, but when you leave them unprotected our groundwater is at risk!
  1. Water from wells can become contaminated if the soil and groundwater around the well becomes contaminated and then a new well must be dug.
  2. Groundwater can become contaminated through open wells that are no longer in use.
  3. An old well can be sealed with clay, because it is impermeable, to prevent contamination of the groundwater.
back to top

ACTIVITY

DESCRIPTION

KEY MESSAGES

WE USE THAT MUCH?



Students use an interactive activity to discover how much water is used in every day activities in relation to a known reference (2L pop bottles). Water conservation from various sources can also be examined.
  1. Water is an important part of many activities in the home and some activities use more water than others.
  2. ALL water is treated to the same standards regardless of its eventual use in the home.
  3. Conserve water by using less water where possible in the home so that less of it needs to be treated unnecessarily.
WHAT IS A WATERSHED?



Using a large 3D model complete with water, streams and tributaries, students investigate what makes up the major watersheds in our area. Students will learn about the main features of a river system (e.g. mouth, source, wetlands, tributary, river, stream, delta, etc.). Erosion and deposition will also be explored. Students will also be encouraged to locate their school's community on watershed maps.
  1. Water flows downhill, using the path of least resistance.
  2. A watershed is a drainage basin where all of the surface water flows in one direction.
  3. What we do upstream will affect those downstream.
WHAT'S UP DOC?



A person from medieval times sits wrapped in bandages waiting for some sort of miracle. Students work together to try to determine what waterbourne disease the actor has by asking the person what symptoms they have (similar to the type of questions your own doctor may ask) to determine what might be the problem. Possible ways to avoid the sickness again are discussed as well.
  1. What are waterborne diseases and how are they spread.
  2. Explain how the health of humans is affected by environmental factors (e.g. water pollution from sewage or other human contaminants and how these diseases affect our health).
  3. How waterborne diseases can be prevented.
WHERE IT GOES... WHEN I GO



Students discover for themselves the process that sewage and wastewater takes in a wastewater treatment plant before it is safely returned to our waterways. This hands-on activity takes them through the processes without leaving the premises. Photos of actual local treatment plants are included for relating to the working model.
  1. Never pour things down the drain that are unsafe for the environment.
  2. Waste water needs to be treated before it can be returned to our waterways.
  3. Some types of bacteria can be used to do work for us.
YOU'RE MOSTLY WATER



Students will discover how much of their body mass is made up of water. Using a teeter-totter, and water bottles, they will be able to calculate the amount of water in their bodies.
  1. The human body is 70% water.
  2. We lose water each day through breathing, perspiring and urinating.
  3. We take water into our bodies through the foods we eat and the beverages we drink.
back to top

Alphabetical Listing Water Attitude Activity Centres
Water Conservation Activity Centres Water Protection Activity Centres
Water Science Activity Centres Water Technology Activity Centres


A Division of the Grey Bruce Children's Water Education Council