Human Waste Impact

Curriculum Alignment

Subject: STEM
Grade Level: 10th Grade
US Education Standards:

• NGSS HS-LS2-7: Design, evaluate, and refine solutions for reducing the impacts of human activities on the environment and biodiversity.
• NGSS HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

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Objective

Students will be able to evaluate the impact of human waste management methods such as septic systems and wastewater treatment processes on resource availability and the environment.

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Essential Question

How do human waste management systems, such as septic tanks and wastewater treatment plants, impact resource availability and environmental sustainability?

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Lesson Structure (50 Minutes)

Bell Ringer (5 Minutes)

• Activity: Display the following question on the virtual whiteboard:
  "Imagine your town had no waste management in place. What are three ways your environment and daily life might be impacted?"
  Students will use the chat box to submit their answers. The teacher will pick 3-4 responses to discuss briefly to set the tone of the lesson.

Purpose: Activate students’ prior knowledge about waste management and introduce real-world implications.

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Direct Instruction (15 Minutes)

The teacher will share their screen and introduce the topic using a short lecture supported by visuals to explain:

1. What Happened Before Modern Waste Management:

   • Historical context: Open sewers, cesspools, and the rise of waterborne illnesses like cholera.
   • The development of modern systems for public health.

2. Septic Systems vs Wastewater Treatment Plants:

   • Septic Systems: Mostly rural, decentralized, small-scale. Breaks down waste on-site but can affect groundwater if not maintained properly.
   • Wastewater Treatment Plants: Centralized, urban, large-scale systems designed to clean large volumes of wastewater and discharge it safely back to nature.

3. Resource Impacts:

   • Water pollution and contamination.
   • Energy consumption in treatment plants.
   • Opportunities for resource recovery (e.g., biogas, recycling water).

Engagement: Incorporate short animations or diagrams that show the inside of septic tanks and wastewater plants.

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Guided Practice (15 Minutes)

Students will engage in an interactive, virtual activity to explore real-life scenarios and their ecological impacts.

1. Collaborative Scenario Analysis (Small Groups):

   • Using breakout rooms, students will analyze short case studies provided via the shared class materials.
   • Each case brings challenges (e.g., a failing septic system in a suburban community or a city overwhelmed by wastewater needs).
   • Students will explore questions such as:
     What short- and long-term impacts could this have on water resources, wildlife, and community health?

2. Tools Provided by the Teacher:

   • A shared PDF graphic highlighting the carbon footprint, energy use, and pollution differences between systems.

Wrap-Up Discussion: Class reconvenes, and each breakout group shares one major takeaway.

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Independent Practice (10 Minutes)

Students will watch a pre-assigned short video clip explaining advanced wastewater treatment technologies (e.g., membrane bioreactors, biogas recovery).

Student Task Post-Video: Students must individually draft a single-paragraph response to:
"Based on what you have learned today, why do you think it’s important to invest in sustainable waste management systems? Include at least one specific technology mentioned in class today." They will write responses in a shared, collaborative Google Doc for immediate submission.

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Exit Ticket (5 Minutes)

To assess comprehension and reflection, ask students to answer in the chat:
"In one sentence, summarize the importance of human waste management on resource availability. Be sure to include one fact you learned today."

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Differentiation Strategies

1. Visual Learners: Incorporate diagrams and videos.
2. Linguistic Learners: Encourage meaningful discussion and written responses.
3. Kinesthetic Learners: Interactive breakout group discussions and engagement with PDF tools during guided practice.
4. Students with Additional Needs: Provide a transcript of the lecture/video for review and allow additional time for completion of tasks as needed.

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Assessment

• Formative Assessment: Monitor student participation in the bell ringer and breakout room discussions. Review shared Google Doc responses for understanding.
• Summative Assessment: Use the Exit Ticket to evaluate the ability to summarize key concepts.

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Teacher Notes

• Key Vocabulary to Review Beforehand:
  • Septic system, wastewater treatment plant, effluent, sustainability, biogas.
• Have all materials, case studies, and video links prepared in an accessible virtual classroom folder the day before.
• Be prepared to provide additional time for Q&A after independent practice if students need further clarification.