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Lacramioara Popa

Pamela Darie
Ivana Kua
Ali Simsek
Nilza Jardim
Maria Jose Cabrera Morilla
Dimitra Papadopolou
Maarten Vonk

Authors:
Lacramioara Popa Romania
Pamela Darie - Romania
Ivana Kua Croatia
Ali Simsek Turkey
Nilza Jardim Portugal
Maria Jose Cabrera Morilla Spain
Dimitra Papadopolou Greece
Maarten Vonk Bulgaria
Design:
Martina Stipan, 3.g, Electromechanical school Varadin, Croatia
Print:
Graphics workshop of Electromechanical school Varadin, Croatia
DISCLAIMER:
This project has been funded with support from the European
Commission. This publication reflects the views only of the author,
and the Commission cannot be held responsible for any use which
may be made of the information contained there in.
ISBN 978-953-7598-12-9
CIP zapis je dostupan u raunalnome katalogu
Nacionalne i sveuiline knjinice u Zagrebu pod brojem 000907896.

Table of contents

1. Preface............................................................................................ 6
2. Chapter I. - Water in science and ecology................................. 9
3. Chapter II. - Water in history and geography.......................... 53
4. Chapter III. - Water properties.................................................. 89
5. Chapter IV. - Water in everyday life.......................................... 129
6. Chapter V. - Water in art............................................................ 167
7. Chapter VI. - Water in literature............................................... 209

Preface
This manual is the result of the collaboration of 8 schools from 7 European countries in the multilateral Comenius project Water - Every Drop Counts .
The countries are:
ROMANIA
The Technical College of Transport and Constructions Iasi - coordinator
The Childrens Palace Iasi.
CROATIA
- Elektrostrojarska kola Varadin
TURKEY
- Uzumlu Cengiz Topel Orta Okulu
PORTUGAL
- Cooperativa de Ensino de Vila Nova de Famalico, CRL
SPAIN
- C.E.I.P Puente Zuazo
GREECE
- Senior High School Karystos
BULGARIA
- Private Secondary Language School ESPA
The project involved the participation of 8 schools which had the pleasure of
working together and approach an apparently ordinary theme, but which, as the
project activities unfolded proved both its complexity from a didactic point of
view and its usefulness from the point of relating the activities to different situations from the daily life.
At the same time, the theme of the project contributed to the establishment of
intercultural connections, the interaction and communication with the teachers
and students from the participating countries represented not only the opportunity of exchanging good practices, but also an opportunity to discover each other
or meet people with whom we became friends for life.
Consequently, we had the chance to meet beautiful people, consolidate and
share values we believe in, promote our country and traditions and enrich our
professional experience.
Being one of the important final products, this textbook has been accomplished in several stages, chapter after chapter, along two project years.

Thus, each partner school developed activities with the students enlisted in
the project, according to the themes proposed at every encounter. Subsequently,
each school selected an illustrative lesson for every chapter.
The lessons presented in the textbook are attractive and represent examples of
activities which can be used in class or even in informal activities that are related
to the theme of the project. These contain both theoretical and practical notions
together with useful methodological suggestions.
We want this book to be a useful tool, both from a didactic viewpoint and
from the perspective of the suggested information and also from the practical
character of the activities comprised. We also want this textbook to rise up to the
educational needs of the students and the demands of the teachers.
The students will find here information referring to water in six fields: water in
science and ecology, water in geography and history, water - properties, water in
daily life, water in art and religion and water in literature.
Even more, an element of novelty in comparison with other similar textbooks
is the heading entitled Connection to real life situations where the students
can find the fields in which that particular theme can help them in their daily
activity. In other words, the students will be able to establish connections easier
with the theoretical notions studied at school.
At their turn, the teachers will find in every lesson from the textbook descriptions of the interactive methods, the materials they need, assignments for students and a paragraph entitled: interdisciplinarity which makes reference to the
fields from which those notions have been taken.
Every lesson and method suggested has been previously tested in class by the
teachers involved in the project teams and subsequently proposed to be published in this book. Thus, we could check the efficiency of the suggested method.
Photographs have been taken during these lessons and have been added in the
textbook.
We would like to thank to all the persons involved in the making of this textbook, especially to the team coordinators from the partner countries.
Project coordinator, Lacramioara Popa.

CHAPTER I.

Water in science and ecology

Water and coin experiment


Surface tension of water

School name: Electromechanical school Varadin, Croatia


Teacher:

Denis Barot, physics and chemistry professor


Danijela Varga, biology professor
Ivana Kua, chemistry professor

School subject: physics


Suitable age of children: primary and secondary school

Lesson objectives:
The purpose of this experiment is to apply the knowledge from natural sciences to a
specific problem: how to determine the surface tension of water. Children usually have
experience with items floating on water so they expect to have fun and this gives them
additional motivation. The activities start with well-known facts, and develop to solving a
problem where children have to use mathematics, physics, chemistry and biology. This
experiment shows how knowledge and skills from different school subjects can be united in
solving the problem.
Introduction to the topic:
Surface tension () is defined as work (W) that has to be done to increase a surface for
a fraction of S. It can also be defined as force (F) that is acting along a border of two surfaces,
and the border has length l. There are two ways how to calculate the surface tension:
=

W
S

F
l

If we notice that a coin can float on the surface of the water, then we can assume that it is
because of the surface tension that is holding it up. While floating, there are two forces that
are acting on the coin: weight and surface tension. Children have to calculate the weight of
the coin, and the only data they are given is density of the aluminum (2.7 g/ cm3). They use
ruler to determine the dimensions of the coin, and calculate its volume, so they could
calculate its mass and weight. The weight of the coin and the surface tension of water are the
same in amount, but opposite in direction. But the result for surface tension that children will
get this way is not the same as the data from literature ( = 0.0726 N/m). Children have to
explain the deviation of the result, and suggest if some other forces act on the coin. After they

10

realize that buoyancy is also important force, they can determine it and correct the value for
the surface tension.

Procedure:
Description of the activities:
Children can work in pairs or smaller groups of 4. They can exchange opinion during the
activities, and check the results they got in calculations. All observations have to be written in
the notebook. Teacher is guiding them how to solve the problem, but he doesnt give them the
answers to the questions.
Materials needed:
- coin (we used small aluminum coin of 1 lipa), water
- Petri dish or glass beaker, piece of paper, ruler (to measure dimensions of the coin)
Tasks for the students:
- determine the surface tension of water using the proposed activities
- explain why the aluminum coin floats on the water surface (density of aluminum is 2.7 times
bigger than density of water)
Instructions for the students:
1. Fill some water in the Petri dish or beaker. Observe the surface of the water and draw
how it looks like.
2. Set the coin on the water surface so it doesnt sink on the bottom. Observe the changes
on the surface of water with the floating coin. Draw how the coin looks like on the
water surface.
3. Draw which forces act on the floating coin.
4. Determine the weight of the coin if you measure its dimensions by the ruler, and the
density of the coin is 2.7 g/cm3.
5. Determine the surface tension of water and compare it to the data from literature ( =
0.0726 N/m).
6. Explain why there is deviation between calculated value and the value from literature.
7. Suggest if there are some other forces acting on the coin and suggest how to improve
the result to be similar to the data from literature.

11

Learning outcomes:
After the activity students will be able to:
- make observation about the water surface and describe how it looks like
- explain the forces that act on the coin on the water surface
- think of a way how to measure the surface tension
- explain the properties of water responsible for the surface tension
- learn the skill of setting more coins on the water surface without sinking them to the bottom
- apply their knowledge in a new situation to solve a problem
- predict if some other items could also float on the water surface
Evaluation criteria: the lesson is effective if the students are able to perform the tasks
described as learning outcomes
Additional activities:
- check if the position of the coin in the beaker will change if the beaker is half filled with
water or filled with water to the top
- check how pepper sprinkled on the water surface moves away from the soap
- make soap solution and try to make bubbles
- try if the soap solution can still hold up the coin, or the pepper (tensides)
Connection to real-life situations:
- washing with water
- insects walking on the water
- the shape of water drops
- making soap bubbles
- capillarity effect of a liquid in a narrow tube

Insect walking on the surface of water

12

Shape of water drops on hydrophobic surface of red cabbage

Soap lowers surface tension so water cannot hold up the pepper on the surface

13

Soap bubble

Interdisciplinarity:
- chemistry- structure of water molecules, polarity of water molecule, hydrogen bonds, the
forces that attract or repel water from other materials (forces between molecules), properties
of metals (to be modeled in different shapes, metallic bond)
- biology- small insects that walk on water, plants that float on the water surface, leaves that
repel water drops
- mathematics- calculate the area and circumference of the coin, conversion of measuring
units
- geography/ history- learn about each countrys national currency (try out which coins float
on the water surface and what is their value).

14

Performing a role-play on a current global issue: water privatization

SCHOOL NAME:
Senior High School of Karystos
TEACHERS NAME: Dimitra Papadopoulou
SCHOOL SUBJECT: English
STUDENTS AGE:
16-18
LESSON OBJECTIVES:
improving students english speaking skills
enriching students english vocabulary
raising students awareness about a global environmental issue
interaction and cooperation of groups of students
bringing a real life problem into the class and performing an authentic task

INTRODUCTION
The idea is to work on a current issue which raises a lot of controversy and is therefore
challenging for the students. The following activity is suitable for our English language
(English as a foreign language) class and for students with at least an intermediate level of
English. The issue is that of the privatization of water.
PROCEDURE
1. Description of the activities:
a. Familiarize the students with the topic: tell them about the situation in your country
(i.e. water in Greece is still in public hands but there have been talks towards its
privatization).
b. Brainstorm and write on the board relevant vocabulary eliciting from students
background knowledge. Also, teach vocabulary which is unknown to students but
will be necessary in order to perform the role-play.( i.e. commercialization, to
privatise, to publicise, to be infected, poor /rich quality of water, financial profits
etc.)
c. Watch the relevant english - speaking video:
https://www.youtube.com/watch?v=BlSM1TPm (here it is clearly explained how
countries which have tried privatization have turned back to municipalization of
their water after having experienced the negative consequences of privatization)
d. Students read extracts from relevant articles
(A wide variety of articles and material related to the issue can be found on the site
of the Greek campaign against water privatization: www.savegreekwater.org )
e. Explain to the students the mechanics of the role-play:
how they work, their purpose, expectations we have
tell students how to form their groups (ideally 4 students each
group), set time limits (no less than 20 minutes) and explain your
role as a teacher]. Give out the cards which show each groups role.
f. Students perform the role-play while the teacher acts as coordinator, facilitator and
goes around monitoring. He/she does not interfere or corrects mistakes at this stage.
g. Feedback stage: we discuss the experience with the students and encourage them to
express themselves freely. At this stage we can also focus on some serious mistakes
that students made during the role-play and correct them.

15

2. Materials:
A computer for access to the internet and the youtube
Role cards
Role -card A
You are the managers of a private company and your plan is take over the
water supply in a town in Greece . Try to persuade the others that this is the best
thing to do. Make your proposal as attractive as possible.
Role-card B
You are the representatives of the town council. You are not sure what to do.
Water supplies in your town belong to the municipality and you are responsible
for the quality of the system and its maintenance. At the same time you are short
of money because of the financial crisis.
Role-card C
You are residents of this town. Some of you are against water privatization and
some are in favour of it. Listen to the other groups and try to decide, taking into
consideration their arguments. You feel you have the power to influence the local
town council because you vote for or against them in the coming elections.

3. Tasks for students:


Students brainstorm as the teacher elicits relevant background knowledge and
vocabulary
Sts watch the video

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Sts read the texts from the relevant articles


Sts perform the role-play
Sts discuss and give feedback on the activity

4. Learning outcomes:
Gaining knowledge. Students have:
learnt new vocabulary, raised their awareness of a global issue, practiced their
speaking skills in English, cooperated and discussed in teams.
Self-evaluation: Sts evaluate themselves with the help of their teacher:
(feedback stage). They discuss the problems and the difficulties they
encountered while performing the role-play and suggest ways of dealing with
them.
ASSIGNMENTS
Revision and consolidation of new vocabulary (exercises for homework)
Designing a poster demonstrating their opposition on water privatization.
Writing an article to be published in the school or the local newspaper on the
issue of water privatization.
CONNECTION TO REAL-LIFE SITUATIONS
This issue is a real life situation so students deal with a real problem and the role-play gives
them the chance to discuss ways to deal with it. The roles they play are authentic so the
language and the ideas become authentic, too.
INTERDISCIPLINARITY
In this activity we combined: the English language class and the classes of the Environmental
and Social Studies.

17

WATER, THE MOST COMMON SOLVENT


School name: CHILDRENS PALACE
Teacher name: Adina Tudurache
School subject: chemistry
Suitable age of children : Students in the 7th, 8th, and 9th grade
Lesson objectives:
You will explain the procedures, processes, phenomena encountered in daily life;
You will investigate the behaviour of certain substances or chemical systems;
You will solve various numerical applications in order to establish the relevant
correlations, demonstrating deductive and inductive reasonings;
You will assess the consequences and the action of chemical processes on your own
person and the environment.
Introduction:
The solution of salt kitchen/ A solution of sodium chloride infusion (physiological
serum used in medicine) has a density of 1, 11 g/ml and contains 0, 9 g NaCl per 100 ml
distilled water. Other salt solutions, more concentrated are used for food preservation.
The solutions of glucose administered for therapeutic purposes provide the energy
necessary to normal function of the cells; improves the trophicity of the liver by protecting it
from various pollutants; improves myocardial function, balances blood pressure etc. Hospitals
frequently use ampoules of injectable glucose concentration 5%, 25%, respectively, of the
concentration of glucose 33%.
A solution obtained by dissolving 0,5 kg bluestone in 100 kg of
water is used in the treatment of seed wheat against a microscopic
fungus and disinfection of seeds of tomato, pepper, eggplant, carrots etc.
"Bordeaux mixture" also well - known is used for sprinkling the vinery
against the manna (Plasmopora wine-growing fungus) which is obtained
by dissolving 1 kg of bluestone with 0.5 kg of lime per 100 kg.
Rhombic crystals of
Fertilizer solutions for plants/ Fertilizer label used for apartment
CuSO4.5H2O,
obtained by slow
plants generally indicates a content of 5% ammonium nitrate (5 grams
cooling of a
of ammonium nitrate fertilizer in 100 ml fertilizer). As a rule, nitrogen is
saturated solution of
copper sulphate
supplied by ammonium nitrate, the most common source of nitrogen in
the trade fertilizer.

18

Procedure
1. Description of the activities:
Practical preparation of a solution of a certain percentage concentrations (A and B)
Worksheet with integrated experiment: Methods of separation of mixtures. Solutions.
The importance of solutions in everyday life
2. Materials needed:
reagents: sodium chloride, copper sulfate, distilled water
ustensils: scales, set of weights, balance, Berzelius glass, watch glass, 50 ml
volumetric flask
3. Task for students (instruction and photos):
A. A solution of sodium chloride infusion (physiological serum used in medicine) has
a density of 1, 11 g/ml and contains 0, 9 g NaCl per 100 ml distilled water.
a. calculate percentage concentration of physiological serum
b. prepare 0,05 l physiological serum
Browse through the following steps carefully in order to achieve a correct preparation:
Step 1 Calculate the amount of salt you will weigh
Step 2 Weigh sodium chloride while respecting the following rules in the weighing:
! balance the scales
! weigh a watch glass; place the watch glass on the left plate of the scale and on the
right plate add the appropriate weights until relevel the scales
! add to the right-hand plate weights corresponding to the quantity of salt
! add salt until re-level the scales
Step 3 Add salt into a Berzelius glass and dissolve it in 10-15 ml of distilled water
Step 4 Add the solution obtained in 50 ml volumetric flask and bring up to volume sign with
distilled water (pay attention to the measurement of liquids: the reading is made at a lower
meniscus)
Step 5 Show to your teacher the solution prepared.
B. Select the reagents and the necessary utensils from the work table and prepare 100
ml solution of copper sulfate (bluestone) of 2% concentration. The density of the solution is 1,
2 g/ml.
Use the following guidelines for a successful preparation:
Step 1 calculate by applying the formula of density your solution the mass ms
Step 2 replace in the concentration formula and calculate the mass of copper sulphate -md
Step 3 weigh md
Step 4 add md in a Berzelius glass
Step 5 calculate mass of water needed for your solution
Step 6 calculate the volume of water required for your solution
Step 7 measure the volume of distilled water, add it over the copper sulphate in the glass
Step 8 shake with a wand, note on a label the prepared solution and its concentration and stick
it on the glass.

19

Procedure
1. Description of the activities:
Practical preparation of a solution of a certain percentage concentrations (A and B)
Worksheet with integrated experiment: Methods of separation of mixtures. Solutions.
The importance of solutions in everyday life
2. Materials needed:
reagents: sodium chloride, copper sulfate, distilled water
ustensils: scales, set of weights, balance, Berzelius glass, watch glass, 50 ml
volumetric flask
3. Task for students (instruction and photos):
A. A solution of sodium chloride infusion (physiological serum used in medicine) has
a density of 1, 11 g/ml and contains 0, 9 g NaCl per 100 ml distilled water.
a. calculate percentage concentration of physiological serum
b. prepare 0,05 l physiological serum
Browse through the following steps carefully in order to achieve a correct preparation:
Step 1 Calculate the amount of salt you will weigh
Step 2 Weigh sodium chloride while respecting the following rules in the weighing:
! balance the scales
! weigh a watch glass; place the watch glass on the left plate of the scale and on the
right plate add the appropriate weights until relevel the scales
! add to the right-hand plate weights corresponding to the quantity of salt
! add salt until re-level the scales
Step 3 Add salt into a Berzelius glass and dissolve it in 10-15 ml of distilled water
Step 4 Add the solution obtained in 50 ml volumetric flask and bring up to volume sign with
distilled water (pay attention to the measurement of liquids: the reading is made at a lower
meniscus)
Step 5 Show to your teacher the solution prepared.
B. Select the reagents and the necessary utensils from the work table and prepare 100
ml solution of copper sulfate (bluestone) of 2% concentration. The density of the solution is 1,
2 g/ml.
Use the following guidelines for a successful preparation:
Step 1 calculate by applying the formula of density your solution the mass ms
Step 2 replace in the concentration formula and calculate the mass of copper sulphate -md
Step 3 weigh md
Step 4 add md in a Berzelius glass
Step 5 calculate mass of water needed for your solution
Step 6 calculate the volume of water required for your solution
Step 7 measure the volume of distilled water, add it over the copper sulphate in the glass
Step 8 shake with a wand, note on a label the prepared solution and its concentration and stick
it on the glass.

20

Learning outcomes:
prepared solutions required a certain level of practical
acquiring minimal notions of entrepreneurship so that our students can use the
concepts learned in their future plans
easily solve numerical applications
Assignments (homework, future tasks):
A. Solving numerical applications/ Percentage concentration of solutions/ Dilution of
solutions/ Concentration of solutions/ Rectangle Rule
In the evaluation grid write down A if the answer is correct and B if the answer is
incorrect. You may find one, two, all or no correct answers.
1. Mix 200 g HNO3 concentration solution 63%, with 400 g HNO3 solution concentration of
31.5%. In the final solution of HNO3 are found:
a) 4 moles HNO3;
b) 348 cm3 H2O;
c) 2,40881024 molecules of HNO3.
2. A solution will take a percentage of 50% concentration, if:
a) dissolve 100 g of salt in 100 g water
b) to 200 g of 25% solution add 240 g water;
c) to 400 g 80% solution add 240 g water;
3. Physiological serum is a 0.83% NaCl solution. If a person is injected 20g physiological
serum, in the body there are introduced:
a) 0,166 g salt;
b) 19,834 g water;
c) 0,83 g salt.
4. To 150 cm3 soil of sulphuric acid, H2SO4 18% concentration, with a density of 1,12g/cm3
add 4g of sulfuric acid, H2SO4. The percentage concentration of the final solution is:
a) 19,9%
b)1,99%
c)20,38%
5. 50 g solution nitric acid, HNO3, 60% concentration, diluted with distilled water until the
solution becomes 20% concentration. What is the ratio of mixing of the two liquids?
a) 1:3
b)1:4
c)1:2
6. What amount of sulphuric acid solution, H2SO4 80% concentration must be added over 4
Kg of sulphuric acid solution, H2SO4 40% to get a 50% concentration solution?
a)
4,88kg sulphuric acid solution, H2SO4 concentration 80%
b)
4880g sulphuric acid solution, H2SO4 80% concentration
c)
4880mg sulphuric acid solution, H2SO4 80% concentration
7. 50 g of HCl solution reacts completely with 150 g of silver nitrate solution.
a) Knowing that the resulting acid solution has a concentration 10%, the initial concentrations
of the two solutions are 18,88%, respectively 29,31%
b) the importance of the chemical reaction is the identification of nitrate anion, NO3-;
c) experimental observation is getting a cheesy white precipitate silver chloride, soluble in
concentrated ammonia solution.

21

No. item/ answer


1
2
3
4
5
6
7

B. Experimental topic/ Spectacular behaviour of sodium silicate solution to addition of some


salts
Workflow: Place metal salts crystals of different colors in a sodium silicate solution,
avoiding as far as possible their clutter. I used medium-sized crystals, as well as more
compact: CuSO45H2O blue, Ni(NO3)2 green, NiCl26H2O light green, FeCl3 brown yellow,
CoCl2 6H2O red-violet, MnSO4 4H2O pale pink, CrCl3 dark green, KAl(SO4)2 12 H2O
white, FeSO4 7H2O greenish white.
Observations and explanation of the phenomenon: As soon as they get into the
solution of silicate, metal salts are dissolved in water, and the metal ions Cu2+, Fe3+, Ni2+,
Co2+, Mn2+ form, in contact with silicate ions SiO32- a solid membrane around the initial
crystal. The cell was born. The created membrane is semi - permeable, only allowing the
water to pass. This way it demarcates the two solutions: the internal one, which contains only
dissolved metal salt, and the external containing only sodium silicate. This compositional
difference leads to an influx of water from the outside to the inside, due to the phenomenon of
osmosis (actually used by Leduc in comparing this cell with a living one). The ingress of
water induces an increase in internal pressure, followed by breaking the membrane and its
restoration, resulting in an increasing tree shape.
Obs. The air bubbles hung by the placed crystals supports the growth upwards.
The glass should be covered and this way the solution can be kept for longer time. The carbon
dioxide present in the air disturbs the solution; After about an hour, the rods are stiff, but with
time, they may break.

22

Connection to real life situations:


Identification of ammonium nitrate in nutrient solutions for plants in trade
As a rule, nitrogen is supplied by ammonium nitrate, the most common source of
nitrogen in the manure for trade. The presence of ammonium nitrate in a manure for plants
can be checked by the following experiment:
Step 1 Solubilizing sample
If we buy a solid fertilizer we first make a sample of solubility: dissolve about one gram of
manure in 10 ml of water in a test tube
Step 2 The identification of nitrate ion:
Over 5 ml solution of fertilizer solution add 5 drops of sulphuric acid, H2SO4
concentration and a few copper pieces (or copper powder). Our fertilizer contains nitrates
because after 5 minutes the solution became blue and it was noticed emission of nitrogen
dioxide, NO2, brown gas with specific irritating smell.
2NH4NO3 + H2SO4 = 2HNO3 + (NH4)2SO4
8HNO3 + 3Cu = 3Cu(NO3)2 + 2NO + 4H2O
NO + 1/2O2 = NO2
Step 3 The identification of nitrate ion
Over 5 ml solution fertilizer add 5 ml of NaOH 30%; cover the tubes mouth with a swab
soaked in solution of phenolphthalein; our fertilizer contains ammonium nitrate because
shortly the swab becomes carmine red (presence of a base) and it feels pungent odor of
ammonia, in accordance with the chemical reaction equation below:
NH4NO3 + NaOH = NH4OH + NaNO3

Interdisciplinarity: chemistry / math / career and entrepreneurship


Worksheet with integrated experiment: Methods of separation of mixtures. Solutions.
The importance of solutions in everyday life
Using the notions that we have acquired so far at the chemistry course you can run
your first business: The soil on the geographical region in which we live is suitable for vine
cultivation. Your company could produce glucose from grapes (grapes that only contain
glucose), you'd be able to put it on the market, for the medical purposes, but also for human
consumption. After harvesting the grapes they are transported to the areas intended for
immediate pressing of the grapes. In the glass from the work tablethere is a sample of the
mixture which is obtained from the immediate pressing of the grapes.
Tasks for your company:
1. To observe carefully the mixture and identify its components. To propose the most
effective method to separate the components of the mixture above knowing that useful
product is glucose.
2. The solutions of glucose administered for therapeutic purposes provide the energy
necessary to normal function of the cells; improves the trophicity of the liver by protecting it
from various pollutants; improves myocardial function, balance blood pressure etc. Hospitals

23

in the county ask your company ampoules of injection glucose concentration 5% glucose,
respectively ampoules of 33% concentration.
3. Glucose solution obtained in one of the stages of separation has the concentration of 25%.
a. How you will prepare practically 100 ml of glucose solution 5%concentration using
the 25% concentrated solution obtained. (It is considered the density of both 1 g/ml solutions.)
In the prospectus solution you will note the calculations required for the practical preparation
and practical work.
b. How you will prepare practically 100 ml of glucose solution 33% concentration
using 25% concentration solution obtained from separation and the glucose from the work
table. (It is considered the density of both 1 g/ml solutions.)
4.Throughthe fermentation of solutions rich in glucose there is obtained the ethyl alcohol used
in the preparation of alcoholic beverages (solution 4%, 12%, 40%) but also for sanitary use
(70%).
a. How do you separate the alcohol from a solution of glucose that fermentated
completly? What tools do you use?
b. Bucium wine contains 12% alcohol (volume per cent). How many grams of alcohol
will contain a bottle of 750 ml? (The density of alcohol is 0.8 g/ml,.) But a glass of 100 ml?
c. Pharmacies require 1% iodinated alcohol used as a local antiseptic, disinfectant;
what chemical substance do you dissolve in alcohol in order to get the required solution and
how many physical properties can you name?
Methodological suggestions!
Apply role play! Divide the class into companies of 3-4 students and solve the
worksheet as a competitiont! Reward the winning company!

24

Hard water

School: Technical College of Transportation and Constructions Iasi


Teachers: Lcrmioara Popa, Mdlina Prodan
School subject: chemistry
Suitable age of children: students aged between 14 and 16 years

Lesson objectives:
To define water hardness
To classify water samples according to the degree of hardness
To compare the hardness of the various types of water by using a soap solution
To explain how to remove total, permanent and temporary water hardness
To describe the advantages and disadvantages of using hard water
To apply concepts related to water hardness in solving problems
Introduction to the topic:

Hard water is usually defined as water which contains a high concentration of calcium and magnesium ions.
Measurements of hardness are given in terms of the calcium carbonate equivalent, which is an expression of
the concentration of ions in water in terms of their equivalent value of calcium carbonate. Water is considered to
be hard if it has a hardness of 100 mg/L or more of calcium carbonate.

Measurement
units

Hardness type

mg/l

0-55

56-100

m val/l

0-1.1

1,1-2,0

Water
characteristics

Soft

Poorly hard

4
101-200
2,0-4,0
Moderately hard

200-500
4,0-10
Very hard

There are the following types of water hardness:


Total hardness is represented by all salts of Ca+2 and Mg+2 present in the water;
Temporary hardness is represented by the content of Ca+2 and Mg+2 ions bound by the anion
HCO 3, which may be removed through the process of boiling water because the
bicarbonates break down to CO2 and carbonate precipitates;
Permanent hardness is represented by the difference between total hardness and temporary
hardness, being attributed to ions of Ca+2 and Mg+2 bound to the anions Cl-, SO42- and NO3-.
This type of hardness remains permanently in the water, even after boiling.

25

Sources of Hardness

Hardness generally enters groundwater as the water percolates through minerals containing calcium or
magnesium. The most common sources of hardness are limestone (which introduces calcium into the water) and
dolomite (which introduces magnesium.) Since hardness enters water in this manner, groundwater generally has
a greater hardness than surface water.
Since they are the two most widespread and troublesome ions in hard water, it is often said that hardness is
caused by calcium (Ca+2) and magnesium (Mg+2) ions dissolved in water. However, hardness can be caused by
several other dissolved metals as well, including strontium (Sr+2), iron (Fe+2), and manganese (Mn+2). You will
notice that all of the hardness-causing ions are divalent cations, meaning that they have a charge of positive two.
Metals such as sodium (Na+) and potassium (K+) with a charge of positive one do not cause hardness.
Softening is the removal of hardness from water. This is not a required part of the water treatment process, since
hard water does not have any health consequences. However, hard water is problematic for a variety of reasons.
Hard water makes soap precipitate out of water and form a scum, such as the ring which forms around bathtubs.
In addition to being unsightly, the reaction of hard water with soap results in excessive use of soaps and
detergents. Hard water may also cause taste problems in drinking water and may shorten the life of fabrics
washed in hard water. Finally, hard water harms many industrial processes, so industries often require much
softer water than is usually required by the general public.
Excessively hard water will nearly always have to be softened in order to protect the water treatment plant
equipment and piping systems. At a hardness of greater than 300 mg/L calcium carbonate, scale will form on
pipes as calcium carbonate precipitates out of the water.

Temporary hardness can be removed by:

t oC

a) boiling hard water: Ca(HCO3)2


CaCO3 + CO2 + H2O
b) treating hard water with lime: Ca(HCO3)2 + Ca(OH)2 = CaCO3 + 2H2O
c) treating hard water with sodium hydroxide (caustic soda):
Ca(HCO3)2 + 2NaOH = CaCO3 + Na2CO3 + 2H2O
Total hardness can be removed by:
a) treating the hard water with sodium carbonate (washing soda):
CaCl2 + Na2CO3 = CaCO3 + 2NaCl
b) treating hard water with trisodium phosphate or sodium polymetaphosphate:
3CaCl2 + 2Na3PO4 = Ca3(PO4)3 + 6NaCl
The removal of limestone from household objects is done with vinegar:
Ca CO3 + 2H3C-COOH = (H3C-COO)2Ca + CO2 + H2O
Similar reactions to those above occur in the case of magnesium salts.
Procedure:
Description of the activities:
Students can work in pairs or groups of 4. They can exchange opinions during the activities,
and check the results they got. All observations have to be written in the notebook. Teacher
guides them to solve the problem, but he/she doesnt give them the answers to the questions.
Materials needed:
soap solution, rain water, sea water, temporarily hard water, boiled temporarily hard
water, boiled temporarily hard water
beaker, burette, funnel, cylinder, conical flask
Tasks for the students:
Put in order the following types of water hardness
Explain your choice
Instructions for the students:
A. Collect about 75 cm of soap solution in a small beaker.
B. Set up a burette and, using the small funnel, fill it with soap solution.
C. Use a measuring cylinder to measure out 10 cm of one of the samples of water from the list
below into a conical flask.

26

1.
Rain water
2.
Sea water
3.
Temporarily hard water
4.
Boiled temporarily hard water
5.
Boiled sea water
D. Read the burette. Add 1 cm3 of soap solution to the water in the conical flask. Stopper the
flask and shake it. If a lather appears that lasts for 30 seconds, stop and read the burette.
E. If no lather forms, add another 1 cm of soap solution. Shake the flask. Repeat the process
until a lather forms that lasts for 30 seconds. Read the burette.
F. Rinse out the flask with distilled water. Repeat the experiment with 10 cm of another water
sample, until you have tested them all. Make a note of the volumes of soap solution that were
needed in each case to produce a lather.
G. From your experiments, decide:
which water samples are 'soft' and why
whether sea water contains permanent hardness, temporary hardness or a mixture of both

27

28

Learning outcomes:
After the activity students will be able to:
To classify water samples according to the degree of hardness
To compare the hardness of the various types of water using a soap solution
To explain the difference between the hardness of boiled and uncooked water
To use laboratory equipment and utensils
Evaluation criteria: the lesson is effective if the students are able to perform the tasks
described as learning outcomes
Additional activities:
Answer the following questions:
What does it mean when somebody says you have hard water?
What would happen to you if you drank hard water?
What hardness stands for in terms of ions and where these ions can come from
What are concerns associated with soft water?
Explain and demonstrate the test and the titration reaction.
Solve the following problems:
1. Soften through boiling 400 ml water which has a hardness of 56ml/l. Considering that
there is only Ca(HCO3)2 in water, calculate the mass of CaCO3 obtained.
2. Following the determination of total hardness of water, there is 1.17 g NaCl.
Determine the mass of CaCl2 and Mg Cl2 if you know that molar ratio is 1:2.
3. There is a deposit of 4 g limestone on the bathroom sink. How many grams of vinegar
do you need for descaling if the concentration of vinegar is 9%.
4. The water boiler in the kitchen is broken. The plumber disassembled it and found that
the pipe was covered in limestone. How long has the boiler been used if on the 1 cm
pipe there is deposit of about 0.05 mm limestone per week?

29

Connection to real-life situations:


Determine whether or not water is safe to drink
Determine whether or not water is good for boiling food
Descaling limestone from bathroom objects
Interdisciplinarity:
Physics: heat exchange, thermal efficiency, thermodynamics principles,
Biology: drinking water
Mathematics: calculation of concentration, of hardness, etc..
Geography: the forming stalactites and stalagmites

30

ARTISANAL SALT PRODUCTION IN AN


ECOFRIENDLY PROCESS

School name: Puente Zuazo, Spain


Teachers name: - Mara Jos Cabrera Morilla

- Mara Teresa Caro Polo


- Juan Antonio Caete Ramrez
- Mara Salom Romero Garca
School Subject: Science, English, Arts and Language.
Students age: From 12 to 16 years.

Lesson objectives
-

To show the structure and functions of a salt work.

To be conscious of the importance of our environment.

To be aware of the difference between common salt and Flor de Sal.

To check different processes of the salt crystallization with some experiments.

To acquire vocabulary related to salt production.

31

Introduction
Salt= NaCI

Sodium Chloride is a white crystalline substance with a characteristic


taste. It is very soluble in water. In Spain, salt pans in the Bay of
Cdiz Nature Park. Sea salt flats by evaporation.
Flake salt or Fleur de sel, the purest type of salt, is very rare and highly valued
because of its aroma. It comprises the fine crystals that float on the water surface when the
salt is beginning to concentrate on salt ponds.
This type of salt contains a broad spectrum of trace element, often in the same balance as
are found in human blood. These include magnesium and potassium, necessary for health and
which helps the body to metabolize the sodium better. Indeed potassium and magnesium
works synergistically with sodium to regulate water balance and nerve and muscle impulses.
-

Whats the matter with the common table salt? (Refining salt)
It does not contain the additional minerals; it is no so good for our health.

Recole
cting Flor de SalDifferences between Flor de sal and common salt:
grain,colour and texture

Percentages:
Sodium Chloride: 87%

32

Calcium: 1, 6 %

Magnesium. 0, 84%

Obtaining salt
The traditional way of extracting sea salt is by creating small patchworks of salt ponds
which are filled using water from the sea. The water in these saline ponds is allowed to
evaporate in the hot dry atmosphere.
As the salt water in the ponds becomes more concentrated, salt crystals begin to form
in a layer at the bottom. The salt workers use traditional wooden scrapes to draw the salt the
crystals to the edges where they are raked together into mounds to continue to dry out some
more in the hot sun.
The Flor the Sal is collected with sieves which never touch the bottom of the salt
pan. Producing fat and thin grain, it is perfect to preserve food and places with water inside.
This salt is wet, that fact reveals the presence of magnesium, essential component in the
Nervous System.
The Flor the Sal is outstanding for it is pure white colour, crunchy texture, smooth
taste and refined flavor. All this makes it a limited and unequaled product. These
characteristics provide a high quality to the salt. As a result, it is very appreciated by gourmets
as a gastronomical dressing and it is essential in the Mediterranean Diet. This salt is unique
due its composition. It contains less sodium and is rich in magnesium, calcium, iron, fluorine
and iodine. In this way, becomes very healthy and helps us to keep our body balanced.

Ar
tisanal process: recolecting common salt

Piramids of sea salt

33

The biological system


Artisanal salt production is an ancient activity, which has become a completely integrated
part of saline ecosystems. Salt marshes can be considered a particular ecological system,
where human intervention is tolerated and even necessary to maintain its characteristics,
preserving the landscapes and protecting the environment. They play a critical role in nature
conservation and biodiversity.

A natural environment : Santa Mara de Jess salt marsh

Salicornia

Procedure
1.Description of the activities.
We are going to practice the lesson with some activities and try to select different
types of tasks according to their interests and the level of competence of the children.
We start with warming up activities to check pupils previous knowledge and then
carry out development activities.
Finally, it is important to design reinforcement and follow up activities to achieve the
teaching learning process successfully.

2. Materials needed
1. Salt marsh model: mud, water and temperas.
2. Experiment 1: salt, water, 2 plastic glasses, thread and 2 paper clips.
3. Experiment 2: Some beans, hot water, salt and some glasses.

34

3.Tasks for students

We have divided the activities in four groups:


1. Looking for information, discussing ideas, deciding what we are going to investigate,
contrasting opinions.
2. A conference about the salt production in the Cdiz Bay.

3. Building a salt marsh model.

4. Doing some experiments related to salt production.

Pupils are doing an experiment with a saturated mix of water and salt. They are
checking the process of the salt crystallization.

Children discover how crystals of salt are appearing in a white beans floating in
salad water by osmosis

35

4. Learning outcomes
Students will be able to:
-

recognize different vocabulary about artisanal salt production.

name different parts of a salt works.

explain the crystallization process.

discuss the importance to protect and care our environment.

Assignments
We prepared some activities to achieve the understanding of the didactic sequence:
Activity 1: Make a plan of a salt work.
Activity 2: Explain with your own words the process of the salt crystallization in the two
experiments.
Activity 3: After the visit to the salt work, what did you like best? Could you explain the
process of the salt production? You can draw pictures that help you to explain it.

Connection to real life situations


-

Pupils have the opportunity to know a salt work situated near of our school and they

Children will be able to find differences between common salt and Flor de Sal, and

They will value the flora and fauna of a salt marsh.

discover the artisanal salt production in our environment.


between an artisanal method and a chemical method.

Interdisciplinarity
These activities have been designed to be developed in the following subjects:

36

Science: Experiment and Theory.

English: Vocabulary.

Arts: Pictures and salt marsh model.

Language: Vocabulary.

ELECTROLYSIS OF WATER
SCHOOL NAME:UZUMLU CENGIZ TOPEL SECONDARY SCHOOL
TEACHERS NAME:Mesut GRSOY Science and tecnology teacher
Ali MEK Turkish Teacher.
SCHOOL SUBJECT: Physics
STUDENTS AGE:11-14 years old Secondary School Students
LESSON OBJECTVES:Students are going to learn at the end of this experiment,the
main aim is to obtain the other pure substances ;decomposing the compounds (water)
under the effect of power of electric.
NTRODUCTON:
Theoretical Knowledge:
Electrolysis is the decomposition of a compound which was influenced by electric An
electrical power source is connected to two electrodes, or two plates (typically made from
some inert metal such as platinum, stainless steel or iridium) which are placed in the water.
Hydrogen will appear at the cathode (the negatively charged electrode, where electrons enter
the water), and oxygen will appear at the anode (the positively charged electrode). Assuming
ideal faradaic efficiency, the amount of hydrogen generated is twice the number of moles of
oxygen, and both are proportional to the total electrical charge conducted by the solution.[3]
However, in many cells competing side reactions dominate, resulting in different products and
less than ideal faradaic efficiency.
EXPERMENT OF ELECTROLYSS OF WATER
Using the direct currentt is possible to decompose the water into H2 and O2 . This is the
simplest way to obtain hyrogen.
PREPARATON FOR THE EXPERMENT
Before beginning the experiment ,The students;6 th.grade;investigated the following
items:Electrolysis of water,The hydrogen gas which is going to obtain after the experiment,its
using fields, The possitive effects of using the hyrogen for enviroment and nature.Before
starting the experiment the students have already collected informations about the mentioned
item.So they were aware from the activity.
SOME TERMS RELATNG THE ELECTROLYSS
Elektrolyt
Electrode
Anode
generator.
Katode
generator.

:The field in which contain free ions .


: Substances in which are immersed into electrolyt.
: n an electrolysis vessel,the electrode which is connected to the positive pole of
: n an electrolysis vessel;the electrode which is connected to the negative pole of

37

PROCEDURES:
1-Description Of the Activities:
Students who are the 6 th. grade are grouped in six.Mr.Mesut GRSOY explained what
the fundamental steps at experiments.At the end of this activity you will be experienced
how the water decompose the compounds under the influence of electric.
2-Materials Needed:
Generator, test tubes- 2 units steel electrode- 2 units crocodile cables, glass rod, dropper,
trivet, tripod rod, beherglas (800 ml), bunzan clamp, water, sulfuric acid or sodium carbonate.
3-Task for students(nstructons and some photos)
a. t is put into a beherglas 500 ml.of water. Adding 2 ml H2SO4 or 30 gr Na2 CO3 ,this is to
prepare the solition.
b. Two test tubes are filled to the brim with the solution that was prepared.Clossing with the
fingers not to breathe and upturnes.mmerses into the solution in beherglass.Tubes are
allowed to immobilize with bunzan clamp.

c. The ends of the electrodes as shown in Picture 1 are placed


into tubes.The crocodiles are connected to electrodes,the other
ends are connected to output of direct current of generator.

Resim 1
d.After being over the buildup of gas in the tubes; removes from water without breathe again.
When you closer match flame towards tubes, the gas which burns in explodingis hydrogen
(flammable gas),the gas whose flame is brighter is oxygen(burning gas)

38

4-Learning Outcomes:
a-n electrolysis of water;t is collected ,two volumes hydrogens in the tube which was
connected at the negative pole, and one volume oxygen in the tube in which was connected at
the positive pole .
b-Understnding that water is formed of element Hyrogen and element oxygen.
c-Understanding that Hyrogen is a type of pure energy source which was decomposed by the
electrolysis of water.
d-Explaning or pointing out at the end of activity:Negative pole called Katode;positive pole is
Anode.

39

e-Adopting theirselves finding the ways to obtain the mentioned item (Hydrogen),Realising
the difficulties actually it is a complicated and expensive to get hyrogen.

Evaluation Criteria:
Hyrogen is a very important an energy source.
t is the energy of the future.
Actually to get hyrogen is not very easy but necessary to believe it will be easier than
present time.
Connection to Real Life Situations::

-Witnessing that Gas hyrogen and gas oxygen is avaible in drinking water.
-Hyrogen Energy is quite friendly of nature ,enviromentally.
-t is too expensive to get Hyrogen at the present ways,
-Ongoing essaies to get it in a cheaper and simplier ways.
-Hyrogen is extremally a combustible gas.

nterdisciplinarity:
Chemistry is the principal.Terms of decomposings , the compounds.
Phsyc :Formulating and setting the rigtht poles in application structural.
A relation of Maths as measuring and calculating the quantity of compounds.
History /geography as the very strong energy power if it is used in a wrong purpose like in the
war.

40

Microorganisms observation
School name: Escola Profissional Cior
Teachers name: Arclio Sampaio
School subject: Biology
Students age: 17-19 years old
Lesson objectives:
-

To make students aware of the biological hazards as invisible enemies in the workplaces;

To promote the observation and identification of microorganisms present in a drop of water


from an infusion.

Procedure
Description f the activity
A single drop of water to us can mean all an entire universe for thousands of
microorganisms.
Paramecium, amoeba or euglena, hundreds of others can be found in a small and
fragile drop of water.
The following experimental activity aims mainly at promoting the observation of
living beings present in a drop of water from an infusion.

Materials needed
- Microscope;
- Microscope slides and
lamella;
- Pasteur pipette;
- Hay infusion;

- Smock;
- Latex gloves;
- Distilled water;
- Absorvent paper.

Tasks for the students


1. Put a handful of hay in a goblet half full of water and let it rest for 7 days;
2. Gather, with a Pasteur pipette, a drop of water from the hay infusion;
3. Mount the water drop between the slide and the lamella;

41

4. Sketch the microorganisms that you observe in the microscope observation field;
5. From the following images, identify some of the microorganisms observed.

Learning outcomes
After the activity students will be able to:
- observe and identify microorganisms in water
- explain the hazards existing in water and that are not visible.
- predict if some other items could also float on the water surface

Evaluation criteria

The lesson is effective if the students are able to perform the tasks described as learning
outcomes

Connection to real-life situations


- drinking water
- washing with water
- hazards in the workplace

Interdisciplinarity

- biology- microorganisms present in water.


- chemistry physical and chemical properties of water.
- environment water pollution and public health.

42

Water pollution analysis


School name: Escola Profissional Cior
Teachers name: Carla Oliveira
School subject: Chemistry
Students age: 17-19 years old
Lesson objectives:
-

To promote the preservation of the natural resources;

To develop in the students an environmental awareness;

To work professional skills in the students area of expertise;

Procedure
Description of the activity

Although most of the planet surface is occupied by water, the truth is that water is an

endangered natural resource. Of all the water in the planet, only 2,5% refers to clean water,
and from those 2,5% only something between 0,5% and 1% is available to mankind, since the
rest remains in the glaciers. So, what we do with it is what really matters!
Men have not been kind to most of earths natural resources and water is no exception. Every
animal on the planet searches to settle near fresh water: a river, a lake, even a pound or a
swamp, and we are not different.
Rivers in particular, as one of the biggest source of drinking water, have been used and
abused by civilization and progress. Often
associated to a growing industry on its margin
sides, rivers all over the world struggles to
survive the daily aggressions.
Aware of this, as a professional school, this
activity is fundamental to prepare our students
to the environmental issues involving the
regional industry and to their role therefore in
promoting,

and

assuring,

sustainable

development.

River Ave

The river chosen to develop this field work was Rio Ave. Born in Serra da Cabreira, in

Vieira do Minho, a beautiful and peaceful region in the north of Portugal, River Ave meets

43

the sea in Vila do Conde, an attractive and colourful fishing city. During its course, Rio Ave
only starts to feel the effect of human activities when it crosses one of Portugal major cities,
Guimares, and one of the biggest industrial regions of the country, the Vale do Ave region,
famous for its textile industries, and therefore associated pollution.
Although every river has a natural capacity to recover from pollution, depuration ability, the
truth is that we passed that point long ago.
Lately, with all the effort made on controlling polluting illegal discharges and treating the
river waters, Rio Ave has shown some signs of recovery, but we are still far from the
desirable conditions.

Materials needed
-

Water Pollution Analysis Kit;

Smock;

Latex gloves;

Protection glasses.

Tasks for the students


-

Select an area of the river with a slower flow and enough land on its margins to establish a
portable laboratory;

Take several samples from the river water to


be subjected to physical and chemical
analysis;

Take a sample of clean fresh water (control

Perform the several tests according to the

sample)

experimental protocols that came with the


Water Pollution Analysis Kit (using the
sample of clean fresh water as control);
-

Take note of the results;

Compare the obtained results such as pH and


the presence of chlorates, sulphates, nitrates, dissolved carbon monoxide and dioxide and
heavy metals as lead (Pb) and chromium (Cr) between others, to the control sample results.

44

Learning outcomes
This field activity allowed the students to develop new skills and acquire/reinforce
knowledge about this subject. In addition, it contributed decisively to promote the
preservation of the natural resources, especially the water resources, and to develop among
students an environmental awareness and proactive green attitude.

Evaluation criteria

The lesson is effective if the students are able to perform the tasks described as learning
outcomes.

Connection to real-life situations

- use of water for industrial and personal use


- awareness of environmental issues

Interdisciplinarity

- biology water analysis and identification of hazardous substances.


- environment sustainable development
- geography use and influence of natural resources for the development of textile industry.

45

Corrosion of metallic structures

School name: Escola Profissional Cior


Teachers name: Arclio Sampaio
School subject: Technology
Students age: 17-19 years old
Lesson objectives:
-

To show the students a visual identification process of oxi-red chemical reactions;

To observe the iron corrosion when subjected to several substances.

Procedure:
Description of the activity

The metallic corrosion, usually called rust when found on metals such as iron and

steel, affects not only the appearance of the material, but its mechanical resistance and
lifetime.
Corrosion consists in the materials deterioration by the chemical action of the
environment, associated or not to a mechanical effort.
The promoting of corrosion environments can present different physical and chemical
properties: acid, basic and neutral pH, different oxygen concentrations, etc.
Therefore, in matter of corrosion, the same environment can be extremely aggressive
to a particular metallic material and practically inoffensive to other.

Materials needed
- 6 iron nails;

- Kitchen oil;

- Thread;

- Salt water;

- Scissors;

- Liquid soap;

- 6 test tubes;

- Distilled water;

- Test tube holder;

- Marker pen.

- Tap water;

Tasks for the students


1.Mark the test tubes from 1 to 6;
2.Put tap water on test tube 1; kitchen oil on test tube 2; salt water on test tube three;
liquid soap on 4; and distilled water on test tube 5. Fill each tube up to of the
volume. Test tube six stays empty.
3.Cut the thread in 6 strings with approximately 20 cm and bind them to each iron
nail;

46

4.Dive each iron nail on the liquids present in each test tube leaving the thread out (see
figure below);

5.Observe the initial aspect of the iron nails and liquids/solutions;


6.Leave it to rest during seven days. After that observe again the aspect of the nails
and liquids/solutions.

Learning outcomes

This activity allows the students to develop new skills and acquire/reinforce

knowledge about corrosion on metallic surfaces. The students can test, in a short time period,
the effects of water over metallic structures, especially if they are made of iron.
At the end, the students can verify that the effects of corrosion over the iron nails were
more evident on test tube number three, with the salt water. This fact explains the degradation
of most metallic surfaces near the sea and the need of a proper protection treatment before
installation.

47

Evaluation criteria:

The lesson is effective if the students are able to perform the tasks described as
learning outcomes.

Connection to real-life situations:

The understanding of the degradation of most


metallic surfaces near the sea and the need of a
proper protection treatment before installation.

Interdisciplinarity:

- Chemistry - observations of the effects of the


environment on materials;

48

Water in science
Hydroelectric power


School name: Private school and kindergarten ESPA

Teacher name: Maarten Vonk


Georgi Vanchev
School subject: Physics

Suitable age of children: Secondary school

Lesson objectives:

Students will be aware of ways we could use water to produce clean


energy
Students will have a better understanding of the force of the water
Students will be aware of the importance of water for people
Students will gain new knowledge in English

Introduction

Water is the most important substance on Earth. People use water every
day in great quantities. Water is used for drinking, washing up, cooking and all
sorts of domestic needs.
However, the percentage of water used globally for domestic needs is
very small. Water is used in great amounts in the production industry. Weather it
is building materials, electronic goods or farming and food production fresh
water is needed in huge amounts and humanity cannot function properly
without it.
Hydroelectric plants are another way that water can help different needs
of humans. Utilizing the natural forces of waters in waterfalls, lakes and rivers
for producing electricity. It is a very efficient method of producing clean energy
and proof that water is the most useful and necessary substance on earth.

49

Procedure

1. Description of activities

Children are introduced to the issue of the amount of natural resources


used in order to produce the huge amount of energy necessary to people.
Environmental risks and hazards are discussed and children are posed the
question of How do you think water can be used to produce clean energy?
Hydroelectric energy is then explained using some educational videos so
students can have a clearer understanding of all the processes that occur. They
are given facts on amounts of power certain hydroelectric dams around the
world can produce and the amounts of natural resources they save in the
process.

Materials needed

50

Educational videos
A funnel (used as the Intake)
A tube (10cm in diameter used as the penstock)
A large container
A thin plastic tube (for making the turbine)
Clear plastic sheet (for making the turbine)

Tasks for students


The students will try to make their own miniature hydroelectric power
plant. Firstly they need to draw it and imagine how it will look.
The next step is assembly. They will need to cut the plastic paper in four
small squares with sides around 5cm. then they need to glue them to the thin
plastic tube in 90 degree angles so it looks like a propeller or a turbine. Then
they can start the experiment.
Students place the large container on the ground. Then they place the
plastic tube in it at a 50 degree incline. They place the turbine at the bottom of
the tube and they place the funnel at the top. One student needs to hold the tube
with the turbine, so that it stays upright.
Then the experiment is ready to try. One student needs to start pouring a
large amount of water to the large tube, so that it flows to the bottom. Then the
turbine will start turning. The students will now understand how the power of
water can be transformed into circular motion.
After that another video is shown explaining how actual electricity is
obtained through the electro generators.


Learning outcomes

Students are now aware of the true power of water


Students know that producing clean electricity on an industrial scale
using the power of water is possible
Students have got a better appreciation on the importance of water
Students have learned new vocabulary and terminology surrounding
hydroelectric power.

51



Assignments



Students have to continue researching hydroelectric power plants. They
have to find out which ones are the biggest in the world and also where they can
find one in Bulgaria or its neighboring countries.

Evaluation criteria


The class is considered successful if students:
Have got a better understanding on the possible uses of water in the
future
Have a better appreciation of waters powers
Have gained sufficient knowledge to discuss the matter in future.

Interdisciplinary

Physics
Earth sciences

52

CHAPTER II.

Water in history and geography

53

WATER RESOURCES N THE LOCAL AREA


Village of Corneti , commune of Miroslava , county of IaiSchool name: The Palace of Children (Palatul Copiilor), Iai, Romnia
Teacher: dr. Grlescu Marioara- Geology teacher
School subject: geography
Suitable age of children: secondary school
Lesson objectives:
Village of Corneti, Commune of Mirsolava, County of Iai

The lesson is conducted outdoors, in the village of Corneti, commune of Mirsolava, county
of Iai. We will identify and analyze water resources encountered on a pre-set route. During
the lesson, students will also be able to observe other landscape elements, elements related to
the presence of waste etc. The evaluation will be carried on during the next lesson through an
assessment test.
Introduction to the topic
Water resources depend mainly on natural factors (the geographical position in the context of
the type of climate for Romania we deal with a continental-temperate climate) . Anthropic
factors can bring some changes in the appearance of anthropogenic water types (eg ponds).
The commune of Miroslava (which includes the village of Corneti) is located in:
- relief unit: the Moldavian Plateau (in the central- east);
- subunit: the contact between the southern tip of the Lower Plain of Jijia and the Central
Moldavian Plateau.

Locating the commune of Miroslava in the County of Iai in the area there are freshwater
streams, stagnant water and groundwater.

54

Procedure:
Description of the activities:
On the pre-set route, students identify will and analyze each encountered water resource,
having to mention: the type of aquatic unit, the water quality, its use, its genesis, aesthetic
appreciation, etc. The teacher corrects and supplements the observations of children. Students
have to take notes in their notebooks.
The following water resources have been identified: two ponds (one equipped for fishingprivate domain, and another for giving water to animals - public access, a captured pond , a
stream and three wells.
Anthropic stagnant water

(a) Pond equipped for sprotive fishing private property

(b) Pond equipped for giving water to animals (Public access allowed)
Stream

Captured stream with non-potable water

55

Groundwater

(a)
(b)
(c)
Fountains with hydrostatic level at depths between 1.00 m (b) and 8.00 m (a) and (c)
Flowing water

Creek
Materials needed:
- notebooks;
- cameras.
Tasks for the students:
- to specify the type of aquatic unit (flowing water -river or stream, stagnant water - natural
or anthropogenic; groundwater- surface or in depth);
- to identify specific characteristics for each investigated resource.
Instructions for the students:
1. Comply with the rules imposed to carry out the lesson safely;
2. Remember the different types of aquatic units;
3. Observe at least three characteristics for each identified resource, characteristics which
should be related to water quality, depth, importance to the community, etc.;
4. Take notes in notebooks;
5. Ask and answer questions;
Learning outcomes:
After the activity students will be able to:
- specify the types of aquatic units present in the area;
- differentiate natural resources from the artificial ones artificial;

56

- understand the importance of water resources and understand the measures required to be
taken by the community in order to improve their quality.
Evaluation criteria: the lesson is effective if the students are able to perform the tasks
described as learning outcomes
Additional activities
- observations on specific vegetation and fauna;

Vegetation on the ponds bank


Frogs
Lizard (near fountain (b))
- appreciations related to the natural features and natural beauty;
- observations on the interest communities have in relation to each resource.
Connection to real-life situations:
- The understanding of the importance of each water resource for the community.
Interdisciplinarity:
- Biology- observations on the specific flora and fauna of the investigated objectives;
- Environmental protection - observations on how is protected the environment;
- Geology the geological substrate determines the morphology of the area, the presence and
the depth of groundwater.

57

RVER HYDROLOGY
School Name: Technical College of Transportation and Construction, Iasi, Romania
Teacher: Alina Gabriela Ursache
Subject: Geography
Target group: students in 9th grade
Lesson Objectives:
Correct use of scientific terminology specific to Geography
Correct interpretation of the map
Statistical data processing and correct interpretation
Location on the map of geographic phenomena and processes
Observation of a specific pattern of natural and anthropogenic processes
Expressing interest for the issue of using natural resources rationally and efficiently.
Theoretical Concepts:
Use of scientific and specific terminology (concepts, notions) in order to present relevant
information;
Bringing arguments in the explanatory approach;
Observation of a specific succession of phenomena and natural processes;
Reading and interpreting graphs and mapping information;
Description and explanation of the facts observed in the field or identified according to
patterns;
Using simple methods and techniques specific to various scientific disciplines in order to
analyze the elements of climate, hydrography and biogeographic distribution in the
environment;
Using mapping in order to investigate the geographical environment.
Description of Activities:
1 - Infer the formation and characteristics of rivers
Stimulate motivation by presenting clippings from reality and the heuristic
conversation:
- Let us remember together what the water cycle in nature is. Water on the surface
evaporates, from both oceans and continents due to heat. It reaches into the atmosphere and
forms clouds. Clouds cause the formation of precipitations which fall on Earth's surface, both
in the oceans and on land. A part of the water on the land gets into rivers and lakes and a part
drains into the ground, forming the groundwater; a part of the water evaporates. Thus, the
cycle resumes.
- Do flowing waters run over all land or flow through certain deepened places? (Through
deepened places called river beds)
- What forces cause the rivers to flow? (Gravity)
- If we know that gravity is the force that causes flowing of rivers, then to what sort of places
do rivers always flow? (to the lowest places)
- What happens to the water of the streams during drought? (it dries out)

58

1. Characteristics of rivers
- Always flow to the lowest point on the earth's surface
- Run through a deepened place in the ground
- Flow temporarily or permanently
- Water comes from rainfall, melting of snow or glaciers, and from groundwater
2 - Define and compare creeks, streams and rivers; identify on the map the major rivers
on Earth.
The analysis of the rivers cross profile:
- Look at the drawings and compare them.
- Which are the smallest flowing waters? (Creeks)
- Which waters do not have tributaries and sometimes get dry because of the drought?
(Creeks)
- Which are the deepest, widest, longest and with many tributaries waters? (Rivers)

2. Types of flowing waters


Creek: small permanent flowing water with its own bed and route.
Stream: permanent flowing water, medium-sized, with its own bed, route and tributaries.
River: the largest type of flowing water with many tributaries, which flows into lakes and seas
through an estuary or a delta
Application:
Identify on the physical map of the world the largest rivers on various continents (pair-work)

59

3 - Define and locate on the map the various parts of a river


Heuristic conversation based on the drawing of the river basin:
- What is the source for the aquifer? (The point where the groundwater comes to the surface)
What is the source for a stream? (The place where the river begins)
- Look at that picture

Explanation:
- Each river receives tributaries. This area is called the river basin. What are tributaries?
(Flowing waters which flow into other flowing waters). What do you call the place where two
rivers meet? (Confluence). The river basin is separated from the neighbouring flowing waters
by the watershed divide.

60

4. The river basin: the area where a stream or a river gathers tributaries
Tributary: flowing water that flows into another flowing water called the collector river
Confluence: the area where two flowing waters join
Watershed divide: the line which delimitates neighbouring river basins. It connects the points
with the highest elevation of the basins.
5 - Define the speed, the flow and to characterize water movement
Heuristic conversation:
- What are the differences between the flowing waters? (Length, width, depth, volume of
water flowing)
- Flowing waters differ according to the speed of the water flow and according to the debit.
What is speed? (Distance covered in a unit of time)
- Which waters flow faster, those in the highland areas or those in the plains? (The highland
areas)
- Why do the flowing waters in mountainous regions run faster? (Inclination of Earth's surface
is greater)
- Some rivers have more water, others less. The flow is the amount of water drained in a
given time through a certain place. It is measured in m3/s or l/s .Which Rivers have higher
flow rates? (Rivers)
- Which rivers have smallest flow rates? (Streams)
- Which are the factors that influence the flow? (Amount of precipitations, air temperature,
sudden melting of snow, vegetation, topography, basin surface, rocks)
- If water comes out of the minor riverbed, then an overflow occurs, and if it comes out of the
main riverbed, there are floods.
- What are the causes of large scale flooding? (Long rains, torrential rains, high rainfall
associated with sudden melting of snow)
5. River Movement
Speed: distance covered by river in a time unit
Flow: the volume of the water which flows through a section of the river bed in a unit of time
It is measured in m3/s or l/s
Overflow: water comes out of the minor riverbed
Flood: water comes out of the main riverbed
C. 6 - to define the hydrological regime and classify rivers according to it.
Case study: rivers will be classified according to the hydrological regime.
-Rivers with a simple hydrologic regime
Equatorial (Amazon)
Monsoon (Ganges)
Mediterranean (Pad)
Temperate Continental (Dnieper)
Temperate Oceanic (Seine, the Thames)
- Rivers with a complex hydrologic regime The Niles

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Aids: scheme of the river basin, photos of creeks, streams and rivers, the physical map of the
world, textbooks, the Geographical Atlas, projector, computer, formative assessment test.
Tasks for students: Students infer the formation and characteristics of rivers;
- Students define, based on the demonstration material, the hydrographic elements: creeks,
streams, rivers, river basin, speed and flow of a river;
- Students locate on the worksheet, the three component parts of a river;
- Students locate on the map of Romania, the three sectors of Jiu and Arge rivers;
- Students identify, based on prior knowledge, the factors which influence the flow of a river;
- Students classify rivers according to their hydrological regime, based on hydrographic flow
in the learning materials.
Instructions for students: Students will sole written and oral tasks on the worksheet in the
given time;
Learning outcomes:
Evaluation: What evidence is there that students have learned the lesson?
a) The content:
- Answers to questions;
- Analysis and interpretation of graphs provided by the teacher.
b) The use of thinking operations:
- Explain the causes, progress and consequences of phenomena;
- Reasoning;
- Analogies and comparisons

62

Worksheet
Analyze the graph of variation of monthly average flow of the Bahlui river
Solve the tasks listed in the evaluation form

SCHEDULE AVERAGE MONTHLY VARIATION FLOW OF RIVER BAHLUI


Specify:
1. The month with the maximum flow and its maximum value
2. The month with the minimum flow and its minimum value
3. The way of calculating the average annual flow
4. The season with the maximum flow and a decisive factor
5. The season with the minimum flow and a decisive factor

63

PLTVCE LAKES NATONAL PARK


School name: Electromechanical school Varadin, Croatia
Teachers:

Maja tefi, geography professor


Tibor Bn, informatics professor

School subject: geography


Suitable age of children: 14-16 years

Lesson objectives:
The purpose of this lesson about the national park Plitvice lakes is to make every
student to feel like a researcher and to make them realize how important it is to save the
nature from the human influence. National Park Plitvice Lakes is the biggest, the oldest and
the most popular national park in Croatia. Today in Croatia we have 8 national parks. The
lesson can be performed as a road trip so students can see the park by themselves, or it can be
set up as research project where children use literature and internet to find out interesting facts
about the park (this depends on the time and the budget that is planned for the activity). In
both ways students learn about the importance of saving our nature and its resources, not only
in places like national parks, but also in their own environment at the place where they live.
Introduction to the topic:
Humans have inhabited the area of Plitvice lakes for thousands of years. Croats were
permanently settled in this area since the beginning of 7th century. The Plitvice lakes national
park is one of the most impressive karst entities in the world. It belongs to Dinaric Mountains
and the area is interesting for geology, geomorphology, hydrology, biology and climate
research. That is why the Plitvice lakes were declared a national park on April 4, 1949.
UNESCO has declared the Plitvice lakes as the world natural heritage in 1979. Is one of the
first in the world. The Plitvice lakes are located close to the Bosnia and Hercegovina border,
110 km south of Zagreb (picture 1). The national park consists of 16 lakes that are connected
and form a cascade that is 5460 meters long. The lakes are grouped as the Upper lakes and the
Lower lakes (picture 2).

64

Picture 1. Map of Croatia

Picture 2. Position of Upper and Lower lakes


The Plitvice lakes have very rich flora and fauna (picture 3). Forests play a vital role in the
protection of soil from erosion and participate in the production of oxygen and storage of
carbon. Fresh-water algae and moss play a significant role in forming the tufa sediments.
Some plant species present in the area of the national park are endemic and protected, so they
are listed in the IUCN Red list of endangered plant species.

Picture 3. Some rare plant species and brown bear the most attractive representative of
animal world in Plitvice lakes

65

The Plitvice lakes are rich with karst rocks like dolomites and limestone. Dolomite is less
porous, and limestone is porous, so the combination of both materials has made the landscape
we can see today: the rocks have the ability to hold the water in the lakes, but water has
changed it by cutting trough the limestone deposits. Tufa barriers enable water to remain
inside the lakes, and this is the basic equation that shows the formation of the sediment:
Ca (HCO3)2+ water dispersion CO2 + H2O + CaCO3 (tufa)

Lakes change their face through the seasons. In the spring water is quick and wild, in summer
it slows, in autumn water is covered with leaves and its preparing for winter when it turns the
whole nature around into a frozen kingdom.

66

Procedure:
Description of the activities:
Students do their own research about the national park Plitvice Lakes. They make notes, and
present the facts they find important in front of the class. The can make a presentation or a
poster where they have to organize the notes they made during the research.
Materials needed:
-literature (books,magazines, internet), computer
Tasks for the students:
-read the literature and choose important information about the topic
-present the facts in a clear, interesting and sistematic way
Instructions for the students:
- find the appropriate literature and information about Plitvice lakes and make your own
research about this natural phenomena.
- while reading, take notes and decide which information is important
- find out if the park is recognized in the world and do some other countries have something
similar?
- make a poster or a presentation about your research in front of the class
- prepare for discussion about living in the environment where people dont change anything
Learning outcomes:
After the activity the students will be able to:
- read a text with understanding (active reading)
- analyse the information and choose what is important
- describe some basic facts about the Plitvice lakes
- find the Plivice lakes on the map
- explain why we have to take care of this national park (rare and protected species)
- suggest how to make our environment to be similar to the one in national park (how to deal
with waste and how to use natural resources)
Evaluation criteria:
The lesson is effective if all students prepared their presentation about the research and they
have opinion about the ways they can make contribution to saving the environment.
Additional activities:
- take a road trip to the national park
- find connections to other subjects: recognize the segments important for history, geology,
biology, chemistry
Interdisciplinarity:
- history- the period of Dinaric Mountains formation; the period of first people inhabited this
area
- geology- the formation of the rocks, sediments, and their changes trough time

67

- chemistry- the composition of water in the lakes, what can change the water composition
and sediment formation
- biology and ecology- research on plant and animal species, recognizing the endangered
species

68

THE AEGEAN SEA: GREECES MAN SEA CHANNEL OF


COMMUNCATON
(A modern teaching and presentation method using a web 2.0 technology tool: padlet)
http://padlet.com/soflok/v6yhrdqow6va

SCHOOL NAME:

Senior High School of Karystos (Geniko Lykeio Karystou)

TEACHERS NAME: Dimitra Papadopoulou, Maria Papavasilopoulou


SCHOOL SUBJECT: English, Computer Science
STUDENTS AGE:

16-18

LESSON OBJECTIVES:
to teach students how the element of water is closely related to the geography and history of
Greece
to enrich students knowledge concerning geographical and historical features of their country
to familiarize students with web 2.0 technology
to develop students imagination and creativity through the use of modern computer
applications
PROCEDURE:
The idea we had was to study the Aegean sea, Greeces most important channel of communication
with the world from antiquity to present. We thought of involving our students in an innovative way
of presenting the information they find.
How?
By using a new tool, a computer application which allows them to categorise and display their
material online. Thus, the outcome is like posting information on a wall which is accessible to all.
There they can post texts, pictures, videos and whatever else they find useful. The name of the tool
is padlet and the link for the specific presentation is: http://padlet.com/soflok/v6yhrdqow6va

69

Below, you can see only parts of this presentation as it is displayed on the link above. There is not
enough space for all the texts and pictures. We invite you to join the link and see how it actually
works. The words in italics are the texts posted on the site.

The Aegean Sea is the sea which lies between the coast of the mainland , the coast of Asia
Minor and Crete . It has been formed by the subsidence and elevations, great and long
changes of the elements of the sea water and earth billions of years ago. The result was the
formation of coastlines, many islands , and the great variation in the topography of the
bottom with rivers , shoulders , ditches , pits and grooves.
All this combined with the wonderful climate, make the Aegean Sea one of the most wellknown seas of the world . Far from being random is that it has been for centuries the cradle
of great civilizations and crossroads for trade and communication between the peoples of the
West and East ,North and South.
Who was the Aegean Sea named after?
There is a beautiful ancient Greek myth giving the etymology of the name Aegaio.

70

Let us narrate to you this tale and you will surely understand a lot about the character of the
adventurous and brave Greek salesmen of the past.
Once upon a time there lived a horrible monster on the island of Crete. This creature was
called Minotaur, meaning somebody with the head of a bull on the body of a man. This
monster was ugly, but powerful and all people dreaded its existence.

In the meantime, Athens was ruled by the king Aegeas. His son,Theseus , who was brave and
fearless, decided to go to Crete to slay the Minotaur. He set off on his ship and sailed to
Crete. He had made a promise to his father to kill the monster and he had also told him that if
he managed to beat the monster , he would change the sails on his ship from black to white.

Theseus killed the Minotaur but sailing back home he


forgot to change the sails. His father, who was waiting
anxiously for his sons ship at Cape Sounion, suddenly
saw his sons ship coming back with black sails on !!

Desperate and certain that he had lost his beloved son, Aegeas fell into the sea and
drowned. Since then, the Sea was named.Aegean.
Description of activities:
Students, under the guidance of their teachers, work in groups, look for information
and study how the Aegean sea has influenced Greek history and geography.
They also relate their studies with the islands of the Aegean sea which have also
played a great role in our countrys development through the ages.

71

We teach students how the new computer tool (padlet) works, practicing at its
different stages.
Students create their own presentation, using the web 2.0 tool (padlet) and show it to
the whole class so that everybody experiences this new method.
1. Materials needed:
A computer
Online connection
The tool: padlet
Relevant pictures

2. Tasks for students:


For this activity students have to:
Discuss the topic in groups and with their teacher
Look for information in books and the internet and study it
Collect relevant pictures/photos to be displayed with their texts
Learn how to use the new computer application
Practice on posting their material
Finalize the form of their material and present it on the internet
Give feedback discussing the experience of the new method and sharing it with
other students
3.

72

Learning outcomes:
What our students have gained through this activity:
they acquired new knowledge and enriched their own concerning their countrys history
and geography related to the Aegean sea.
they realized the importance of the element of water for peoples life
they became familiar with an innovative method of teaching and are involved in it
actively, creating their own presentation
they developed their creativity and imagination
they became more motivated during the learning process
they cooperated with each other and discovered how team work can be effective and
enjoyable.

ASSIGNMENTS:
As a follow-up, students can create a digital poster, for example their own map of part of the
Aegean sea, using another tool: glogster.
INTERIDISCIPLINARITY:
In order to carry out this activity we combined the following school subjects:
History and Mythology, Geography, English and Computer Science.

73

HSTORCAL GLANCE NTO WATER


SCHOOL NAME:Uzumlu Cengiz Topel Secondary School
TEACHERS:Adem ZCRC :Advising and Counseling Teacher
Ali MEK

:Turkish Teacher

Havva MEK

:Social Sciences and Geography Teacher

SCHOOL SUBJECT:Social Sciences


STUDENTS AGE:13,14 years 7 th. and 8 th. grade students
LESSON OBJECTIVES:
-Students are going to get teorical knowleges howmuch the ancestors(previous and more
previous generations) knew about the water,
-Also are going to learn about relationships beetween the ancestors and the water
Howmuch important it was for them.
-Comparing the both actual period and ancient period of the water and getting own concept
about the importance of the water.
-Students will recognise not only their own liabilities but also will be eager to inform the
others (classmates,the other students,family members,rest of persons of society or etc.)
regarding the historical heritage.
NTRODUCTON:
History of water is older than creatures.The life has started in water.Until the recent
years,Societies consumed the water directly from nature.(from weels,rivers etc.)Nearly all
civilisitions have built their homes near the water.At the ancient period, human developped
some ways to carry,to protect,to use the water.Moreover,Time to time but in some territories
dominantly the water was one of the most natural disaster, aswell.
t
has
been
the
fondamental
theme
in
many
area
of
like:
literatural,religious,mythical,legendary
The ndians Peoples has believed the
holiness of the water of Ganges River.The
water of Ganges is held so sacred that
holding this water in hand, for example,no
Hindu dares to lie or to be deceitful.Also
is believed in Hinduism that water of
Ganges can never became dirty.
The Nile is the veritable and the essantial
of the life for Egypt people.They used to
believe it as a God.They named it Father
of Life.Water is really has been the value
of life for many communites.

74

=Mesopotamia :n Greek language it means the territories among the


riverswhere the civilisation was born.The two Rivers are Tigrish and Euphrates. The
Sumerians, Babylons(babil), Assyrians(asurlar) used to live in these territories becacuse of
rich water resources and because of generous soils.The two rivers called The tigrish and The
Euphrates which are both born in Turkey and crossing trough lands of four countries
(Turkey,Irak,Syria , Iran) and combine in one way and empty into the Persion Gulf.

Accordig to the people of East in Turkey,The Euphrates is an hero,a dragon,a mother as well
as a River the cruel as it is the reason of too many deaths of tragedies,drowning in it.t has
been written either many poets or composed many songs behalf of it.
Eflatunpnar Monument: Located 22 km from the town of Beyehir, the site is a
combination of a spring and a Hittite monument displaying the gods of earth and sky.
Constraction of this monument has been dated to the last quarter of the 13 th. century BC.t is
avaible to see some figures on the upper sides.(12 figures).t is not known completly what it
means but estimated that it is a temple of a holly praying of the people As all the hands are
directed to the sky.And also can be said that they pray to be blessed themselves by their
GODS.(at main and middle one God and Godness at their upper 2 sundisk with wings ,2
mountain Gods at out of figure,3 undergrand Gods around them unknown creatures).

75

76

77

PROCEDURE
Materials Needed:
Projections,cameras etc.materails will be avaible and students also will note some points and
underline tittles of each theme as possible as students will be taken and showed the items
mentioned in a short visit in this historical places.
Task for Students:
-Students research info about the topic during the activities.
-They interwiev with persons authorized regarding the topic and prepare a brief report of
interwiev.
-Discussing the theme among theirselves and have enough knowleges and outmomes before
the activity.
LEARNING OUTCOMES:
1-Learning about the importance of water both in historical and at present.
2-Comparing the value of the water, either in past or at present
3-Learning
about
the
influences
of
resource
of
water,
over
the
communities.(culture,belief,nutrition,style of life etc.)
4-Getting also knowleges that water has been the one of the fondamental reason of the
conflict ,guerrel among the communities.
5-At reflexions of all these outcomes,students have some frame datas and a perspective about
the future of the water.
EVALUATION CRTERA:
The theme was completed at the co-operation of the teachers and the students mentioned
above.The students have got enough knowleges about the importance of the water.
CONNECTION TO REAL-LIFE SITUATIONS:
Water every drop counts.
Paying more attention while using water.
They also pay attention the projects about the water and become more eager to involve this
types of projects.
They gain a perspective environmentalist.
INTERDISCIPLINARITY:
History
Geography
Science
Sociology
Biology
Religion and Moral Knowleges

78

COASTAL EROSION IN THE NORTH OF PORTUGAL


School Name: CIOR Professional School, V.N. Famalico, Portugal
Teacher: Arclio Sampaio
Subject: Environment
Target group: 11th grade students
Lesson Objectives:

Correct use of scientific terminology specific to Environment, Geology and


Geography;
Investigation of geological processes and erosion steps and consequences;
Understanding the geological risk assessment regarding human occupation of the
coastal areas;
Observation of erosion natural patterns and the anthropological influence over the
dune system;
Knowing preventive and corrective solutions for coastal erosion.
Exploration of a case study: the Ofir Towers

Introduction:
Portugal is a country well known
for its beautiful beaches and
coastal extension. Although in the
last years, Portugal spent a lot of
money to recover our beaches,
preparing them to receive millions
of visitors, during summer time.
In fact, each year, during winter
time, the sea literally removes
almost all the sand from many
beaches, destroying the dune
system, and putting at risk many
human
constructions
and
infrastructures, despite all the
efforts
and
engineering
interventions to protect them.
But, although the public opinion is nowadays more aware of this situation and therefore more
concerned, the erosion of our beaches and coastal line is not new.
The coastal erosion is a worldwide problem and our country is no exception. This geological
phenomena is a natural process that occurs in every geological structures in the coastal line
and basically consists in the removing of the sediments from our beaches and dune system
and rock formation, due to the abrasion promoted by waves and sea water chemical properties
that wears off the rocks.
We can point several causes for coastal erosion, each one perfectly valid: the global rising of
the sea level; the climate changes that lead to bigger storm systems and consequent agitation
of sea waters; the decreasing amount of sediments carried by our rivers to the sea mostly due
to the dams along the course of our major water courses that prevent sediments to go further;
and a poor planning for the human occupation of the coastal areas, promoting the instability
of the sediments and dune systems along the coast.

79

One of the most famous case in our country related with coastal erosion is the eminent risk
situation of the Ofir Towers, located in Esposende, a region between Pvoa do Varzim and
Viana do Castelo, two of the major coastal cities in the north of Portugal.
The Ofir Towers were constructed around the 70s. In those days such construction was
allowed due to the lack of laws that protect the coastline. These towers attracted more people
to that coastal zone of Portugal. However, with the years, the sea has advanced over the beach
and the towers are in constant danger of collapse, despite the works done to prevent this. This
risk is also a side effect of the engineering protection structures constructed upstream the
towers, a rush and precipitated decision since the erosion on the beaches of Ofir just
increased.

Procedure:
1. Description of Activities:
- At school:
Assemble information about the coastal erosion in the north of Portugal and the Ofir
situation: causes; evolution; consequences; risks; interventions; etc.
Infer the formation processes of dunes and the importance of the dune system stability
to the preservation of the coastline.
- In the field:
Observe the evidences of coastal erosion;
Infer about the stability of the dune system;
Assess the geological risk for the human infrastructures in the area.

80

2. Materials needed:

3.

Notebook and writing material;


Camera;
Sample bags
Tape measure
Tasks for students:

Take pictures of erosion evidences and dune system;


Collect samples of bedrock, sediments and dune flora for posterior analysis;
Measure the abrasion of the bedrock in the basis of the towers construction platform;
Infer about the beach actual extension and compare with past years;
Take notes about the engineer interventions already taken in the past to prevent beach
erosion and protect the towers platform and infer about the results so far.

4. Learning outcomes:
The coastal erosion is a
natural process that can
change
the
coastline
morphology and progressively
shape an entire region
geography;
In the north of Portugal
beaches, the main sediments
are silica (quartz), micas
(biotite and muscovite) and
feldspar, and its geological
origin are granite and schist,
two of the main rocks in the
north region of the country;
The dune system protects the more interior areas from the erosion and advance of the
sea;
The dune flora is fundamental
to maintain the cohesion and
stability of the dune system
and therefore must be
preserved and protected. A
good example is preventing
the stepping on the dunes by
creating wood walkways that
allows people to access the
beaches without destroying
the dunes.
The lack of planning often
allows human constructions
on the coastline, promoting
the erosion of the beaches and

81

In groups of 4 elements (maximum of 5) the students have to elaborate a w


of the activity and put together a multimedia presentation.
compromising
the stability
andlife
integrity
of the dune systems, thus putting themselves
Connection
to real
situations:
and other at risk;
The geological risk present in several places along our coastline is due to lack of
The case study will be the Ofir region and involves a field
planning, and environmental awareness;
learning.
When presentedand
an consolidate
engineering (or
other) solution for beaches erosion, we must be
certain that the problem is solved and not only transferred a few meters along the
coast.

Interdisciplinarity:

Evaluation:

Environment, Geology

and Geography
In groups of 4 elements
(maximum of 5) the students have to elaborate a written report
of the activity and put together a multimedia presentation.
Connection to real life situations:
The case study will be the Ofir region and involves a field trip to gather information
and consolidate learning.

Interdisciplinarity:
Interdisciplinarity:
Enviroment,
Environment,Geology
Geologyand Geography
and Geography

82

trip to gathe

ANCIENT TIDAL MILLS IN THE BAY OF CDIZ

School name: Puente Zuazo, Spain


Teachers name:

- Mara Jos Cabrera Morilla


- Mara Teresa Caro Polo
- Juan Antonio Caete Ramrez
- Mara Salom Romero Garca
School Subject: English, Arts and Science.
Students age: From 12 to 16 years.
Lesson objectives
-

To know the importance of tidal mills in the past centuries in our town.

To understand the working in a tidal mill and the most important parts in it.

To be conscious of the importance of tidal mills in the daily life two centuries ago.

To respect and care our historical heritage and to collaborate in their maintenance.

To compile pedagogical educational material about environmental issues that may be


helpful and apply it in the everyday education in our classrooms.

Introduction
Tidal mills were the main industrial activity in the Bay of Cdiz up to the 19th century.
They were installed along the shallow channels, called caos, around the Bay, where the
frictional effects are very strong. They produced flour to feed the whole population of the
Bay.
If we want to know the origin of these mills we have to travel to the Persian Gulf and
in the British Coast, the two oldest known testimonies.
In the Iberian Peninsula the first mention is in the Portuguese Algarve. They were very
useful during the XVII and XVIII centuries and they constituted an example of sustainable

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development. They began to fall with the Industrial Revolution and stopped their activity in
the beginning of the 20th century.
Procedure
1. Description of the activities.
This time, we have tried to show our pupils an important resource in our town in the
last centuries.
The activities are thought to motivate and to be conscious of the importance of water
especially in our environment.
They are designed to be developed in Science, but we have worked with the topics in
English and Arts.
2. Materials needed
- Whiteboard.
- Information panels.
- Logbook.
- Sketchbooks.
- Camera.
3. Tasks for students
We have carried out the following activities:
1. Viewing a video about tidal mills, their history, working, places where we can found
them near our town...

2. Visit to the Archaeological Museum in San Fernando to see a model of tidal mill.

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2. Visit to the Archaeological Museum in San Fernando to see a model of tidal mill

3. Visit to the Zaporito Mill in our town.

4. Exposition at school about Tidal Mills.

5. Logbook for the pupils. They work with different topics about the mills.

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5. Logbook for the pupils. They work with different topics about the mills.

6. Final activity: exposition with drawings and photos made by children

7. English vocabulary about the topic.


4. Learning outcomes
Students will be able to:
-

Understand the working of a tidal mill.

Find information about the story of these mills in our town.

Make a drawing of a tidal mill.

Identify the most important parts in these mills.

Discuss about the advantages of the care and conservation of these types of
constructions.

Promote the defense of these types of mills.

Assignments
Activities to check the understanding of the subject:
-

Sharing about the subject. We evaluate the knowledge and the degree of involvement.

Test about the previous activities.

Exposure to other groups. They have used their photos, pictures and theoretical
information about the matter.

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Connection to real life situations


-

Children study the historical heritage in their environment.

Pupils can understand the importance of water along the history.

They have the opportunity to check the information with the real places and to check

They will learn to respect and to protect our historical heritage and our natural

the process directly.


resources, especially WATER.
Interdisciplinarity
These activities have been worked in these areas:
-

Science: they are related to History and Natural Sciences.

English: they have practiced with the vocabulary of the subject.

Arts: they have taken photos and made drawings about the visits that we have carried
out.

87

88

CHAPTER III.

Water properties

89

Closer to the clouds


School name: The Palace of Children (Palatul Copiilor), Iai, Romnia
Teacher: dr. Grlescu Marioara- Geology teacher
School subject: meteorology
Suitable age of children: high school
Lesson objectives:
The lesson took place during a trip through the Raru-Giumalu Mountains. Students were
able to observe the extent to which certain physical properties of water can create different
'shapes' in the mountains. During the lesson, students also had the opportunity to observe
other elements of the landscape (geomorphological, geological and hydrographic elements,
vegetation). The evaluation was conducted at the end of the trip, through an assessment test.

Short meteorology lesson


"I. Gugiuman" Raru - The Station for research and student practice
Introduction to the topic
It was aimed to observe and analyze the following physical properties of water: evaporation,
condensation, power of refraction and dispersion. The natural scenery offered by the RaruGiumalu Mountains (located in the Central Range of the Eastern Carpathians) and the
weather conditions encountered during the lesson gloriously contributed to offering wonderful
images of all these properties of water, images which were captured by the group.

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The Central Range of Eastern Carpathians


The Central Range of Eastern Carpathians
Procedure:
Description of the activities:
The students observed and photographed clouds in different stances: low-level clouds
during sunset (a1, a2), different types of clouds identified at the Giumalu Peak (b1, b2), and
clouds that portend a storm (c). During these activities, the children were required to submit
scientific explanations of the observed phenomena (related to cloud formation, to the
emergence of a wide range of colors, to the movement of clouds, to the low-level clouds). The
teacher corrected and completed the childrens observations.
The students had the opportunity to discuss about the properties of water which permit the
formation of clouds, the property of clouds to constitute an environment of refraction and
dispersion of light and the difference of pressure that permits the vertical and horizontal
movement of clouds. Students have also noticed, after the teacher suggested it, that the
visibility if the highest after rain.

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(a1)

(a2)

(b1)

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(b2)

(c)

Vine furtuna

Materials needed:
- Notebooks;
- Map;
- magnetic compass;
- hiking equipment;
- Cameras.
Tasks for the students:
- To present the properties of water that permit the formation of clouds (evaporation and
condensation of water);
- To present the phenomena that determine the wide range of colors of clouds (the
property of clouds to constitute an environment which permits the refraction and
dispersion of light);

93

To mention the physical phenomena underlying the vertical and horizontal movement
of clouds (different levels of pressure);
To observe the level of visibility after rain (high visibility).

Instructions for the students:


- To respect the standards required in order to safely carry out the lesson;
- To remember the physical properties of water;
- To pay attention to the teachers explanations;
- To take notes when appropriate;
- To ask for explanations from the teacher when there are things they do not understand.
Learning outcomes:
After the lesson, students will be able to:
- To understand the interaction of the factors that contribute to the permanent change of
mountain scenery;
- To correctly perceive the magnitude and importance of each natural phenomenon;
- To capture the most important and representative instances for different elements of
the mountain;
- To discover how beneficial lessons conducted in the wildness can be.
Evaluation criteria (d): the lesson is effective if the students are able to perform the tasks
described as learning outcomes

(d)

Test day
Additional activities
- geomorphologic observations;
- observations on flora and fauna;
- impressions on the aesthetics of landscapes and on the hypostasis of the investigated
phenomena;
- stimulating the investigative sense.

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Connection to real-life situations:


- the correct explanation of natural phenomena;
Interdisciplinarity:
- Physics - to explain the observed phenomena;
- Biology- observations on the specific flora and fauna of the investigated objectives;
- Environmental protection - Observations on how is the environment being protected;
- Geology the geological substrate gives the area particular morphological
characteristics.

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Water Characteristics from Multi-Building Ensembles


School Name: The Technical College of Transport and Building Engineering of Iai
Teacher: Mihaela Gorgan
Study Science: Installation Elements
Target Group: pupils from 14-16 years , specialized in Technical Drawing for Buildings and
Installations
Lesson Objectives:
- the correct usage of the technical terminology of the technical and sanitary
installations from the multi-building ensembles;
-

the identification of the interior installation components with water supplied from the
multi-building ensembles;

listing of all of the properties of the water in the multi-building ensembles;

making direct observations on the treated drinking water samples;

comparing the treated with the untreated water samples;

showing an interest for the usage of treated water regarding the safe consumption by
humans and animals.

Theoretical Notions:
- the use of the scientific and specific terminology (concepts, notions) when
exhibiting pertinent information;
-

the support of an explanatory process through arguments;

taking note of the sequence of the phenomena and of the used processes in treating
the water from the multi-building ensembles;

reading and interpreting of information from the analysis reports;

the description and the explanation of the water line, tracked from the source to the
consumers

The necessary water for the installations supply needs to have a certain quality
expressed through the amount of its physical, chemical, bacteriological and organoleptic
properties. The water quality is different according to the usage purpose. The water meant for
housekeeping and cooking needs to be drinkable, while the water used for cooling (industrial)
machines, washing certain parts can be not drinkable but it needs to be compatible with the
manufacturing technology.
A) The physical water properties are the following:
-

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The muddiness or turbidity is measured in silica scale, one degree of muddiness by


comparison to a standard emulsion, having 1mg of silica powder finely divided, or by

porcelain clay in 1dm3 of distilled water, and the reverse of muddiness is the purity or
limpidity of water;
The water color is expressed in degrees and it is determined by comparison to a
standard solution on the scale of platinum-cobalt;
The temperature of natural waters varies according to their source (surface or sub
terrain);
Electrical conductivity is the feature of water that allows the passing of electrical
power through it;
The radioactivity of water is the characteristic that gives water the ability to emit
permanent or electro-magnetic radiations.

B) The chemical properties of water are the following:


-

The fixed residue expressed in mg/dm3 contains all the mineral and organic
substances in the solution;
The water reaction depends on the mineral and organic substances that are dissolved in
it and this reaction can be acid, alkaline or neutral;
The water hardness is the property dictated by compounds like Ca and Mg;
The organic substances from water come from plant or animal remains and these are
globally determined by treating water with oxidizing substances.
The gases contained by water by dissolution or by contact with the atmosphere or gas
emanations from the underground.

C) The bacteriological properties of water influence its quality through bacteria


concentration and through their bacterial nature.
D) The organoleptic properties of water are the taste and the smell and they are
determined by specialized staff on the basis of a 6 levels scale: 1- inodorous, 2 very
weak, 3 weak, 4 perceptible, 5 noticeable. Chemically speaking, the water has no
specific taste. In order for water to be drinkable, it must not have values above the level 2
of the scale.
The water samples selected for analysis must allow the execution of all the necessary
measurements in order to establish the correct and relevant physical, chemical, bacteriological
and organoleptic properties.
Activities Description:
The lesson takes place in the Laboratory of Sanitary Installations of the Faculty of
Installations.

97

A short presentation is made about the water distribution network and the heating
installations that have as hot water as heating agent;

The students listen to the explanations, analyze the components of the water networks,
and are asked to discover and analyze the properties of the water from the glass
network;

Water samples from the laboratory water network are compared against the water
samples from the glass network;

The color and contents of water are analyzed;

Water properties are described and methods of treating water from surface or sub
terrain sources are presented

Requirements:
- Scale models and sample materials, water samples, graded glasses, test tubes.
Student tasks:
- The students listen to the teachers explanations, they learn by direct observation and
apply the rules of team work.

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Student guidelines:
- Students are instructed in the work protection rules and they will obey and follow the
teachers guidelines;
-

Students are divided into two groups and they will present, with the help of the group
leaders, their observations and measurements of the water samples taken from the
laboratory water network and from the glass network.

Learning Outcomes:
- The presentations made from the direct observation;
-

The students show interest and take part actively in visit-lessons with direct
observation and interactive learning sequences.

Evaluation:
- It is applied by self-evaluation of the students and by checking their answers to the
feed-back questions from the lesson.
Real Life connections:
- The awareness is raised about the treatment of water for consumption, under safety
conditions, with the purpose of executing specific activities in the habited buildings or in
social and cultural buildings.
Interdisciplinarity:Made with knowledge from Chemistry, Physics, Geography and Building
Elements.

99

Cohesion and adhesion of water


SCHOOL NAME: Uzumlu Cengiz Topel Secondary School
TEACHERS: Mr. Mesut GURSOY
Mrs. Esma PORTAKAL

Science Teacher
Science Teacher

SCHOOL SUBJECT: Chemistry, Biology, Physics


SUTABLE AGE OF CHLDREN: 11-12 years (6 th. and 7 th grade students)
LESSON OBJECTVE:
-

Students will learn about meaning of the terms cohesion, adhesion


They will learn The water is held together as a result of cohesion, at the end of the
branch of a plant.
They will get knowledge how water is transported in a plant.
It is going to be observed that coloured water in flower plants reaches the floweral part
of plant and the color of flower changes. Whatever is the color we get in the water,
plants will get the color.

NTRODUCTON:
Cohesion: Water is attracted to water
Adhesion: Water is attracted to other substances

Adhesion and cohesion are water properties that affect every water molecule on earth
and also the interaction of water molecules with molecules of other substances. Essentially,
cohesion and adhesion are the "stickiness" that water molecules have for each other and for
other substances. You can see this in the picture following. The water drop is composed of
water molecules that like to stick together, an example of the property of cohesion. The water
drop is stuck to the end of the pine needles, which is an example of the property of adhesion.
Notice I also threw in the all-important property of gravity, which is causing the water drops
to roll along the pine needle, attempting to fall downwards. It is lucky for the drops that
adhesion is holding them, at least for now, to the pine needle.

Water drops on pine needles, showing the effects of gravity, adhesion, and cohesion on water.

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Why is water sticky?


Water is highly cohesive -it is the highest of the non-metallic liquids. Water is sticky
and clumps together into drops because of its cohesive properties, but chemistry and
electricity are involved at a more detailed level to make this possible. More precisely, the
positive and negative charges of the hydrogen and oxygen atoms that make up water
molecules makes them attracted to each other. If you've played with bar magnets you will
know that the positive (+) side of one magnet will repel the other positive side, while a
negative (-) side of one magnet will attract the positive side of the other magnet. Positive
charges attract negative charges.
In a water molecule, the two hydrogen atoms align themselves along one side of the
oxygen atom, with the result being that the oxygen side has a slight negative charge and the
side with the hydrogen atoms has a slight positive charge. Thus when the positive side on one
water molecule comes near the negative side of another water molecule, they attract each
other and form a bond. This "bipolar" nature of water molecules gives water its cohesive
nature, and this, its stickiness and clump ability (maybe "drop ability" is a better term?)
PROCEDURE:
1-Description of the Activities:
Students who are the 6-th and 7-th grade are grouped in 2. Mrs. Esma PORTAKAL explained
what essential steps in activity. At the end of this activity participant of experiment are going
to observe that the white flowers are going to be turned into the color which was carried out
the tube of ink blue and red. Means more and more one of white flower will be color red and
the other will be dark blue.

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2-Materials Needed:
Two white flowers, two small bottle of ink coloured in blue and red, two empty jars, 2 L of
water.
3-Task for students (instructions and some photos)
One group of students will be responsible to prepare the red jar and other group the blue one.
Both group will pour half in a half inks of own jars which were filled of water. They will
observe the changing of color on each flower during two days. In two days all students will
come again and see the last case of the flowers in jars.
4-Learning Outcomes:
-

Like all the other viands the plants need water to survive
The plants absorb the water with their roots.
The nutrition is delivered to the trunk from the root.
That it is transmitted to the other parts of the plant as branches and leaves.
It is going to be observed that one flower will turn into red and the other will turn into
blue.

It can be witnessed that flower has turned into blue.

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It is not so clear that change of color happened in this part.

103

EVALUATION CRITERIA:
- Cohesion makes it possible that water moves in the opposite direction in the plants.
CONNECTION TO REAL LIFE SITUATIONS:
-

These principles still are valid in other examples- blood moves in the opposite
direction in vessels against the gravity.
Sticking of rain drops on the window.
One who has just got out of sea stays wet.

INTERDISCIPLINARITY:
Chemistry, biology, physics and mathematics all are related closely to the topic.

104

Thalassotherapy
and the thermal springs in Greece: a video presentation
SCHOOL NAME:
TEACHERS NAME:
SCHOOL SUBJECT:
STUDENTS AGE:

Geniko Lykeio Karystou (Senior High School of Karystos)


Dimitra Papadopoulou
English
16-18

LESSON OBJECTIVES:
students gain knowledge about benefits of both sea water and water coming from
thermal springs in our country
to enrich students vocabulary in English
to encourage collaboration between students by interaction and peer-teaching
to familiarize students with a technology tool: making a video
to incorporate students talents in designing through technology
to motivate students interest through a creative and interesting task

INTRODUCTION:
We chose to present the therapeutic properties of seawater and of thermal springs of
Greece because in our country the sea is an element of our everyday life and we have all,
more or less, experienced the benefits of sea water. We combined that with the topic of
thermal springs because we have numerous of them in Greece (752!) and their therapeutic
properties have been well-known from antiquity to present days.
We decided with our students to produce a video in order to present our topic. The reason for
this choice is that students are always motivated when technology comes into school practice
and creating this material is a creative and interesting task for them. Students had to look for
information in several sources, collect the important elements, discuss the structure of the
video, enrich it with relevant pictures and then refine the final product. During the above
stages, they had to cooperate closely in groups and the computer literate ones had to teach
those, who are not so familiar with computer skills, in order to produce the final video.

105

PROCEDURE
Description of the activities
Brainstorm ideas about a) the benefits of sea water and b) the therapeutic
power of thermal springs
Teach vocabulary in English related to the topic
Look for information on the internet, relevant bibliography, tourist brochures
of popular relevant resorts in Greece
Write the text which accompanies the video
Collect pictures which illustrate the points we need to cover
Discuss the structure of the video (timing, wording, colours, design, music,
special effects)
Design the video
Present it to class
Ask fellow students for feedback
The video can be watched on the following link:
https://www.youtube.com/watch?v=b6adcBturDE.
Below you can read parts of the students written text which accompanies their video
presentation.
What is thalassotherapy?
Thalassotherapy is the medical use of sea water as cure. It is based on the systematic use of
sea water, sea products and generally sea climate.
Why should you do thalassotherapy?
Most people visit thalassotherapy centers searching for a way to reduce their everyday stress.
Specialists support that the sea offers euphoria and relaxation to ones body and spirit.
Which elements does sea water contain?
Sea water contains micronutrients of magnesium, potassium, calcium, and sodium iodide
which are absorbed by our skin.
What are the benefits of sea water?
Swimming in sea water improves your mood and health. It improves the function of the
immune and circulation system. Moreover it keeps your skin hydrated.
Immune system: Seawater contains the essential ingredients, vitamins, minerals,
micronutrients and live microorganisms that have an antibiotic and antibacterial effect which
results in the health of the immune system. Moreover seawater opens the pores of the skin and
allows the absorbance of metallic elements and the expulsion of toxins from the body.
Swimming and bathing in warm sea water helps the restoration of essential minerals which
are lessened either by dieting, stress or environmental reasons.
Euphoria: Sea water is used for general euphoria. Swimming in warm seawater activates the
bodys therapeutic mechanisms of the body which cure asthma, arthritis, bronchitis and
inflammatory diseases. Sea water is a great source of magnesium, it helps relax our muscles
and reduce stress.

106

Skin: Magnesium gives the skin hydration and firmness.


Thermal springs in Greece:
The history of medicinal baths is strongly connected to the history
of our country. Ancient Greeks were the first to ever use them and
it was Ancient Greek doctors, physicists, historians and geologists
who did further research on water sources and mineral waters.
According to Greek mythology, the Greek goddess Athena asked
Hephaestus, the god who tamed fire, to create thermal baths for
Hercules to relax after his exhausting feats. So as to fulfill her
desire, Hephaestus hit the rock of Edipsos with his divine hammer
and suddenly hot springs started flowing out of it, creating a bath!

In Greece there are about 752 thermal springs, in several parts of


the country: on the mountains, near lakes, rivers and rocks, on
the islands.

On the map of Greece above, you can see the most important places where you can visit
thermal springs and their number in each place.
Materials needed:
The school computers
Books, magazines, brochures

107

Tasks for students:


Students had to:
come up with ideas using their background knowledge about the benefits of sea
water and thermal springs
look for information in several sources (mentioned above)
learn the relevant vocabulary
produce a written text in English to accompany the video
collect relevant pictures
experiment with different ways of designing the video
produce the final product
discuss the outcome and take feedback from their fellow students

Learning outcomes:
During this activity students:
expanded their knowledge of technology
developed their imagination and talents
were encouraged to be creative and innovative
produced a material both modern and stimulating
experienced the benefits of working in groups through improvising, discussing,
teaching each other
ASSIGNMENTS
Students are always eager to publish their work, so they uploaded their on the Youtube. In
this way they will have the chance to get feedback from other people as well, apart from their
schoolmates.

108

CONNECTION TO REAL LIFE SITUATIONS


The benefits of seawater are known and experienced from all of us who live in this country
which is surrounded by the sea, and the project will motivate them to look for and visit places
which offer specific thalassotherapy treatment. The same applies to treatment in thermal
springs resorts which exist all over Greece.
Moreover, the production of their own video familiarizes students with computer technology
which is an essential skill in their academic and future professional life.

INTERDISCIPLINARITY
For this activity students had to correlate the subjects of Geography, Geology, Chemistry,
English and Computer Science.

109

Mineral water

School name: CEIP Puente Zuazo, Spain


Teachers names:

- Mara Jos Cabrera Morilla


- Juan Antonio Caete Ramrez
- Mara Salom Romero Garca
School Subject: English, Arts and Science.
Students age: From 12 to 14 years.
Lesson objectives
-

To know the importance and benefits of mineral water in our lives.

To difference between different kinds of water, composition and properties for our

To study the location of different springs and water sources in Andalusia and in Spain.

To be conscious of the protection and conservation of the natural resources and to

To appreciate the different characteristics of mineral and tap water.

To distinguish between fresh water and potable water and to discover differences

health.

develop a favourable attitude to the rational use of water as a natural resource.

between water purification and water depuration.


Introduction
Spain is the fourth largest per capita consumer of mineral water in the world.
Mineral water is water that comes from natural underground reservoirs, free from
contamination. It is usually bottled at source. Unlike other waters, it has a constant mineral
wealth (not less than 250 parts per millions). These minerals have to be in the natural
composition of this water (not added) for this type of water to be considered a mineral one.
Besides, the bottling process should occur in its place of origin and this bottled water should
be free of pathogens without any previous treatment.

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Among the main mineral water we have the following:


Chloride waters: Those that contain salts (solid Chloride) at levels exceeding 1g per liter.
The springs in these waters are the most exploited in hydrotherapy spas for its calming and
soothing effects, as well as its ability to increase red blood cells and positively influence the
metabolism.
Applications: obesity, liver, Rheumatism, Gallbladder, anemia, nervousness, stress.
Bicarbonate waters: They contain 1g per liter of bicarbonate along with other minerals that
turn them in to a quite complex group. They are water coming from volcanic lands.
Applications: Acidity of stomach, gastric ulcer, gastritis, constipation, diarrhea, obesity.
Carbonated waters: They are those with free carbon dioxide. They are easily distinguished
by the bubbles and the slightly acidic taste.
Applications: To stimulate digestive acids, to alkalize the blood and to increase the removal of
body fluids.
Sulphated waters: They are those that contain high amount of sulfates. Recognized for its
bitter taste, are mainly active on the skin and gastrointestinal tract.
Applications: Liver, Problems of the skin, constipation.
Sulfurous waters: They are those which have large amount of sulfur. These waters are used
mainly for external use.
Applications: Skin and bones problems (arthritis and rheumatism) and respiratory diseases
(asthma, bronchial diseases).
Ferruginous waters: They contain a lot of iron. They are suitable for drinking.
Applications: Anemia, Digestive atony, obesity, rheumatism.
Radioactive waters: Those that possess radium salts which give them a natural radioactivity
that is beneficial in certain cases. They are used in spas for hydrotherapy.
Applications: Bronchial diseases, hyperthyroidism, nervousness, depression.
Waters of weak or very weak mineralization:
They have very few minerals and are used primarily as water for diets since they stimulate
kidney function and promote diuresis.
Applications: People who have a tendency to develop kidney stones, sufferers of gout,
rheumatism, digestive problems.

111

Procedure
1. Description of the activities.
The activities have been developed to investigate with children different kinds of water,
the benefits of each one and where can we find spring water in our Autonomous Community
and Country.
The theoretical information alternates with practical experiences about the
construction of a sewage, murals with different types of water and their composition.
They are designed to be developed in Science, but we have worked with the topics in
English and Arts.
2. Materials needed
- Different kinds of mineral water
- Plastic bottles
- Sand
- Gravel
- Coal
- A plastic netting
- Cardboards
- Maps
- Computer presentations
3. Tasks for students
We have carried out the following activities:
1. Viewing a video about mineral water: composition, benefits, bottled

2. Location in a map the main springs.

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3. Building a sewage.

4. Decoration of our school with cartels made for pupils.

5. English vocabulary about the topic.


4. Learning outcomes
Students will be able to:
-

Find information about different mineral waters and their location in our Country and

Make a cartel about the composition and characteristics of different kind of mineral

Autonomous Community.
waters.
-

Build sewage, understanding the process of water depuration.

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Promote the conservation of natural resources, especially water.

Assignments
Activities to check the understanding of the subject:
-

Share about the subject. We evaluate the knowledge and the degree of involvement.

Test about the previous activities.

Experiments.

Exposure to other groups. They have used their photos, pictures and theoretical
information about the matter.

Experiments.

Final Test.

Connection to real life situations


-

Children study the benefits of mineral water in our health.

Pupils can understand the importance of water in our daily life.

They have the opportunity to check the information with the real experiences and to

They will be able to locate the main springs in our Autonomous Community and

They will learn to respect and to protect and our natural resources, especially WATER.

check the process directly.


Country.

Interdisciplinarity
These activities have been worked in these areas:

114

Science: they are related to Natural Sciences.

English: they have practiced with the vocabulary of the subject.

Arts: they have worked with cardboards, to decorate our school.

Heat capacity of water


School name: Electromechanical school Varadin, Croatia
Teachers:

Denis Barot, physics and chemistry professor


Danijela Varga, biology professor
Ivana Kua, chemistry professor
Maja tefi, geography professor

School subject: physics, biology, chemistry, geography


Suitable age of children: 14-16 years
Lesson objectives:
The main purpose of this material is to make children capable of understanding the
connection between the structure and the properties of water. Various methods can be used to
perform the class: case study for motivation at the beginning, using pictures and models of
water molecules in all three aggregation states, drawing and practical work. This material will
describe how to study the heat capacity of water and how to explain why it is high in
comparison with other substances.
Introduction to the topic:
From previous lessons students have knowledge about the composition of water, they
are able to draw the model of the molecule, explain its specific shape and the polarity of
water. In this lesson they learn that molecules of water hold strong one to another because
attractive forces appear between them. Those intermolecular forces are called hydrogen bonds
and they are the main reason why water has such unique properties as high boiling point, high
surface tension, low vapor pressure, high heat capacity and it can be miscible only with
molecules that are able to make the same type of intermolecular attraction. When water is
heated, the heat is used first to brake hydrogen bonds, and after that for increasing the kinetic
energy of the molecules that we observe as increasing the temperature. In cases when the
intermolecular forces are weak (like in the air) it is easier to increase the temperature of the
substance, so we expect lower heat capacity.
Procedure:
With the activities described here, students have to use a model that will explain why
water has the capability to absorb more heat than the air, sand or some other substance.
Students work in groups of 4-6. They have available chemicals and labware, models of water
molecules and written materials with instructions, text, graphs and questions. The activities
should take 90 minutes time. First 45 minutes is for giving instructions, reading and
discussing about the study case and working on the experiments. Second 45 minutes is for
making a model that shows intermolecular forces in water and sharing the results and
conclusions with other groups.
Description of the activities:
Each student gets written material that will guide him trough solving the given
assignment. The material starts with a study case story that describes the climate in desert and
a diagram that shows the temperature differences in desert and in humid area between day and
night. After reading the text, the teacher asks questions and guides the students to the
conclusion that the absence of water in the dessert is the main reason for large temperature
differences between day and night. In humid area water and water vapor absorb the heat

115

during the day and during the night clouds prevent heat from radiating into space so the nights
are not so cold. These effects have to be checked by experiments. When the experiments are
done, students share their conclusions with other groups. They use the models of water
molecules to show what happens to intermolecular forces in water when it is heated.
Questions at the end of the materials are prepared in a way that students learn the formula for
specific heat capacity and they have to find some more real-life situations where heat capacity
of water is important.
Materials needed: balloons, paper cups, candle, matches, water, sand, two jars with lids,
lamp that emits heat, two thermometers, watch, and stand.
Written material for each student:
Hot or cold in the desert?
Our planet has 70% its surface covered with water. We call it blue planet because
when you look at the picture from space you can see blue oceans. But it is not like that
everywhere. Some places on Earth have very limited amounts of water or no water at all. We
call them deserts and living conditions are very hostile for plants and animals. There is no
vegetation and the surface of the ground is unprotected and dry, usually covered with rocks
and sand. During the day the sky tends to be clear so the radiation from the sun is directly
heating the surface so the rocks and sand can get very hot. According to the World
Meteorological Organization the highest air temperature ever measured was recorded in 1922.
in Sahara in shade, and the thermometer showed 58.0 C. Average daily temperature in deserts
is around 40 C. The driest place on Earth is desert Atacama where in some places only 1 mm
of rainfall happens in a year, or several years can pass with no rain at all.
During the night there is no incoming solar radiation. Since there are no clouds or
water vapor in the desert atmosphere at night, all of the heat can go back out to space rather
then get trapped near the surface. So it gets quite cold and the temperatures in some cases can
fall close to 0 C during the night.
Differing from deserts, humid areas dont get so hot during the day. There is a lot of
water vapor in the atmosphere and clouds during the day. The ground is covered with rich
vegetation so the radiation from the sun does not heat up the surface of the ground, and the
clouds can block some of that radiation. During the night the temperature does not drop a lot
in humid areas. The vegetation, clouds and water vapor does not allow the heat to leave the
surface. The following diagram shows differences between average day and night
temperatures in desert and humid climate.

Picture 1. Average day and


night temperatures in desert
and humid climate

C 60
50
40
30
20
10
0

DAY
NIGHT

desert climate humid climate

Tasks for the students:


-read the story at the beginning of the material and discuss the important facts that have to be
checked by experiment
-follow the instructions and perform the experiment 1 and 2 (write down your notes)
-using the models of water molecules present the behavior of the molecules when they are
heated or cooled
-answer the questions at the end of material

116

-present your conclusions to other groups


Instructions for the students:
Experiment 1. Heating the balloon and paper cup
-fill up a balloon with air and hold it above the flame of a candle
-fill up the balloon with water and hold it above the flame of a candle
-hold empty paper cup above the flame of a candle
-fill another paper cup with water and put it above the flame of a candle
-write down your notes and explain what these experiments show
Experiment 2. Temperatures in desert and humid jar
-choose two identical jars and put dry sand in the first jar (this one is left open without lid)
-pour the same amount of water in second jar, and close this jar with lid that has a hole for
thermometer
-set thermometers in both jars
-set the jars near the source of heat (in front of a lamp, or put them out on sunshine)
-check how the temperature changes with time if the jars are heated and then left to cool down
-write down the data in table and explain what you demonstrated with the experiment
-make a diagram that shows the measured values of temperatures

Picture 2.
Experiments with
balloons and jars

Questions:
1. What is the role of water in the balloon that was heated?
2. Explain which substance can absorb more heat: paper, rubber, air or water?
3. Compare the specific heat capacities of the mentioned substances using the following
information:
Specific heat capacity is physical quantity that shows how much heat can be absorbed
by 1 g of a certain substance to raise its temperature by 1 C. This relation is written
down as following formula:
Q
c=
mt
where c is specific heat capacity
Q is heat (measured in Joules, J)
m is mass of the substance (measured in grams, g)
t is change in temperature (measured in degrees Celsius, C or Kelvin, K).
Here is the table with specific heat capacities for some substances at room
temperature:
substance
c / J g-1 K-1

air
1.01

glass
0.84

rubber water
2.01
4.18

water vapor
2.08

paper
1.33

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4. What is the amount of heat necessary to raise the temperature of 1g of substance by 1


C (compare it for the rubber, paper, air and water). Write down your results.
5. Explain how does presence of water or water vapor moderate temperature in the
atmosphere?
6. Explain why do we use bathing in water when trying to lower high body temperature
at small children?
7. If you cook a pudding and want to cool it down fast so you can eat it, what will you do
with it? Will it cool faster in the air, or in water?
8. Do you think that water vapor can act as greenhouse gas? Explain why.
9. Human body has around 65% of water. Explain how water can be useful in our cells in
keeping the body temperature at the same level? Why is it important that the cells
dont get too cold or too hot?
10. Explain what happens with hydrogen bonds when we raise the temperature of water?
What is the heat that we provide to water molecules used for? Do the molecules of
water attract each other with the same strength in liquid state and in vapor? Show it on
the model.
11. What is the connection between hydrogen bonds and heat capacity of water? Compare
it with air where the intermolecular forces between particles of gases are much weaker
than hydrogen bonds.
Learning outcomes:
-recognize important information in text
-describe what happens with water molecules and intermolecular forces when water is heated
-compare specific heat capacities for different substances and explain the reason for
differences
-use the formula for specific heat capacity in calculations and solving problems
-draw a diagram and explain what it means
65
60
55
50
45

Brown = DESERT CLIMATE


(data for dry air open jar with
sand)

t/ C

40
35
30

Blue = HUMID CLIMATE


(data for humid air closed jar
with water)

25
20
15
10
5
0
0

10

11

12

13

14

15

time/ min

Picture 3. Diagram showing temperature changes in jars that represent desert and humid climate.
Jars were heated for 4 minutes with lamp, and then lamp was turned off and jars were left to cool
down. Lamp had power of 1000 W, placed on 20 cm from the jars. Jars contained about 100 mL of
sand or water.

118

Evaluation criteria:
The lesson is effective if the students are able to perform the tasks described as learning
outcomes. They should be able to recognize situations from everyday life where heat capacity
of water is used.
Additional activities:
Students can continue the research in different subjects, depending on their interest. Some of
the examples are mentioned hereafter.
Interdisciplinarity:
-chemistry- explain the difference in polarity and the strength of intermolecular forces
between water and some other molecules; investigate if these molecules mix well with water
-biology- importance of water presence in living organisms as temperature regulator
-physics- measuring the heat capacity of water and different materials as practical work and
comparison with literature data
-ecology- water vapor as greenhouse gas (comparison with other greenhouse gases)
-geography- presence/ absence of water in some area influences the climate; find out which
are the driest and the most humid areas in the world
-mathematics using formulas, calculations, making graphical presentation of results

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Salted Waters

School name: Escola Profissional Cior


Teachers name: Carla Oliveira
School subject: Chemistry (Sea water density and its salinity)
Students age: 17-19 years old
Lesson objectives:
-

To acknowledge that our country is geographically,

historically and economically linked to the sea;


To understand the economical importance of sea

-
water for the country;

To understand water sea properties and chemical

-
composition;
-

To motivate the students to experimental sciences .

Procedure
Description of the activity
Portuguese coast has 943 km in the mainland, 667 km in Azores archipelago and, 250 km in
Madeira archipelago. Coast is formed by beautiful beaches and our country owns one of the
largest exclusive economical area of European countries (ZEE), covering about 1 683
000 km.

By the sea coast we have some places that produce salt, like Rio Maior, Alcochete, Figueira
da Foz, Tejo, Aveiro, Sado and a lot more.

120

The first salt production place dates from 959 A.C., in Aveiro region and it still produces salt
nowadays.

We can rarely find water (chemical formula H20) in its pure state. There are a lot of
substances easily soluble, thats why water is considered an universal solvent. Solutes are
usually salts and transform still water in salted water. Around 95% of salt present in the sea
water is NaCl, known as salt for food. When it is in the water, salt is decomposed into two ion
Na+ and Cl-.
In this activity we will observe the evaporation of sea water samples, until it dries. We will
calculate sea water density and salinity.

Materials needed
-

Petri Box;

Sea water;

Beaker;

Analytical weighing-machine .

Tasks for the students


-

Fill in 3 petri boxes with sea water captured in Pvoa de Varzim (city coast nearby) captured
in tree different days. Each one of the boxes is in a different evaporation stage.

Measure a certain water volume with a beaker Vi= .... ml

Weight petri box m1 =...g

Weight perti box with sea water inside m2 = ...g

Wait until sea water dries.

Weight Petri box with solid deposit after the evaporation of sea water m =...g

Take note of the results;

How to calculate the density and sample salinity:


-

Initial water mass: mi = m2 m1

Solid deposit mass: ms = m-m1

Density: d= mi/Vi

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Sea water composition (% of solved salts in the original solution) ms/Vi x 100 = ...%

Salinity: S = (ms/mi x 1000...% g (salts/Kg)

Learning outcomes
-

This field activity allowed the students to develop new skills and acquire/reinforce
knowledge about this subject. In addition, it contributed decisively to promote the
knowledge of the importance of natural resources, especially the sea water resources.

Sea water has an average salinity of 35, which means that in each Kg of water, we have 35g
of solved salts.

Pure water density is 1,00g/ml. Sea water density is 1,02g/ml due to the quantity of solved
substances.

Evaluation criteria

The lesson is effective if the students are able to perform the tasks described as learning
outcomes.

Connection to real-life situations

Approximately 97% of water in the planet is salted.


The least salted water in the planet is the one from Baltic Sea, it has only 10 g/l of salt;
The most salted water of the planet is the one of Dead Sea, with a % of more than 300 g/l of
salt.

122

Interdisciplinarity

- Biology water analysis and identification of its components.


- History To know the importance of sea resources in the past.
- Geography use and influence of natural resources for the development of Portuguese
economy.

123

Properties of water
Amazing abilities of water


School name: Private school and kindergarten ESPA

Teacher name: Nadia Mihaylova


Maarten Vonk

School subject: Physics

Suitable age of children: Primary and secondary school

Lesson objectives:

The aim of these experiments is to demonstrate the amazing abilities of


water and children are also introduced to different properties of water that
occur in nature. In the course of the lesson children will:
Understand more about basic physical actions
Enrich their knowledge of the world around them
Learn new vocabulary and generally improve their abilities in
English

Introduction:


There are many properties and abilities of water that are unknown to
children. They happen every day, but most people, especially children do not
really notice them. These classes are aimed at showing off some of the amazing
abilities of water to them.


The two major properties that we focus on are:

Density of water - While water often mixes with other liquids to form
solutions, oil and water does not. Water molecules are strongly attracted
to each other, this is the same for oil, and because they are more attracted
to their own molecules they just don't mix together. They separate and
the oil floats above the water because it has a lower density.

Capillary action when water travels upwards. This process is called
'capillary action', the water uses this process to move along the tiny gaps
in the fiber of the paper towels. It occurs due to the adhesive force
between the water and the paper towel being stronger than the cohesive
forces inside the water itself. This process can also be seen in plants
where moisture travels from the roots to the rest of the plant.

124

Procedure

1. Description of activities

2. Firstly, the teacher needs to explain briefly what density is and how it
works. Then the children are left to experiment on their own and
determine the difference in density of some objects and categorize them.
3.
We explain capillary action using a simple experiment and give
examples of where it may occur naturally.

2. Materials needed:


1.
Water density
For the first experiment we need:
a clear plastic or glass bottle with a cap
some cooking oil
some water
For experiment number two we will need:
a container
some water to fill it up
some ice cubes

2.
Capillary action For this experiment we only need
two clear glasses
kitchen towel
some water.

125

3. Tasks for students:




After students are introduced to basic molecular structure of water they
are given a table with the three substances clear water, ice and cooking oil.
Then they are ach given a set of the following materials a clear bottle, some
water, some cooking oil and an ice cube.
The students need to determine which of the three is the densest and
which is the least dense material.

The students do that by first adding some water and some oil into the
bottle and tightening the top. Then they shake hard and see what happens. At firs
everybody is a little confused as they cant see a difference because it looks all
mixed up. After they wait a while it becomes clear to them that the oil travels to
the top. Hence they need to determine that oil is lighter than water and less
dense.

In the second task in determining the density of water, students need to
pour some clear water in a container and then they need to put in the ice cube
and wait. Here they have to determine that the ice cube is lighter and flows on
the top. After they wait a few minutes and it melts it is freely mixed with all the
water. The students need to think of the reason why that happens and come to
the conclusion that it is because of temperature.

For the capillary action experiment students need to take who similarly
sized glasses. Then they need to take a paper towel and twist it. After that they
bend it and put half of it in one glass and half of it in the other.

The next step is to pour some water in only one of the glasses and
observe. In a few minutes water begins to travel up the towel and stats dropping
into the other glass. If given enough time, the water in both glasses will become
the same amount.

After that students need to think of a reason why that happens and also
where in nature can this be observed.

126

4. Learning outcomes:



Students have a better understanding of some of the properties of water
and are more aware of its amazing abilities.

Students have learned and practiced new vocabulary in English such as
terminology, actions and day-to-day objects.

Evaluation criteria:


The lesson is considered successful if all students have understood the
main principal behind the experiments, have completed their tasks and their
tables and have taken active participation in the class.

Connections to real-life situations:


Day to day uses and properties of water


Learning how plants gather their water from the soil

Interdisciplinary

Physics
Biology
Chemistry

127

128

CHAPTER IV.

Water in everyday life

129

Water every drop counts


SCHOOL NAME: Uzumlu Cengiz Topel Secondary School
TEACHERS:
Adem ZCRC :Advising and Counseling Teacher
Ali MEK

:Turkish Teacher

Halil CAN

:nformation and Comminication Teacher

SCHOOL SUBJECT: Social Sciences


STUDENTS AGE:11-14 years 5 ,6 ,7 th. and 8 th. grade students
LESSON OBJECTIVES:

-They are going to learn that Water has been important for people for thousands of years.
- Without water there would be no life on earth.
- All animals, plants and humans need water to survive.
-They also learn that People needed water to do daily routines(cooking,washing,having bath,etc.)
-The negative sides of water in human life.
-Most of the world use water to produce energy
- Transportation was at first carried out on waterways(oil,wheat,coal etc.)
NTRODUCTON:

As shown in the figure above the fresh water is only avaible %3 of the earth.The rest %97 is on oceans
and unhapily it is not drinkable.

130

Also please see using of water in differents ways at following:


-Water has been important for people for thousands of years. Without water there would be no life on earth.
-We use water in our houses for cooking, bathing and washing the dishes. Water is used to grow food. In many dry
areas farmers must bring water to the fields through canals and expensive irrigation systems .
-Industries and factories also use water. Fruits and vegetables must be cleaned before they can be processed and sold
in supermarkets. Water is used for cooling in many areas, for example in steel production.
-Many countries around the world use water to produce energy. Power stations burn coal which turns water
into steam. Countries with many mountains and rivers use the power of water to produce electricity .
-Water is important for our free time. People enjoy themselves at seaside resorts or on cruise trips .
-Transportation was at first carried out on waterways . Ancient civilizations traded goods across the Mediterranean
Sea . Today oil, coal, wheat and other products are transported on waterways.
-The water cycle involves water evaporating (turning into a gas), rising to the sky, cooling and condensing into tiny
drops of water or ice crystals that we see as clouds, falling back to Earthas rain, snow or hail before evaporating
again and continuing the cycle. Learn more about the water cycle.
- Water in the form of ice is found at the polar ice caps of the planet Mars, some scientists have also suggested the
possibility of liquid water on the red planet.
- Most people around the world have access to clean drinking water but it is a major problem in poorer areas of the
world. Water pollution and low quality water can lead to dangerous bacteria, disease and viruses such as E coli and
Cryptosporidium.
-An important use for water is in agricultural irrigation, this is when water is artificially added to soil in order to
assist the growth of crops.
-Water is used frequently by firefighters to extinguish fires. Helicopters sometimes drop large amount of water on
wildfires and bushfires to stop fires spreading and limit the damage they can cause.
-The water industry helps deliver water to homes in various cities and countries around the world. This can involve
services such as purification, sewage treatment, filtering, distillation and plumbing.
-Electricity can be created from hydropower, a process that uses water to drive water turbines connected to generators.
There are many hydroelectric power stations around the world.
-Water also plays a role in cooking. Steaming and boiling food are well known cooking methods. You may have noticed
this last time you made pasta or noodles.
-Water is also used for fun. Water sports are a very popular recreational activity and include things like swimming, surfing
and waterskiing. Ice and snow is also used in ice skating, ice hockey, skiing and snowboarding.
-We can face sometimes the danger sides of water aswell.

131

132

133

134

PROCEDURE
Materials Needed:
-Projections,cameras etc.
-Several bottle of water
-Notebooks and pen .
Task for Students:
-Students research info about the topic during the activities.
-Discussing the theme among theirselves and have enough knowleges and outmomes before the activity.

135

LEARNING OUTCOMES:
1-Learning about the importance of water in everday life.
2-mportance of water for human,animals,plants and the other vivants of earth.
3-Learning about the ways how to save water and importance of doing that .
4-Learning about more using of water in shipping and transportation.
5-Water Sports
6-They also learn that water can be dangerous as much as it is benefical.
EVALUATION CRTERA:
The theme was completed at the co-operation of the teachers and the students mentioned above.The students have
got enough knowleges about the importance of the water.
CONNECTION TO REAL-LIFE SITUATIONS:
Water every drop counts.
Paying more attention while using water.
t is impossible to consider a life without water.
INTERDISCIPLINARITY:
History
Geography
Science
Sociology
Biology
Chemistry

136

FISHING AND FISHERMEN IN GREECE


(The sea, once it casts its spell, holds one in its net of wonder forever." Jacques Yves
Cousteau)
SCHOOL NAME:

Geniko Lykeio Karystou (Senior High School of Karystos)

TEACHERS NAME: Dimitra Papadopoulou


SCHOOL SUBJECT:

English

STUDENTS AGE:

16-18

Fishing boats on the port of Marmari, on our island Evia.


LESSON OBJECTIVES:
We wanted students to:

Come to closer contact with the fishermen of their town and learn from their experiences
Study the different aspects of the profession of fishing
Appreciate the value of the sea and sea life in relation to our own living
Work in groups and perform real-life tasks (interviews, taking photos, making videos)

INTRODUCTION:
The topic Water in everyday life could not but remind us how the sea is part of Greek peoples life and
more particularly how the profession of fishing has been active in Greece from ancient to present times.

137

Especially in our area, which is surrounded by the sea, a big number of people make a living through
fishing. Huge baskets full of fresh fish, nets with fish still trapped in them, boats going or returning from
fishing, fishermen working or relaxing near their boats are common pictures , part of our everyday life.
Students went out and took pictures, interviewed fishermen, learned from them and then in class we
discussed and organized our material.
Students created a power-point presentation where important facts about this profession are presented and
a video from an interview with a fisherman. See the links below:
Fishermen in Greece (Ctrl+click to see the powerpoint presenation)
the interview (Ctrl+click to watch the video)

PROCEDURE:
Description of the activities:
Warm-up: teacher and teachers discuss: fishing as a profession in our area
Forming groups: students (3-4) with different task for each group
Design a questionnaire: to be used in the interviews with local fishermen
Decide: what kind of pictures to be taken
Carrying out their tasks: students go to the port of our town , take pictures meet and interview
fishermen
Back to class: students study the topic : sources: the internet (focus on the problem of overfishing)
and books about local history and culture

138

Processing the material: students translate the interviews into English and decide on the important
points to be presented in the final product
Making a video: pictures and parts of the interviews
Designing a power-point presentation: Local fishermen
Presentation : students present their work to class
Feedback: Class and teacher evaluate and discuss the final products

Materials needed:

A camera
A video camera
The class computers
Books about local history and traditions

Tasks for students:


For this activity students had to:

Familiarize themselves with the topic


Work and collaborate in groups
Design questionnaires and carry out interviews
Take pictures and videos with their cameras
Study about fishing as a professional activity
Make a video and design a power-point presentation
Translate into English the interviews of the local fishermen

139

Make decisions on how to manage the material and the information they have collected
Evaluate the outcome of the activity
Learning outcomes:
Through this activity students:
acquired a thorough understanding of a profession which is common in their area and appreciated
its value for the local economy
met and discussed with professionals and learned from their experiences
developed their social skills through the interviews
practiced their English (studying the sources, translating the interviews)
became more familiar with the methods of presentations: power-point, video
cooperated closely in order to carry out their task
expressed their opinions and feelings during the evaluation stage

ASSIGNMENTS:
As a follow-up, students can collect further information about the profession of fishing and how this has
affected the local economy. This can be done by involving more people from the local community:
restaurant owners who use fish in their menus, local shops which sell fishing equipment etc. They can also
study further the issue of overfishing which poses a serious threat to marine life and consequently to
peoples lives.
CONNECTION TO REAL LIFE SITUATIONS:
Fishing is an integral part of our everyday life. Exploring this professional field, students acquire a deeper
knowledge of its pleasures and difficulties and appreciate its value for the local economy.

INTERDISCIPLINARITY:
For this activity we involved the subjects of English, History and Computer Science.

140

WATER IN OUR DAILY LIVES

School name: CEIP Puente Zuazo, Spain


Teachers names:

- Mara Jos Cabrera Morilla


- Juan Antonio Caete Ramrez
- Mara Salom Romero Garca

School Subject: English, Arts and Science.

Students age : From 10 to 14 years.

Lesson objectives:
-

To be conscious of the importance of water in our daily lives.

To learn about the different uses of water, indispensable element in our life and in the animals and
plants lives.

Develop strategies individually and as a team to contribute to the sustainable management of water
resources.

141

Introduction
Water is not unlimited. Our goal in this activity has been to know but also to respect water. We have tried
to organize a fun Unit, with easy concepts to learn for children of that age. Its included in a modern
didactic model, trying to get a good communication between students and the teacher and promoting
discussions to understand by themselves how important water is.

Procedure
1. Description of the activities:
They are designed to be developed in Science, but we have worked with the topics in English and
Arts.
The entire process revolves around the elaboration of a story about the uses of water in the daily
live.
2. Materials needed:
-

Cardboards
Computer:
Audiovisual videos useful to establish several concepts and ideas.
Different web pages with special activities.
(http://www.ecokids.ca/pub/homewok_help/water/index.cfm.)
Colored paper

3. Tasks for students:


We have carried out the following activities:
Motivational activity: video about uses of water and brainstorming.
Planning the main task: different teams in the class design a story about water in our lives.

142

The story: Pupils write and illustrate their own story.


Exposition to the other groups.
The final story: The whole group makes a story joining different parts of the teams stories.

4. Learning outcomes
Students will be able to:
-

Explains the importance of water for the human beings.

Differences among water in different forms and in different contexts.

Make a story where they explain the different uses of water and its importance in our lives.

Participate in the planning of the task, assumes the task assigned and shares the decisions made in
group.

Use the imagination and creativity to communicate using artistic codes.

Assignments
Activities to check the understanding of the subject:
-

Share ideas about the subject. We evaluate the knowledge and the degree of involvement.

Exposure to other groups. They have used their photos, pictures and theoretical information about
the matter.

Analysis of the students works.

Connection to real life situations


-

Pupils can understand the importance of water in our daily life.

They have the opportunity to check the information with the real experiences and to check the
process directly.

They will learn to respect and to protect our natural resources, especially WATER.

Interdisciplinarity
These activities have been worked in these areas:
-

Linguistic competence: know how to discuss.

Learning to learn competence: enjoy the process to get the knowledge.

Cultural and Artistic competence: care about responsible water consumption.

Competence in information processing and digital competence.

143

144

Competence in knowledge and interaction with the physical world.

Lesson title: Water in every day life


School: The Technical College of Transport and Building Engineering of Iai
Teachers: Daniela Grdinaru, Mihaela Varodi
Object:
Target Group: pupils from 14-16 years
Lesson Objectives:
- Development of voluntary attention, logical thinking, the spirit of observation and interest in the
investigation
- Growing interest and love for the environment
- Identify water sources based on observation of pictures and reading the informative texts
Theoretical Notions presented throughout the lesson:
Water covers about 78% of the Earth's surface. Most of the water on Earth is in the oceans (97.2%),
followed by glaciers / ice caps (1.8%), while 0.9% is underground, and 0.001% as vapor. "Sweet"water,
used by most organisms on Earth, is only 1% of all water on Earth and is found in rivers, lakes etc.
Water that is suitable for human consumption is called drinking water.
- 96% of the urban population receive treated drinking water resources;
- 93% of urbanization occurs in poor countries or in developing state;
- 40% of urban expansion is due to increased peripheral areas of the city.
Between 1990 - 2001 the outskirts of major cities of the world population has increased by about
18 million people per year and is expected that the range will increase to 25 million citizens in 20052020.
Every second urban population increases by two. In Africa and Asia's urban population will double
between 2000 - 2030. Over one billion people lack access to safe drinking water.
Over 30% of global water resources are located in Asia. The following places are South America
(27%) and North America (18%). The water shortages are harsh : Middle East and North Africa holding
together just 0.32% of all water on Earth.
Around the world, there are great differences in water consumption between different countries:
Americans consume, for example, 5 times more water than Europeans (500 liters vs. 100 liters), while
people in countries like Gambia have to settle for only 4.5 liters.
1.1 billion people in emerging countries have inadequate access to water, and 2.6 billion lack
sanitation systems.
Nearly two out of three people lack access to safe drinking water, surviving on less than 2 $ a day,
and one in three is living on less than 1$ a day.
1.8 billion people who have access to a water source at a distance of one kilometer, but not in the
house or yard, consume about 20 liters per day.
Nearly half of all people in emerging countries are suffering at any given time from a health
problem caused by water and sewer system difficulties.

145

Water is more important than food. A man can survive about a month without food, but only a
week without water. Water is essential for disposal of toxins from the body. Lifelong total amount of water
consumed reach 40-50 tons.
An adult with an average weight should drink about 2 liters of water daily. An adult person loses an
average of a liter of water through breathing and sweating in each day.
After intense physical activity a man losses weight immediately, that is equivalent to the loss of
water and not fat. Fat people have less water in the body than the weak ones (in percentage terms). This is
because fat contains less water than other organs and tissues of the body (on average, it contains about
10%). Also for the same reason, women's bodies contain less water than men.
Water is necessary for breathing, before reaching in the lungs oxygen is moisturized.
WATER AND THE HUMAN BODY

Bottled water is one of the largest existing food business. Bottled water market totaling currently
over 20 billion dollars and is shared between thousands of companies worldwide. The largest are Perrier
(30% of the market), owned by Nestle and Danone with 15% market share. Americans are the largest
consumers of bottled water in the world, around 15 billion liters a year and according to Beverage
Marketing Corporation consumption increases every year.
It is recommended that bottled water be kept at room temperature (or lower) in places away from
sunlight and chemicals such as solvents, gasoline, thinners. Bottled water can be kept indefinitely in the
appropriate places. Bottled water in PET bottles is even more toxic than tap water because it contains a
significant amount of antimony. Consumption of chemicals causing headaches, dizziness or even
depression.

Activities description:
Students will watch a presentation of the different types of water encountered in everyday life.

146

They
are

divided into groups,they choose a descriptive name for each team and they make notes using sheets of
paper to describe the various uses of water in everyday life .

Presents to other colleagues, information gathered within each group ,come with additions to those
mentioned by the representative of each group.
Resources:
Sheets of paper, crayons, laptop, blackboard, chalk.
Tasks for students:
Work in a team, make drawings, present knowledge to other colleagues.
Instructions for students: Students must follow where water is used in daily activities.

Learning outcomes: Following discussion of the results made a clear classification of different types of
"water"
Drinking water or safe for drinking water must meet the following conditions: to contain dissolved air and
small amounts of salts, to a concentration of 0.5% especially NaCl and NaHCO3, about 600 mg / l; to
have a temperature between 8 and 12 Celsius degrees and contain no bacteria. Drinking water has no color,

147

should be odorless and with a pleasant taste. Particular taste of the water is above certain limits determined
by the presence of mineral salts and organic substances. Thus, high concentrations of iron prints water a
metallic taste, flavor brackish is from calcium, magnesium gives a bitter taste, salty taste is from chlorides.
Hardness of water can be: soft, 4-8 0d, semi-hard and hard 12-18 0d, with 18 to 30 0d. Drinking water pH
should be between 6.8 to 8.5.
Industrial Water: water used in the industry is known as industrial water. Depending on the process that
is used this water must meet certain conditions. The water used in the chemical industry as a solvent or
reaction medium must be very pure, the drug industry Wipe it must be free of bacteria, the use in dyeing
and tanning does not contain iron, and it is intended for the boiler must be free hardness to avoid filing
stone boiler.
Hard water: it contains a high percentage of calcium and magnesium salts, it has 18 to 30 0d (1 0 d degree of hardness, corresponding to 10 mg CaO / L water). Hard water is not safe to drink, having an
unpleasant taste, has no foam with soap , is not good for cooking good vegetables. It is submitted by
boiling vessel walls as an adherent crust, which reduces heat transmission, thereby increasing fuel
consumption. As water softeners are used Ca (OH) 2, Na2CO3 and Na3PO4.
Pure water / distilled water: do not exist in nature. Pure water is obtained by distillation. Distilled water
is not fit for drinking because it does not contain mineral and therefore has no taste and is indigestible.
Distilled water is used in chemical laboratories and in the preparation of aqueous solutions of pharmacy.
Doubly distilled water: completely devoid of impurities. It is obtained by distillation in glass for distilled
water by adding KOH. This reagent destroy microorganisms and organic substance traces in the water.
This type of water it is employed in special chemical analysis, scientific research and drug industry.
Water of crystallization: water is contained in cristalohidrati. Can be connected in different ways and
fulfill different functions. Ex: Na2CO3 10H2O (washing soda) with SO4 5H2O (stone bruises)
Heavy water is water in which all hydrogen atoms are totally replaced, D2O, or in part replaced, DHO,
with deuterium, D, the hydrogen isotope in the nucleus contains a proton and a neutron. The molecular
weight is 20.01 g, melting point 3.82 C, boiling point 101.42 0 C to 20 0 C and the density is 1.105 g /
cm3. Also called deuterium oxide or deuterated water. Heavy water is used as moderator in nuclear
reactors.
Tritiated water, T2O, is a water in which the hydrogen atoms are replaced by tritium, T, the hydrogen
isotope in the nucleus contains a proton and two neutrons.
Hydrogen peroxide (oxigenated water), H2O2. Covalent bond between the two atoms of oxygen, -OO-, is called the peroxide connection. In nature is found in very small quantities in the lower atmospheric
layers. Rainwater and snow are containing about 20 mg H2O2 in 100 kg of water. Hydrogen peroxide is a
colorless, slightly bluish in thick, water-soluble and has higher viscosity than this. It decomposes in the
presence of light, at heating or in the presence of catalysts (Fe3 +):
H 2 O2

O + H2 O

This reaction explains the nature of the energetic oxidant hydrogen peroxide. It is used as oxidant,
bleaching and disinfectant. It uses to fat bleaching, of oils, textile fibers, fur, feathers, hides. In medicine
3% concentration solution it serves as an antiseptic and disinfectant. When mixed with hydrazine hydrate,
methanol or some hydrocarbons it serves as fuel for jets. The aqueous solution of hydrogen peroxide 30%
hydrogen peroxide is known.

148

Ammonia water is an aqueous solution of ammonia and ammonium salt, obtained as a by-product of
to dry distillation of coal.
Barite water is an aqueous solution of barium hydroxide used to identify CO2.
Bromine water is an aqueous solution of bromine. It has a brown color, is used as an oxidant and as an
antidote to hydrogen sulfide, H2S. It is also used in the chemical analysis of unsaturated compounds.
Celestial water is a solution obtained by treating the fungicidal properties of Cu (OH)2 with ammonia,
NH3. It is also called copper-ammonia juice.
Water chlorine is an aqueous solution of chlorine. It is a mixture of Cl2, HCl, HClO (hypochlorous
acid) formed in the part of the chlorine with water: Cl2 + H2O = HCl + HClO; In time or by light,
especially the solar hypochlorous acid slowly decomposes according to the reaction: HCl + HClO = O.
It is used as a bleach and disinfectant.
Water hydrogen sulfide is an aqueous solution of hydrogen sulphide. It is used in analytical chemistry
for the identification of cations and is called hydrogen sulfide.
Javel water is an aqueous solution of KClO - potassium hypochlorite. It is used as an oxidant, such as
bleach and as a disinfectant as it breaks down to form atomic oxygen: KClO = O + KCl
Lebaraque water is an aqueous solution of NaClO (sodium hypochlorite). It has the same uses as
Javel water. Commercial is called hipoclor.
Lead water is an aqueous solution of lead acetate. It tastes sweet and is toxic. It is used in medicine to
treat sprains and as a mordant in textile printing.
Pirolignoasa water: is a fraction resulting liquid to dry distillation of wood
Aqua regia is an aqueous solution containing a mixture of three parts of hydrochloric acid and some
nitric acid. It is prepared before using it, oxidant in nature due to the formation nascent chlorine and
nitrosyl chloride, strong oxidizing agent: 3HCl + HNO3 = NOCl + Cl 2 + 2 H2O.
Royal Water reacts with metals even the noble ones (Au, Ir, Pd, Pt). 3HCl + HNO3 = Au Cl3 + NO +
2H2O .
Hard water is a concentrated (69%) nitric acid HNO3.
Evaluation:
Self-evaluation of each student is related with economic and useful way to use water in daily activities.
Additional activities:
Making reports based on information materials presented in the present lesson.
Link to real life situations:
Awareness about efficient use of consumption water, proper use in the house and other buildings.
Interdisciplinarity:
Using knowledge from physics, chemistry, biology, geography, art.

149

Water, carrier of necessary substances for plant growth/ Study of germinative capacity of wheat
seeds and the growth intensity of plantlets in different concentrations of 2,4- ammonium
dichlorophenoxyacetate solution
School name: Childrens Palace
School subject: Chemistry, Biology
Teachers names: Adina Tudurache, Raluca Ciocoiu, Pamela Darie
Age of children: advanced, Organic Chemistry, 11-12 graders
Lesson objectives:
Choice of most suitable method and means to match learning activities students have to do; focus
on interactive group methods and techniques
Efficient correlation of all factors that contribute to the quality of the educational activity:
methods/means/particularities of students age/time etc
Selection of the most appropriate contents correlated with specific skills derived from general skills
Introduction:
The use of bio-stimulators with phyto-hormone or phyto-regulator structures can improve the
quality, the safety, the nutritional value and the variety of food available for human consumption, as it can
also increase production efficiency. Although the media covers only the negative aspects of biotechnology
(the potential risk of genetically modified agricultural and food products on human health) research also
highlights positive aspects of biotechnology in terms of quality of life: food and nutritional supplements
for human and animal consumption, the production of enzymes and fermentation technologies, the use of
microbial agents in the food industry, the obtaining of proteins that are relatively difficult to extract from
their natural environment, bio-stimulation of plant growth and fruit ripening.
Phyto-hormones and phyto-regulators are organic compounds: olefins (ethylene), auxins,
cytokinins, gibberellins, which at low concentrations (10-3M) or very low ones (10-6M) stimulate, inhibit or
modify qualitatively and quantitatively the growth and development of plants. Unlike phyto-hormones natural compounds synthesized in different parts of the plant - growth phyto-regulators are synthesis
compounds with similar chemical structures to native phyto-hormonal substances which imitate the action
of phyto-hormones, which at very high dilutions stimulate plant growth, acceleration of cell division and
the growth of plants. They are used to stimulate the rooting of cuttings, fruit formation, wound healing and
successful grafting, stimulation of the growth and development of cereals, vegetables, vine, fruit trees,
their effects on plants being more lasting than those of phyto-hormones.
Procedure
1. Description of activities:
The method applied: mini-research project / experimental study / concepts, ratiocination, reasoning,
observation, discovery learning, problem solving.
Purpose of paper: Water, carrier of substances necessary for plant growth /Study of germinative
capacity of wheat seeds and growth intensity of plantlets in solutions of different concentrations of 2,4ammonium dichlorophenoxyacetate - phyto-regulator used for crops, based on succesful replacement of
the conventional methods with nitrogen-based fertilizers or other synthesis fertilizers.
Reason for study choice: agricultural and food products obtained by fertilization of crops with
phytohormones present a qualitative advantage: their not being contaminated with chemicals (phytoregulators have structures similar to natural phytohormones, are metabolised by plants). The choice of the
compound was motivated by the similar structure to auxins, phytohormones found in all plants, located in
large quantities in their reproductive organs, with the following physiological actions: they work on the
length growth of the cell; stimulate cell division and the growth process through cell elongation; favour
absorption and transport in plants of other ions (H+, K+, NH4+, of nutrients necessary for growth and

150

development of respective organs and tissues); are involved in the metabolic processes with stimulant
activity in the biosynthesis of proteins and nucleic acids; influence the synthesis of ethene, which in turn
stimulates flowering and fruit ripening; have delay influence on falling of leaves and fruit. The presence of
the ammonium ion in this phyto-regulator, that participates in the synthesis of nitrogen nutrients essential
to plant growth and development, is an additional reason for selecting this compound for the study.
2. Materials needed:
wheat seeds
solutions of 2,4- ammonium dichlorophenoxyacetate with the following concentrations: 10-1 mol/L,
10-2 mol/L, 10-3 mol/L, 510-4 mol/L, 10-4 mol/L, 510-5 mol/L, 10-5 mol/L
24 Petri dishes
3. Task for students (instruction and photos):
Treat separately 50 seeds, having the same size and homogenous aspect, for an hour, in tubes with
5 ml of: distilled water (blank, 3 tubes) and 2,4- ammonium dichlorophenoxyacetate solutions
with the following concentrations: 10-1mol/L, 10-2mol/L, 10-3 mol/L, 510-4mol/L, 10-4 mol/L, 5105
mol/L, 10-5 mol/L (three tubes for each concentration); shake tubes periodically during treatment;
Choose 24 vegetation vessels, all the same size and format, on the bottom of which lay a filter
paper; after the above mentioned treatment, introduce the seeds and solutions in these 24 vessels
arranged in descending order of solution concentration;
Place the culture vessels in a proper and uniform light for all plants; keep the proper temperature
(about 20 C), ventilate the room daily and spray plantlets regularly with distilled water for 7 days;
To assess the germinative capacity count germinated seeds from a batch of a specific solution
concentration and compare the results with the blank;
To determine the growth intensity of the germinated plantlets, analyse their height after 7 days of
treatment compared with the blank; cut plantlets in each germination dish, measure the individual
heights with a ruler and calculate the average, finding the average plantlet height for each of the
three vessels used for a specific concentration.

4. Learning outcomes:
The experiment results can be observed in table 1

and pictures1 (a,b) five days after the


treatment, respectively 2 (a) seven days after the treatment.

Figura 1 Wheat seeds 5 days after the treatment in the following order (left-right): distilled water and solutions of 2,4ammonium dichlorophenoxyacetate with the following concentrations: 10-1mol/L, 10-2mol/L, 10-3mol/L, 510-4 mol/L, 104
mol/L, 510-5mol/L, 10-5mol/L.

151

Figura 2 Wheat seeds 7 days after the treatment in the following order (left-right): distilled water and solutions of 2,4ammonium dichlorophenoxyacetate with the following concentrations: 10-1mol/L, 10-2 mol/L, 10-3mol/L, 510-4 mol/L, 104
mol/L, 510-5mol/L, 10-5mol/L.

No.

No.
plants
per dish

No.
germinated
plants per
dish

Average height of plants

50

49

8,71 cm

50

48

50

49

Treatment

H 2O

10-1 mol/L

50

50

2,4- ammonium
dichlorophenoxyacetate
solution

50

10-2 mol/L

50

32

50

29

2,4- ammonium
dichlorophenoxyacetate
solution

50

36

10

10-3 mol/L

50

47

11

2,4- ammonium
dichlorophenoxyacetate

50

49

50

48

12

(for 3 dishes)

5,12 cm

8,27 cm

solution
13

510-4 mol/L

50

48

14

2,4- ammonium
dichlorophenoxyacetate

50

47

50

49

15

9,58 cm

solution
16

. 10-4 mol/L

50

47

17

2,4- ammonium
dichlorophenoxyacetate

50

50

50

49

18

solution

152

9,93 cm

19

510-5 mol/L

50

48

20

2,4- ammonium
dichlorophenoxyacetate

50

47

50

49

21

10,79 cm

solution
22

10-5 mol/L

50

49

23

2,4- ammonium
dichlorophenoxyacetate

50

50

50

50

24

11,81 cm

solution
Conclusions: At too high concentrations,the phyto-regulator has a phytotoxic effect, inhibiting seed
germination and growth of wheat seeds. At lower concentrations, the effect on germination is not
significant, but the stimulating effect on plant growth is remarkable.
Assignments (homework, future tasks): numerical applications, making a scientific poster, study of other
classes of substances carried by water in plants with practical importance / natural and synthetic fertilizers,
growth hormones, etc.
Connection to real life situations:
- Analysis of the results of experiments carried out shows that the use of phytohormones in crops meant for
human and animal food provide opportunities for increased production and improved quality of human and
animal nutrition, without presenting any danger in terms of consumer health or environmental pollution.
- Water - solvent for the extraction of a powerful tobacco insecticide
Since 1690 a farmer discovered the insecticide properties of tobacco and the aqueous tobacco
extract has been used ever since for the spraying of trees or plants against pests. "Tobacco juice" is one of
the most popular solutions in houseplant protection against various flies or fleas, which can develop in the
pot soil. Chrysanthemum flower extract has the same effect (widely used in organic farming by the
Chinese).
Experiment:
Put the tobacco out of a cigarette in a Erlenmeyer
flask and add 30 mL of water;
Allow to rest overnight and filter the mixture;
The residue left on the filter is introduced again in
30 mL water and left overnight
Filter and do another extraction identical to the first
two.
In the end the three filtrates are combined and the
obtained solution is used for spraying the soil in
pots.
Caution!!! The prepared solution is a powerful insecticide with toxic effect!
Interdisciplinarity:
- the study of a similar behavior of water as a carrier of basic nutrients (other categories of
nutrients) consumed by humans, can be done as an essay on "The way of water in the human body- from
ingestion to disposal" / elements of Biochemistry , Biophysics, Pharmacology etc.

153

Water and electric energy

School: Electromechanical school Varadin, Croatia


Teachers: Ivana Kua
Dunja Turk
Maja tefi
Tibor Bun
Denis Barot
School subject: physics, ecology, geography
Suitable age of children: 15-17 years
Lesson objectives:
-

raise students awareness about connection between water and energy in their everyday life
investigate the hydropower as one of the renewable energy sources
visit the hydroelectric power facility
identify the influence of human activities on water sources, both positive and negative
identify the problems that people have in case of flood

Introduction to the topic:


People have learned to use water in many different ways in their everyday life. We use it mostly for
drinking, washing, cooking and irrigation in agriculture. There is also water that we dont see directly when we use
it: every time we turn on the light, drive our car, buy some product in the store, or some other thing we do that is
indirectly connected with water. This invisible water is used during the process of production, quality control or
supply of products we use. Because of this we have to learn how to use less water and take smarter choices when
buying and using products. Saving water means saving energy and vice versa. If we look at the way how to produce
energy, than we see that water power is very important source. When water power is under control, then people have
benefits by using it. But water without control can cause a lot of damage. There have been several huge floods in
Croatia in the last year, so students have to be aware of the problems that people have on the flooded areas (social,
economical and health problems).

154

Our students decided to explore the function and construction of hydroelectric power plant. The
hydroelectric power plant is a green way to produce electric energy: it has low CO2 emission, low costs of the
production and long lifetime of the facility. Some negative effects can happen while building the hydroelectric
power plant, like interruption to the ecosystem. That is why people have to take care to minimize the negative effects
to the countryside.
Croatian famous scientist and inventor Nikola Tesla (1856.-1943.) has made a huge contribution to the way
we produce and distribute electric energy today. He designed the first major hydroelectric power plant in the world
in Niagara Falls, New York.

Picture 1. Nikola Tesla holding a gas-filled phosphor-


coated light bulb which was illuminated without wires
by an electromagnetic field from the "Tesla Coil"

Procedure:
Description of the activities:

Brainstorm ideas about the following questions:


1. What for do we use water? Is it necessary to use tap water in all the applications you mentioned?
2. Why do we need energy?
3. What are the forms of energy?
4. What are the ways to save water? Explain what is water footprint?
5. What are the ways to save energy?
6. How do we convert the hydropower to energy we need in everyday life?
7. Which scientists have contributed to development of hydroelectric power plants and distribution of
electric energy? Where did they build the first major hydroelectric power plant?
8. Explain the positive sides of using water to produce energy. Are there some similar sources of
energy in the nature that people can use?
9. Describe what your life would look like if you didnt have electric energy or clean water?
10. Suggest the ways to prevent floods. Name the main problems that people are facing when their
home is flooded.

Search for the information in literature and on the internet


Visit the hydroelectric power plant and collect additional information from the people who work there
Make a poster or presentation showing a chosen topic connected to water and energy
Make a diagram that shows the collected information visually organized (like a mental map)
Make a model that shows hydroelectric power plant and distribution of electric energy
Present the work to other students and teachers ask them for feedback

155

Materials needed:
-

computers
books and brochures
materials for making posters
materials for making a model of power plant (wood, plastic, cardboard, wires)

Tasks for the students:


-

answer the questions (mentioned above)


recognize the important information from the literature and internet
organize the information on a diagram or a poster
respect the rules for safety and follow the instructions during the visit to the hydroelectric power plant
explain what are the main parts of hydroelectric power plant powered by water
explain the importance of scientific work of Nikola Tesla for the world

Picture 2. Nikola Tesla designed the first


hydro-electric power plant in Niagara Falls.
This was the final victory of Tesla's
alternating current over Edison's direct
current. This is the interior of Power House
No. 1 of the Niagara Falls Power Company
(1895-1899).

Picture 3. This is the interior of hydroelectric


power plant on the river Drava near
Varadin (built in 1975). The picture shows
the turbine that rotates because water is
flowing trough its blades. This way the
turbine converts kinetic energy of water to
electric energy.

156

Picture 4. Design and parts of a turbine


and generator

Picture 5. Hydroelectric dam


installation uses the potential
energy of the water retained in
the dam to drive a water turbine
which in turn drives an electric
generator. The available energy
depends on the head of the
water above the turbine and the
volume of water flowing through
it. Turbines blades are fully
submerged in the water flow.

Learning outcomes:

After the lesson the students will be able to:


-

describe the water application in everyday life


explain the connection of water and energy
describe an example how saving energy can save water
explain what are positive and negative sides of water power
explain how energy of water can be converted to electric energy
explain the importance of scientific work of Nikola Tesla
build up team-work and communication skills
raise confidence and presentation skills
realize how scientists can change the world into a better place if their knowledge and inventions are used to
benefit all people

Evaluation criteria:
The lesson is effective if the students are able to explain the key words of the lesson, if they improved their social
skills and they have critical opinion about the role of science and inventions for improvement of quality of life.

Additional activities:

157

- explore the use of water power in water mills


- compare the water power with power of the wind to produce electricity
- explore the positive and negative effects caused by building the biggest hydroelectric power plant in the world the
Three Gorges in China

Interdisciplinarity:
- physics- the forms of energy, electricity, direct and alternating current, hydrostatic pressure
- mathematics- conversion of measuring units
- ecology- effects of accumulation lake and changing the river flow on the ecosystem
- geography- find the rivers in Croatia where people have built hydroelectric power plants, explain the role that water
has on changing the landscape, explore the facts about river Drava
- chemistry- effects that electric energy causes in contact with water or water solutions, danger in cases when
handling with electrical appliances with wet hands

Picture 6. Students and teachers during the visit to hydroelectric power plant on the river Drava near Varadin

158

WATER TREATMENT

School name: Vocational School Cior


Teachers name: Carla Oliveira/Ilda Dias
School subject: Chemistry
Students age: 15-19 years old

Lesson objectives:
-

To develop in the students an environmental awareness concerning water resources;

To identify the different treatment processes that allows the safe use of water in everyday life.

Procedure
Water resources are of major importance for human survival. But water is not always a safe resource. Due to pollution,
contamination and other conditions water needs to be treated, before its use.
Contamination means the presence of living creatures, microorganisms, vermin and disease-causing;
Pollution means the existence of toxic substances in excess.

How does water arrives to our houses?


Water is transported from springs or reservoirs to the treatment plants through very large tubes mains calls. In treatment plants,
the water is purified.
After that, it is driven to other pipes that connect the water tanks and reservoirs that supply the city.All cities need to have a
treatment plant because the springs come with water unfit for consumption, often contaminated.
Water treatment plants
Some of the general procedures for the treatment of water are: flocculation, sedimentation, filtration and chlorination.
First the water passes through tanks containing a solution of lime (calcium oxide CaO) and sodium sulfate (Al2 (SO4) 3). These
substances react to form other substance is aluminum hydroxide ( Al (OH) 3). Aluminum hydroxide is deposited dragging the
solid impurities suspended in the water. This procedure is called flocculation name given due to the formation of floccules.
In the next step, the water goes to a settling tank, where the particles are formed in the flocculation denser than water and
therefore settle out in the tank.
The next process is the filtration where water passes through a filter with multiple layers of gravel and sand and activated
carbon. By going through these layers, it is leaving its impurities. After all these cases the water is not purified further. It still
can contain microorganisms. Then it must go through a tank containing chlorine. Chlorine ( Cl ) is a substance which is capable
of killing micro-organisms present in the water . We call this process of chlorination. Now the water is fit for consumption. It is
already purified. It is in deposits to be distributed to the city.

159

Purifications
There are certain places where there is no water treatment. Other despite receiving the treated water also prefer to purify it
further.
There are some methods for the purification of water such as the homemade purification (filtration, boiling, ozonation), and the
industrial purification (distillation).

Homemade purification
When there is no water treatment network in certain localities there is often artesian wells. But to dig a well, you must choose a
location away from landfills, sewage system, drains and breeding. The inside of the wells are coated with a semipermeable wall
(brick) with its base a height of 40 cm above the ground. This water, which comes from groundwater, in general, is clean or does
not contain contamination or pollution. Here, there may be some minerals and gases. Therefore, it is important the home
purification of well water.
Filtration is one of the best and simplest methods of purification used in homes.
Water is placed in the filter, which is usually made of a material containing a
porous porcelain (mud for example), known as filter candle. When water passes
through this candle, the impurities are retained there. But there is a disadvantage
in filtration. This process does not retain microorganisms and or other chemicals
that may exist in the water.
The boiling is a simple and effective method and should last for 15 to 20 minutes
to kill all microorganisms existing in water. We can boil water and consume it or
boil and then put it on a filter.
We should let the water return to room temperature and cover the pan for no
recontamination. We stir with a spoon and clean, boiled water so that the gases
eliminated during the boil again to mix with it.

Ozonation is a method where ozone gas is added (O3) in the water, killing the microorganisms. To this end, a device called
ozonizer is required. The water coming from the tap runs straight by a certain amount of ozone that is produced when the
apparatus is connected to electricity. After this process, water should be at rest for the ozone evaporate.

Industrial purification
For the manufacture of certain products, such as medicines and cosmetics, industry uses pure water. This water can be obtained
by distillation. Distilled water is the water obtained by distillation. It is completely pure and free of minerals.

160

Distillation = homogeneous mixture separation method which obtains the distilled water.
Distiller = device used for distillation.
The still liquid water turns to steam, and then this water becomes
a liquid again, but without impurities.
First, the liquid water is heated in a volumetric flask to boiling.
When boiling, it reaches the boiling point (100 C) turning into
steam. This vapor goes to the condenser.
The condenser is a device which cools the water turns into vapor
and liquid. Within the condenser no cold water, which causes the
occurrence of the transformation of the physical state of the water
vapor to liquid, or condensate. Then, the water drops fall from the
condenser to have another container and distilled water.

Description of the activity


In chemistry class, the teacher addresses the theme and divides students into working groups. Each group will do a search on
one of the procedures for water treatment, prepare a written work about the procedure and presents it to the other students in the
class.
The teacher organizes a field trip to learn on the spot, a central water treatment for domestic consumption in Vila Nova de
Famalico region - guas do Cvado.
Materials needed:
- Computer with Internet connection; text program and powerpoint / presi;
- Multimedia Projector.
- Bus and schedule of the study visit to the Cvado guas.
Tasks for the students:
- Research on the internet about the water treatment methods;
- Work Planning writing / powerpoint / presi;
- Presentation of the work to colleagues;
- Participation in the study visit - preparation of the report about the visit.
Learning Outcomes:
- Develop knowledge about the different methods of treating drinking water;
- Develop awareness about the importance of water resources in day-to-day;
- To develop work skills group;
- Develop IT skills (research and presentation programs);
- Develop public skills presentation.
Evaluation criteria:
- Quality of theoretical papers presented, based on research carried out;
- Quality of oral presentation to the class;
- Report Quality of the study visit.

Connection to real-life situations:


With this activity, students will realize the process of treating water they consume at home daily.
Interdisciplinarity:
- Biology - quality of public water used at home;
- ICT - use of information and communication technologies;
- Portuguese written and oral presentation of the work performed.

161

Water in everyday life


School name: Private school and kindergarten ESPA

Teacher name: Savina Krastarska


Konstantin Spasov

School subject: Nature sciences

Suitable age of children: Primary and secondary school

Lesson objectives:

The objectives of the lesson are:


For children to learn the importance of water in our daily lives
Introduce students to the scarcity of water we are facing
Learn the importance of preserving the fresh water we need and
use
Learn how to take steps to preserve fresh water
Learn new vocabulary about the issues surrounding water

Introduction

We use water every day for all kinds of reasons. From farming and
agriculture, to producing energy for our homes and for domestic needs. But
water on Earth is not unlimited. In fact, it is very scarce and around 65% of
people on earth do not have access to clean fresh water. This is a big issue that
not everybody is aware of.

162


Although water makes up 70% of the Earths surface, only 1% of that is
fresh water we could use. Almost all of the water on Earth is salt water. Fresh
water is only 3% and most of it is frozen in polar ice caps or is hidden deep
underground.

Also, there is an uneven spread of fresh water availability around the
world. While the modern world has plenty of water and people do not really
think about where it comes from and how they use it, there are billions of people
who do not have access to clean drinking water.

This is becoming bigger and bigger problem and it is very important to
raise awareness of the fact and make ways of preserving fresh water known.

Not many people are aware of the fact that we could use water in order to
produce clean energy using natures forces with hydro dams in a very efficient
way.

Procedure

1. Description of activities

Firstly we introduce children to the issue by giving them facts and putting
these alarming numbers into perspective. This could be done by taking a bottle
of water and stating that this is the whole amount of water on Earth. Then we
ask them how much of that water they think is suitable for drinking and
everyday use such as cooking cleaning, washing up, etc. They start guessing but
all of them are amazed when the teacher shows them that the answer is just a
couple of sips. After the teacher has got their attention can he start explaining
the big issue of water scarcity.

163

2. Materials needed:

Some heavy paper


Pens and pencils

Educational videos of water scarcity around the world and ways of saving
water in our daily lives

3. Tasks for students

After watching the videos, students have to make drawings and diagrams
with explanations on the following topics:

What is water scarcity, how big of an issue it is and how much of the
people on earth have problems with access to fresh drinking water
Ways we can make a change in using and wasting fresh water in our
everyday lives
Ways of making fresh water available in areas where currently there is a
need for fresh water.

4. Learning outcomes

164

Students will be aware of the issues the worlds population is


facing at the moment.
Students will have higher appreciation of the ability of having
fresh water every day.
Students will take better care of the water they are using and will
be more careful towards wasting it.
Students understand the ways in which we could produce energy
in an environmentally friendly way using natures resources like
water.
Students build up their vocabulary and ability to discuss issues
around water scarcity and water preserving.


Assignments

To start communicating to fellow students about the issues we are


facing around wastage of water and water scarcity in many areas
around the world
To start making efforts in reducing the water they use in their daily lives.

Evaluation criteria


The class is considered successful if students:

Are aware of the little amount of available fresh water on Earth


Are aware of the fact that more than half of Earths population has no
access to clean drinking water
Are aware of the ways we use water to produce clean power
Are aware of the steps they can take to preserve water every day
Have learned sufficient vocabulary and abilities to have a discussion and
familiarize more people on the topic



Connection to real life situations

Having more consideration while using water every day


Helping countries that suffer from water scarcity by raising awareness.
Taking precautions against wasting water

Interdisciplinary

Geography
Biology
Human studies

165

166

CHAPTER V.

Water in art

167

ZUAZO BRIDGE: THE LAST BASTION OF SPAINS


INDEPENDENCE

School name: CEIP Puente Zuazo, Spain.


Teachers names:
Mara Jos Cabrera Morilla.
Juan Antonio Caete Ramrez.
Mara Salom Romero Garca.
Paula Cervantes Garca.
Juan Manuel Ruiz Amaya.
School Subject: English, Arts and Geography and History.
Students age: From 10 to 14 years.
Lesson objectives:
To be conscious of the importance of The Zuazo Bridge in the history of our city
and of our country.
To appreciate his architecture and building since Roman times.
To study the historical events occurred in the 19th century in the bridge.
To practice different artistic techniques to reproduce this bridge.
To put into practice the necessary skills to understand the vocabulary and structures
related to the topic and to use them interactively.

168

Introduction:

San Fernando sits on an island locally known as Isla de Len and from that island,
until recent years, there was only a narrow bridge, built in oyster stone, the Zuazo,
dating back to roman times, linking the island to the mainland.
San Fernando then has always been in a strategic position, guarding the only land
approaching to Cdiz. Between February 1810 and August 1812, San Fernando and
Cdiz were the only parts of Spain not occupied by the French and Zuazo Bridge
became the hottest property in Spain. It was defended throughout that period by Don
Diego de Alvar y Ponce de Len, Diego to his friends, commanding a brigade of mixed
artillery and infantry from the Spanish Naval Marine. In 1812, the main part of the
bridge had to be destroyed to prevent the French from advancing, showing the
importance of the bridge in the history of Spain.
A plaque belatedly erected in 2007 commemorates the feat and proclaims the small
battery at the northern end of the bridge to be the Last Bastion of Independence in
Spain. This bridge is located at the entrance of San Fernando, protecting the mouth of
Sancti Petri Channel.
The name Zuazo comes from the family name of the builders who undertook the
reconstruction. It is built on the foundations of the aqueduct which used to take its water
from El Tempul in Jerez de la Frontera, to Cdiz.

Procedure:
1. Description of the activities.

169


Procedure:
1. Description of the activities.
The activities have been developed to investigate with children in a practical
context, using motivating resources.
The theoretical information alternates with practical experiences and the learning
process is focused in the pupils, promoting the creativity and different points of view.
They are designed to be developed in History lessons, but we have worked with
the topic in English and Art.
2. Materials needed.
Work booklet.
Tempera, watercolor, markers.
Internet.
Computer presentations.
3. Tasks for students.
We have carried out the following activities:
a) Initial activity:
- What do you know about Zuazo Bridge? (Brainstorming).
- Video about the topic.
b) Individual research (construction, historical facts, dates, architecture).
c) Work booklet (Spanish/English).
d) Interactive Conference (exposition and dramatization of the most important
events in the history of the bridge).
e) Visiting the bridge and performing a sketch of the bridge.
f) Exposure of the different drawing of the bridge.
4. Learning outcomes:
Students will be able to:
Use with progressive autonomy the technologies for learning and knowledge
(ICT).
Understand different texts related to the topic, scanning and skimming them
according to a previous objective, with the aim of developing their autonomy
competence and enjoy reading.
Be competent to create with artistic resources.
Get involved in the cultural and historical life, and in the conservation of cultural
and artistic heritage.
Relate, cooperate and work in a team and deal with working individual
techniques.

170

Know and value the historical heritage in Andalusia and in our town, developing
an attitude of interest and respect; contribute to its conservation and
improvement.
Assignments:
Activities to check the understanding of the subject:
Sharing about the subject. We evaluate the knowledge and the degree of
involvement.
Activities of the Booklet.
Communication and debating skills.
Research capability.
Exposure of the materials done.
Final Test.
Connection to real life situations:
Pupils can understand the importance of this place in our town in the history of
our country.
They have the opportunity to check the information with the real experiences
and to check the topic directly.
They will learn to respect and to protect our historical heritage.
Interdisciplinarity:
These activities have been worked in these areas:
History.
English: they have practiced with the vocabulary and structures of the topic.
Arts: drawings, to decorate our school.
They are connected with these key competences:
Digital Competence (basic skills to use Internet, computers)
Interpersonal, intercultural and social competences and civic competences.
Entrepreneurship (creativity, innovation).
Communication in foreign languages (bilingual worklet).

171

Water in religion
School: Electromechanical school Varadin, Croatia
Teachers: Tobias Behloul, Ivana Kua
School subject: religious teaching
Suitable age of children: 15-17 years

Lesson objectives:
-

students learn about connection between water and religion


investigate different religions and how they use water
investigate what is the symbolism of water and how it changed trough history
raise students awareness that different religions can have many things in common, and
water is one of them

Introduction to the topic:


People have always known how important water is for their survival. That is why water
has very important role in religion. Water is used as symbol of purity, eternity, life, blessing,
curing and fertility. Christians use water for christening, for consecration of food and homes;
they make a sign of cross with holy water when they go in and out of the church, Jews bathe in
their mikveh baths, Muslims pray after they have washed with water, and Hindu bathe in the
holy river Ganges. In all religions water is connecting people with their creator. The scientists
have evidence that water reacts on religious words. Water forms beautiful crystals when people
say prayers, or when they say words like gratitude or love. This means that everything what
we do, think and say can effect us, but also all other people around us, because it effects water
that we have inside our bodies.

Procedure:
Description of the activities:
Students can do the research of this topic individually or divided in groups. They investigate
different sources of information about chosen religion, and create presentations or posters
showing the most important use and symbolism of water in religion.

172

Materials needed:
-

computers
books and brochures
materials for making posters

Tasks for the students:


-

choose one religion and find why is water important for it


find pictures and text describing some religious rituals or events that include water
explain what water symbolizes in described events
compare your research results with other students or groups

Picture 1. Christening with holy water

Picture 2. Water lily as symbol of Hinduism

Picture 3. Mikveh for ritual washing in Judaism

Picture 4. Silver cup for hand washing in Judaism

Learning outcomes:

After the lesson the students will be able to:

173

Learning outcomes:
After the lesson the students will be able to:
- describe the use of water in Christianity, Judaism, Hinduism, Islam and other religions they
choose for research
- explain what their religion has in common with others
- explain what water symbolizes
- give examples how they use water and what water symbolizes in their life

Evaluation criteria:
The lesson is effective if the students are able to explain the use and symbolism of water in
religion, they improved their social skills, they have learned more about different religions and
they are aware that different religions can have a lot of similarities.

Interdisciplinarity:
- science- use of water in religion can have scientific explanation
- history- learn how humans used water trough different periods in history
- geography- learn in which areas of the world did some religion develop
- ecology- religion treats water as something precious so we have to save it for the future

Water in art
School: Electromechanical school Varadin, Croatia
Teacher: Ivana Kua
School subjects: art

Water in art

Suitable age of children: 15-17 years

School: Electromechanical school Varadin, Croatia

Lesson objectives:
- Teacher: Ivana
students
Kuadevelop their creativity
-
use different techniques in making drawings
- School subjects:
famous artists who used water as theme for their artwork
learn about
art
-
learn about watercolor technique and photography
Suitable age of children: 15-17 years

174

Lesson objectives:
-

students develop their creativity

use different techniques in making drawings


learn about famous artists who used water as theme for their artwork
learn about watercolor technique and photography

Introduction to the topic:


Watercolor is a painting method that includes
pigments of colors which are mixed with water using a
brush. Watercolors are usually transparent and it depends on
how much water is used to mix with color. The most
common material is paper, but watercolors can be painted on
leather, wood, canvas, fabric, etc. Brushes which are mostly
used are soft and round.
Watercolor painting is used differently around the
world. China, Korea and Japan often use monochromic (one
shade) and achromatic (grayscale) colors while
fingerprinting is originated in China. Watercolor painting is
relatively old technique as it was used even at paleolithic age
for the cave paintings. The most popular period in history for
this technique is Renaissance. The two most familiar artists
are Albrecht Drer and Hans Bol which had influence on
younger artists. Paul Czanne is also one of the famous
artists who have done a self-portrait using the watercolors.
One interesting painting technique is called ebru,
and it is made directly on water surface. It is used to make
book covers, decorative paper and for interior painting. This
technique is specific because it is not possible to make two
identical artworks. Artist cant really know what his picture
looks like until he takes it out of the water.
Water is also interesting motive in photography. Some
photos have long exposure to get smooth water, and others
have short exposure so they could capture a moment in fast
movement. To shoot drops of water it is good to use macro objective to get sharp look.

Procedure:
Description of the activities:
Students can be involved in making drawings with watercolors, or they can try taking photos.
They can work individually, or work in groups. Students can explore the work of famous artists
to get inspiration for their work, and to learn more about making a successful drawing or photo.

Materials needed:
-

watercolors, water, paper, brushes

175

camera

Materials needed:

Tasks for the students:

watercolors, water, paper, brushes

-- camera
make a drawing or a photo
- explore the watercolor techniques

Tasks for the students:


-

make a drawing or a photo

Learning
outcomes:
-
explore the watercolor techniques
AfterLearning
the lessonoutcomes:
the students will be able to:
-After
explain
how to
watercolors
making
the lesson
theuse
students
will beinable
to: a drawing
-- name explain
some artists
used
watercolor
how who
to use
watercolors
intechnique
making a drawing
whowater
used motive
watercolor technique
-- name name
some some
artistsartists
who used
name
some artistsin
who
used digital
water motive
-- explain
the possibilities
making
art

176

explain the possibilities in making digital art

Picture 1. Water droplet on a leaf

Picture 2. Water balloon pops

Picture 3. Water in digital art

Picture 4. Water in digital art

Evaluation criteria:
Students can evaluate their work by making exhibition of their artwork, so other

Students
canand
evaluate
their can
worksee
by making
exhibition
of their the
artwork,
otherHere
students
and best
students
teachers
the work
and choose
best so
ones.
is the
teachers
can see
the students
work and choose the best ones. Here is the best work from our students:
work from
our

177

178

Interdisciplinarity:
- science- pictures and drawings can show some scientific subjects
- history- explore the famous artist, their life and work

179

WATER AND RELIGION - CHRISTIANITY


School name: Vocational School Cior
Teachers name: Joaquim Meneses
School subject: Integration Area
Students age: 15-19 years old
Lesson objectives:
-

To develop in the students an awareness concerning the importance of water in


religions around the world (cultural awareness);

To identify the Christian rituals where water is involved.

Introduction
Water plays an important role in faith and as a religious symbol in several religions
around the world for two main reasons:
1) Water purifies and washes. It purifies the religious objects and also human being
form outside and inside. Water usually washes and cures.
2) Water is usually seen as a primary brick of life. It is the source for life. We cant
live without water at least as we know life. Life has the power to create, to
generate life and also to destroy it. In a symbolic way, as we depend on water to
survive physically, it becomes the connection between what is human and what
is divine/sacred.

Water and Religions around the world:


Judaism water is used to washing rituals in order to restore or keep a state of purity.
Its mandatory to wash hands before and after each meal.
Hinduism Water is imbued of spiritual purification powers. All Hindu Temples are
placed near a water fountain and believers must bath before entering the Temple.
Pilgrimage places are located near Ganges, Godavari, Karevi, Narmada, Sarasti, Sindhu
e Yamuna rivers.
Islamism Water is used to purification. They have 3 types of ablutions or washings
that are used according to everyday life (after sexual intercourse, before praying, before
touching the Koran and before each one of the 5 daily prayers).
Budism Water is used in funerals. Water is poured in a boul in front of de deceased
while mongs say: As the rains fill the rivers and overflow into the oceans, also what is
offered here can get to the departed

180

Water in Christianity
The Bible mentions 442 times the word Water. It takes several different means
according to the circumstances:
-

In creation: "The Spirit of God was hovering over the waters." The water that
sanctifies.
At the Flood: The flood waters mean the end of sin and the principle of holiness.
The liberation of the Egyptian People of God: "Crossing the Red Sea on dry
ground." Liberation from slavery.
In the Baptism of Jesus in the Jordan River, Jesus, God's Anointed.
In the death of the Cross: From his side came out blood and water.

Thus, in the Christian religion, the water has an essentially purifying role, release and
conversion and appears at different times, places and rituals.
At the entrance of the churches, there is a holy water fount (blessed). The Christian, on
entering the church, wet fingers and blesses, making this gesture as a sign of
purification.
Holy water is also used to spray people. This
custom dates back to the ninth century. It is
believed that this is the first time that appeared the
first baptismal founts in churches.
Jesus was baptized by John the Baptist in the
Jordan River. By baptism, the first of the seven
sacraments, the child, youth or adults are cleansed
of original sin.

The priest, or a layman in case of imminent


death of an unbaptized, pour in water on the
head, saying, "I baptize you in the name of
the Father, the Son and the Holy Spirit."

181

This is the moment of welcoming to


the Catholic Church.
By baptism, water symbolizes life and
grace that begins with the Holy Spirit,
for the person.

In Ceremonies of Holy Thursday during the washing of the feet, the chairman of the
meeting (Pope, Bishop or Priest) washes the feet to some Christians, imitating the
gesture of Jesus Christ when did the same to the apostles at the Last Supper.
On Sunday Easter, to celebrate the Resurrection of Christ, in many lands, mainly in the
North of Portugal, there is a tradition of the Priest Easter visit known as compasso.
A group of good men of the village (usually with active role in the parish), led by the
priest, or a layman on its behalf, carry the Jesus Cross and the Holy water and visit the
houses of the parishes. Once inside the house, with all the family together he
pronounces the following:
"Christ is Risen! Alleluia! May Peace be in this house and all who dwell therein (...).
Alleluia, alleluia, alleluia. "
While the priest says these words he takes the hyssop and sprinkle with holy water the
inhabitants and guests who are in the house.

In celebration of the Mass, and before the consecration, the acolyte pours some water on
the toes of the celebrant as he says softly the prayer of Toilet:

182

"Wash me, my Lord, from my iniquity and cleanse me from my sin."

During the wedding ceremony, the priest


blesses the rings that the couple will use
as a sign of their marriage.

The funeral ritual


In the funeral ritual, the body is sprinkled with holy water at various times, depending
on the ceremonies held: the deceased's home, church and cemetery.
"The water that we now pour over your body reminds us that admirable baptismal grace,
which prepared him to be a fellow citizen of the saints in heaven."
Then the priest goes around the coffin, sprinkling it with holy water.
The grave is also blessed. The priest says the prayer:
"... Humbly beseech Thee that deign to bless this grave and while descending to land the
body of your servant (deceased's name), and receive his soul in heaven."
The priest sprinkles holy water burial.

When a new house is built, or a ship goes to the sea for the first time, it is also common
to ask the priest to bless the new thing. The blessing of ambulances and fire trucks is a
common ritual in Portugal.
In conclusion:
Water is a symbol of purity and as a source of life, and therefore plays a central role in
many religions such as Christianity, Islamism, Judaism and Hinduism. Each religion has
its singularities.

183

Water is always a (re)born.


Using Water in rituals and sacred gestures should not be seen as something magical. In
Christianity water only makes sense to take the believer to meet the One of which
everything emanates: Christ, the source of life.
It is indeed true that water quenches man's thirst. "Whoever drinks the water I give him
will never be thirst again."
Description of the activity
In Integration area classes, the teacher addresses the theme and divides students into
working groups. Each group will do a search on the theme, prepare a written work and
presents it to the other students in the class.
The teacher organizes a final powerpoint presentation in order to put all the information
together.
Materials needed:
- Computer with Internet connection; text program and powerpoint / presi;
- Multimedia Projector.
Tasks for the students:
- Research on the internet about water rituals in religions around the world especially in
Christianity;
- Work Planning writing / powerpoint / presi;
- Presentation of the work to colleagues;

Learning Outcomes:
- Develop knowledge about the different rituals uses where water is used liked to
Christian
religion;
- Develop awareness about the importance of water in our culture and in other cultures;
- To develop skills and competences to investigate and work in small groups;
- Develop IT skills (research and presentation programs);
- Develop public skills presentation.

184

Evaluation criteria:
- Quality of theoretical papers presented, based on research carried out;
- Quality of oral presentation to the class;
Connection to real-life situations:
With this activity, students will realize the importance of water rituals in Christianity
and its spiritual use for religion that exists in our culture.
Interdisciplinarity:
- Sociology better understanding of religious rituals; cultural Heritage and
spiritualism.
- ICT - use of information and communication technologies;
- Portuguese written and oral presentation of the work performed.

185

Lesson
Lesson title: HOLY WATER

title: HOLY WATER

School name: The Technical College of Transportation and Building Engineering of


Iai
Teacher:: PAVLIUC DANIELA
Object: ORTODOX RELIGION
Target group: class XI
Lesson objectives: students need to: understand the importance and significance of
water in terms of material and spiritual;
- identify the sacraments of the Church in which water is used as a matter of worship;
- enumerate and explain religious holidays where water is of particular importance;
- identify events or miracles in the New Testament relating to water;
Theoretical Notions presented throughout the lesson:
Water is a matter of particular importance in Christianity, but also in the lives of
all people. In the Orthodox cult it becomes highly significant at Mass when mixed with
wine in the saint potir, it symbolizes the water once flowed with blood from the side of
Christ which later became the two sources of the grace of life: baptism and Holy
Communion blood.
Natural water quality clean and wash was transferred to the religious life, water
became a symbol of purification, of spirituale purity.By clarity, pleasant taste its
refreshing effect, water symbolizes the actions of divine grace.
In the cult of the Old Testament, water plays a very important role.In the Book
of Numbers (chapter 19) we find evidence of its use in spiritual purpose, God
commanding him to Moses that when man becomes unclean by touching or filthiness in
different ways , to use holy water.Through flood of holiness and God cleansed the Earth
of wrongdoing (Genesis 7) .By passage through the Red Sea Egyptian slavery was
ended and so the water becomes a symbol of redemption. (Exit 14)
In the New Testament, the Savior gave His baptism in holy water from the
Jordan River by walking on water (Lake Tiberias) and turning water into wine at the
wedding in Cana Galileii. The simbol of baptism as a birth of water and Spirit, shows

186

the role Water in New Testament worship. "Unless a man is born of water and the
Spirit, he can not enter the kingdom of God" (John 3.5) to commit the mystery of
baptism by immersion in water for washing the entire body, that signal spiritual
cleansing by washing away of sins in the holy water font.
Holy water is employed with rose water to wash the Holy Table, in the ritual
consecration of the Holy Table in Church . This ritual symbolizes the cleansing and
sanctification by the Holy Spirit Christian altar of sacrifice. Water is also employed in
the high and holy water used in religious services, when they sprayed water sanctifies
believers homes, family members and patients, and the water that believers take home
and drink on the day of Epiphany or other data .It sanctifies and is used also in many
holy water Blessing of houses for religious services, the dedication of liturgical
vestments, vessels job, church bells and flags in a holy proccess is made in times of
drought, the Te Deum

Description of activities: activities will be conducted as a workshop .After a brief


presentation of theoretical and practical concepts related to the significance of water in
Christianity, students will work in four groups, each group having to solve specific
requirements.
Needed materials: flipchart paper, markers, worksheets, Christian magazine, icons,
Holy Bible.
Tasks for students: Group No. 1 water-meanings in the Christian life;

187

Tasks for students:


Group No.1 - Water Group
- meanings
in the Christian
life
No.2-water
in the sacraments
(Baptism, Eucharist);
Group No.2 - Water in the sacraments (Baptism, Eucharist);
Group No.3-Water in the New Testament (miracles of Jesus's life)
Group No.3 -Water in the New Testament (miracles of Jesuss life)
Group No. 4-Christian holiday (Epiphany, Fount) traditions and
Group No.4 - Christian holiday (Epiphany, Fount) traditions and meanings.
meanings.
Instructions for students: students will write on sheets of flipchart the most important
ideas for the theme they work on.
Learning outcomes: Complete the worksheet, enhancing knowledge about the topic,
making interdisciplinary connections;
Evaluation: Each group will appoint a leader who will appear before colleagues
solving tasks required;
Additional activities: watching a documentary ("Water memory" -Emoto Masaru)
relating to water in human life .
Link to real-life situations: Water is good, nutritious, reach, so necessary yet so
underrated, overlooked. Water is essential to our survival coordinate, the second after
air. Our body depends on water to function properly. Although a man can last longer
without food, without water it could not survive more than three days. Water is essential
in preparing nutrient absorption and assimilation of food. As energy water is
everywhere, even in the stones, and even in the bones. If energy is matter that makes up
the universe subtle, water is matter that makes up the universe palpable. That makes us
think that maybe somehow, water is a correlation of energy in a physical way.
Interdisciplinarity:

Practical

Experiment:

students

can

observe

using

spectrographic method the changes that occur when ordinary water molecules are
compared with holy water molecules.

188

189

190

Water:
a of
source
of inspiration
for Music
Greek Art and Music
Water:
a source
inspiration
for Greek Art and
SCHOOL NAME:

Geniko Lykeio Karystou (Senior High School of Karystos)

TEACHERS NAMES: Maria Papavasilopoulou, Lamprini Moustakopoulou,


Kelly Alexandri, Dimitra Papadopoulou
SCHOOL SUBJECTS: Greek History, Art, Music, Computer Science, English
STUDENTS AGE:

16-18

LESSON OBJECTIVES:
Through the activities described below we wanted students to:

gain insight into the world of art (painting, art techniques such as mosaic, music)

study thoroughly areas of art they have not been taught before

be involved in creative and stimulating tasks

feel the motivation to enrich their knowledge for the subjects of art and music

familiarize themselves with technology tools: making a video, designing a


digital poster

interact and cooperate in order to fulfill their tasks

learn from each others background knowledge on the topics

INTRODUCTION:
Greek art has been very rich since ancient times, and looking for its relation to the
element of water, we discovered there was so much to study. So we worked with groups
of students, each performing a different task.
The topics they focused their tasks on are:
how water is depicted in ancient Greek art and the great civilizations of Crete,
Thira (Santorini) and Mykenai
the technique of mosaic art, a very old and popular art technique in the Hellenistic
and Roman times. It is closely related to water since it uses materials from the sea
and the beaches (pebbles) to create a work of art.
Greek painting in the last two centuries when the artists created beautiful pictures
inspired by the sea.
how water has affected our music culture through the centuries: ancient and
traditional musical instruments that operate with the power of water, traditional
popular songs and modern poems turned into songs by modern composers

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PROCEDURE
Description of the activities
Brainstorm ideas on how to approach the different tasks
Look for information on the internet, relevant bibliography, painting albums, history
books, museum collections etc.
Choose and decide on material which illustrates how water has inspired artists
(paintings, mosaic art work, murals of the ancient Greek civilization, traditional and
modern songs)
Discuss the structure of each groups presentation
Write the text for the presentations in English and translate into English from
original sources
Design the power-point, video and padlet presentations
Present all works to class
Get feedback from teachers and fellow students

Below you can see parts from the groups presentations (due to lack of space here,
we have included extracts from each groups work)
The technique of mosaic art:

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Ancient Greek Art

Thumbnail riverine landscape

The Dolphins

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Musical instruments working with water

It is the world's first keyboard musical instrument


invented by Ktisivios the Greek engineer in the 3rd
century B.C. It operated with the power of water
which activated the two pumps.
It consisted of: a) two air supply pumps (type piston-
cylinder),
b) the "choke" to maintain a constant air pressure,
c) keyboard
d) and the musicians lumens.

Lalitsa is a Greek wind musical


instrument in a spherical shape. It is
very widespread in Greece in the
traditional folk music. You pour water
into it and when you whistle through
the hole, a beautiful sound is
produced.

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A well-known Greek song based on the poem


of one of our greatest poets, G. Seferis.

Lyrics: Giorgos Seferis ( Nobel Prize winner for


Poetry)
On the secret seashore
white like a pigeon
we thirsted at noon
but the water was brackish
On the golden sand
We wrote her name;
but the sea-breeze blew
And the writing vanished.

.
Materials needed:

the school computers


clay, colours and pebbles for the mosaic
albums and pictures from museums
History and Art Books
poems and lyrics of songs
Tasks for students:
Students had to:
come up with ideas and reach decisions on the approach for their tasks
look for information in several sources (mentioned above)
learn vocabulary relevant to each topic and art terminology
produce a written texts in English to accompany their presentations
collect relevant material
study the art of creating a mosaic and create one themselves
design the power-point and padlet presentations
produce the final product
discuss the outcome and take feedback from teachers and students
make the final corrections

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Learning outcomes:
During this activity students:

gained insight and a deeper understanding of the world of Art and Music
familiarized themselves with art movements, techniques
realized the impact of the element of water on our culture and art
developed their creativity
were engaged into meaningful and stimulating tasks
appreciated the value of close interaction and cooperation with their classmates

ASSIGNMENTS
One group of students will create their own mosaic work of art and present it to our
partners in Spain. The other groups will expand their research on more artists whose
work has been influenced by the water element.
CONNECTION TO REAL LIFE SITUATIONS
Since Art (in a broader sense) is part of our everyday life (music, dancing, painting,
decoration etc), studying different forms of Art means coming into closer contact with
life outside school and appreciating the beauty and uniqueness of artistic creations.
INTERDISCIPLINARITY
The subjects of History, Art, Music, English and Computer Science were all engaged in
order to carry out these activities.

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WATER IN ARTS AND RELIGION


SCHOOLS NAME:zml Cengiz Topel Secondary School
TEACHERS:
Serpil YILDIZ:English Teacher
Ali YILDIZ: Turkish Teacher
STUDENTS AGE: 11-14 , 5-6-7-8 th grade students
LESSON OBJECTIVES:
-They are going to learn about the significance of water in different religions
-Whether is it really necessary or not in religions
-People give a remarkable importance to water and it accounts for the foundation in
most religions
-A big majority of people in the world use water in photography and ice sculpture as an
art
- Music and dance is also related to the water
-Water donate natural beauties to the world
INTRODUCTION
Water has a central place in the practices and beliefs of many religions for two main
reasons. Firstly, water cleanses. Water washes away impurities and pollutants, it can
make an object look as good as new and wipe away any signs of previous defilement.
Islam
In Islam water is important for cleansing and purifying.In most mosques
the ablutions are found outside the walls(fountains). In Islam ritual purity
(called tahara) is required before approaching God in prayer or carrying
out religious duties such as salat (worship) .
There are three kinds of ablutions. Firstly,muslims are obliged to perform
ghusl after intimacy. Ghusl is also recommended before the Friday
prayer, the two main feasts, and before touching the Koran. Ghusl must be done for the
dead before they are buried.
Wudu be done before each of the five daily prayers and involves using pure
water.

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A water story:
Allah sent Noah to warn the people to serve none but Allah, but most
of them would not listen. They mocked Noah and under Allah's inspiration, he built a
ship. In time, water gushed from underground and fell from the sky. Noah loaded onto
his ship pairs of all .Allah commanded the earth to swallow the water and the sky to
clear, and the ship came to rest on Al-Judi. [Koran 11:25-48]
Buddhism
The offering of water at Buddhist shrines symbolises the
aspiration to caltivate the virtues of calmness,clarity and purity
with their body,speech and mind.
Water does however feature in Buddhist funerals where water is poured into
a bowl placed before the monks and the dead body. As it fills and pours
over the edge, the monks say "As the rains fill the rivers and overflow into
the ocean, so likewise may what is given here reach the departed."
Christianity
Almost all Christian churches or sects have an initiation ritual involving the
use of water. Baptism is a symbol of liberation from the oppression of sin that
separates us from God. Water cleanses and washes away dirt, fills everything it
enters as God fills those and we need water to survive physically as we need
God to survive spiritually.
Another important significance of water for Christianity is the "living water" that Jesus
described himself as. John 4: 1-42 is the story of Jesus and a Samaritan woman to
whom he offers living water so that she will never thirst again, in other words eternal
life through him
The custom of sprinkling people with holy water (began in the 9th century) while
entering a church was common use. Holy water is also used at blessings,
dedications, exorcisms and burials.
Ablution ;the chalice is rinsed with the wine, and then the chalice and
priests' fingers with wine and water. After the bread and wine has been
consecrated, Christ is believed to be present.

Hinduism
Water in Hinduism has a special place because it is believed to have
spiritually cleansing powers. To Hindus all water is sacred, especially
rivers, and there are seven sacred rivers, namely the Ganges, Yamuna and
etc..This relates to both physical cleanliness and spiritual well-being.
Pilgrimage is very important to Hindus. Holy places are usually located on the banks of
rivers, coasts, seashores and mountains.

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The Ganges river is the most important of the sacred rivers.


Funeral grounds are always located near a river. When the corpse is burned , the
mourners bathe in the river and return home. On the third day the ashes are collected
and, on or after the tenth day they are cast into a holy river.
For Hindus, morning cleansing with water is a basic obligation and daily ritual. Every
temple has a pond near it and devotees are supposed to take a bath before entering the
temple.
They have a story of the Great Flood of Manu.The story takes place on
Himalayas. Manu alone survived.

Judaism
In Judaism ritual washing is intended to restore or maintain a state of ritual
purity. These ablutions can be washing the hands, the hands and the feet, or
total immersion which must done in 'living water', i.e. the sea, a river.
Priests had to wash their hands and feet before taking part in Temple
services.Hands should be washed before and after meals.
The story of the Great Flood is told in Genesis 6-8. God destroyed humanity by sending
a great flood. Only Noah and his family and a pair of each animal were
saved in the ark built by Noah
A mikveh is a Jewish ritual bath used for cleansing after
contact with a dead body or after menstruation.
Shinto
Shinto which is special to Japaneese is based on the respect of the
kami .Worship of kamis, always begins with the act of purification
with water.Waterfalls are held sacred and standing under them is
believed to purify.
Zoroastrianism
The significance of water in Zoroastrianism is a combination of its
purifying properties
Zoroastrians believe that pollution is evil and that water, when pure, is
sacred. Zoroastrians must avoid pollution and must perform ritual
ablutions before any religious ceremonies (which are said 5 times a day )
People must not urinate, spit or wash one's hands in a river or allow anyone else to. The
dead are not cremated, buried or immersed in water because fire, earth and water must
be kept pure. Thus, corpses are left to birds of prey.

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Haurvatat is a feminine being and the creator of water and is


represented by consecrated water used in priestly acts of
worship. The holy day of water is in midsummer and people
pray and make offerings by the seashore or any natural water .
Zoroastrianism also has a Great Flood story.
WATER IN ARTS
Water Reflections
Water Reflections inspire you to try to take some photos of such
kind.Now, enjoy in the beauty of these marvelous water reflection
photography!
Ice sculpture
Ice sculpture is a form of sculpture that uses ice as the raw material.
Sculptures from ice can be abstract or realistic and can be functional
or purely decorative. They have a limited lifetime.
Suminagashi
Suminagashi or "floating ink" is the process of marbling plain paper
with water and ink to transform it into something vibrant and
colorful. It originated in Japan as early as the 12th century.
The Turkish Art of Marbling (Ebru)
Marbling is the art of creating colorful patterns by sprinkling and
brushing color pigments on a pan of oily water and then
transforming this pattern to paper.It is believed to be invented in
the 13th century Turkistan.

Music and Water


A musical fountain is a type
of animated fountain for entertainment purposes that creates
an aesthetic . This is achieved by employing the effects of
timed sound waves and timed light (including laser) against water
particles.

Natural Beauties of Water Pamukkale, meaning

Natural Beauties of
Water castle in Turkish, is a natural site in Denizli
cotton

Province in southwestern Turkey. The city contains


hot springs and travertines, terraces of carbonate
minerals left by the flowing water.

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PROCEDURE:
Necessary Materials:
-Projections
-Cameras
-Marbling paints

Tasks for Students:


-Brainstorming the ideas about the relation between water and religion&art
-Researching the names of world religions and popular arts
LEARNING OUTCOMES:
1-Learning about the historical importance of water in religions
2-Most religions a common story about water in their histories
3-Learning why the water is holy in many parts of religions
4-Learning the fact that water is demonstrated for aesthetical purposes
5- Using water as a tool in some areas of art
EVALUATION CRITERIA:
The subject was completed in cooperation with the teachers and the students.The
students learnt everything about water and the role of importance in religions and
art.
CONNECTION TO REAL- LIFE SITUATIONS :
-Water has been using as visual arts in most cities around the world
-It is accepted holy in most religions
-Ebru and Suminagashi can be taught as an art lesson at schools
-Water is used an inevitable basic ritual in religions
-Artists such as photographers,sculpters or painters works for indicating the beauties of
water to us
INTERDISCIPLINARITY:
History
Art
Sociology
Health Sciences

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Water-every drop counts


The watercolor painting technique
School name: The Palace of Children (Palatul Copiilor), Iai, Romnia
Teacher: Prof. Dana Ungureanu
School subject: painting
Suitable age of children: a beginners group
Lesson objectives:
The lesson aims to:
Develop the observation and an artistic sense
Consolidate the plastic imagination
Acquire new painting techniques
Use the materials appropriately
The lesson takes place within the Painting Class at the Palace of Children Iasi.

Introduction to the topic


Water was given the power to become the sap of life on Earth. (Leonardo da Vinci)

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Introduction to the topic


Water was given the power to become the sap of life on Earth. (Leonardo da Vinci)

In plastic art, water has a very important purpose because there are a lot of techniques
that depend on it. For example one cannot form and work clay without water. There is a
saying half water, half clay and all with soul.
In painting there are different techniques that use water as a blender: the technique of
tempera painting, the technique of acrylic colors painting, the technique of gouache
painting and the technique of watercolor painting.
Procedure:
Description of the activities:
THE TECHNIQUE OF WATERCOLOR PAINTING
It is called painting with transparent colors that are dissolved in water the name even
contains the word water. Today, watercolor painting is one of the most loved painting
techniques. The colors develop a great spectrum, that goes from delicate, almost
transparent colors to intense, bright colors. Watercolor painting does not necessarily
refer to painting with colors that are dissolved in water. When using watercolors, the
color is not applied on the paper in a thick layer (because it dries at the surface) but it
should be dilluted in water to imbibe the paper on which the color will then be placed
by partially soaking it on the paper; after the water evaporates it will only remain a thin
layer of paint through which the paper can be seen.
The watercolor technique is difficult but in spite of that, watercolors are suitable for
students. The materials used are: brushes, paint and paper. The brushes should be made
of soft hair, on different sizes. The best type of hair is squirrel hair because of its
elasticity. A good brush should have a pointed tip. It should be kept in a sealed
container otherwise the hair can become rough due to dust. The paint comes in tubes or
small caps. The quality of the material on which the painting is made is of extreme
importance because the watercolor painting is transparent so the material can be seen
through the layer of color; also, the warm tones of colors are obtained with the help of
the backgrounds transparency. The paint spreads differently on each type of paper and
that influences the painting.

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On even paper the paint is evenly distributed whereas on rugose paper white spots will
appear. Individual sheets should be placed on a board and taped with scotch tape
because the paper will be wet from the water used to paint with watercolors. Once the
paint is dissolved in water and applied on the paper it will no longer look like regular
watercolor paste. The mixture formed on a plate or on the palette has only one color
tinge which changes once applied on paper. After it dries, the tinge changes even more.
Therefore, the artist that paints in watercolor checks on a paper each shade before
applying it on the painting. It is very easy to evenly paint an even surface but it is
difficult to do that with watercolors. Also, it is not always possible to apply a second
layer of paint because the first one might wash off. It is difficult to correct a watercolor
painting because the transparent colors dont cover one another; they merge into a
single transparent layer and to correct a mistake we would have to wash off what we
already painted.
We should no forget that a shape already settled is almost impossible to correct.
Materials needed:
Water containers
Paper
Brushes made of squirrel hair
Watercolors
Tasks for the students: learning new terms, picking up skills in the new painting
technique.
Instructions for the students:

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Instructions for the students:


To follow the correct steps in the watercolor painting technique. Using watercolors
requires attention to detail in order to be performed correctly.

The wet-on-wet painting technique


This techniques name is very explicit it refers to applying additional colors without
waiting for the previous ones to dry so they will combine without clean boundaries or
accentuated transitions. In order to obtain even effects when using the wet-on-wet
technique the paper should be thoroughly soaked in water and it should not dry off
completely. Appreciating the wetness degree of the paper or of the initial colors is
essential if you wish to succesfully use this technique; this is also a skill that you will
gain if you practise regularly.

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Learning outcomes:

After the activity, the students will be able to create different paintings using
watercolor, they will understand the importance of water and how to use it correctly
when using this technique.

Evaluation criteria: The evaluation will consist of a display on the chosen topic.

206

Connection to real-life situations:

Students will understand the importance of every drop of water used in the technique of
watercolor painting.

207

208

CHAPTER VI.

Water in literature

209

Water written by Vladimir Nazor


School: Electromechanical school Varadin, Croatia
Teachers: Valentina injori, Dunja Turk, Ivana Kua
School subject: Croatian language
Suitable age of children: 15-17 years
Lesson objectives:
- read the story and develop skills of understanding and analyzing the text
- explore what the writers motive was for writing on this topic
- learn about living on the island, depending on supplies coming from the continent
- learn about customs of people described in the story
- learn about hard work that people have to do in olive plantation and vineyard
- think of a different ending of the story depending on choices that main characters could have
made
- express your opinion about advantages and disadvantages when living on an island
depending on the weather conditions
- discuss the idea that people go to live in the nature, away form modern technology

Picture 1. Kornati archipelago of Croatia

Picture 2. Olives plantation

Introduction to the topic:


The story Water describes life on an island and it was written by a Croatian writer
Vladimir Nazor between 1923 and 1926. Croatia is well known for its coast and many islands with
beautiful nature, but sometimes we forget that life on an island can be hard. The author of the story
was born on the island of Bra, so this story describes his childhood experiences. The main issues
of the story are: the drought, waiting for the ship to come with drinking water and the storm. The
drought and the storm cause fear among residents, so the author wanted to show that people on the
island depend on the weather conditions that can be very difficult.
The story describes life of a character called Vlado. He is a ten year old boy, curious and
smart, and his father wants to educate him so he buys him books and wants to send him away to
school. The author describes the relationship between Vlado and his father, as warm and caring.
Vlado understands that his father is worried because of the draught, and later because of the storm
that ruined their vineyard. That is why Vlado says he will not go to school but stay on the island
with his father to help him recover from the catastrophic loss in olive groves and vineyard. Father is
shown as noble and rational; he loves his family and plans a better future for his children. He makes
a promise to his son that he will send him to school, despite of the fact that he might not have
enough money because he will produce less wine and olive oil for sale. The most important thing
for him is that his children get education and become respectable people.

210

Picture 3. Vladimir Nazor, famous Croatian writer and the story Water
Procedure:
Description of the activities:
Students can do the research of this topic individually or divided in groups. They get the
story to read and to write down comments and notes about characters and places described in the
story. After reading and making notes, students and teacher share their opinion, and exchange their
notes about people and events mentioned in the story.
Materials needed:
- computer
- books
Tasks for the students:
-

read the story


find important events in the story that define the behavior of the main characters
explain what water symbolizes in described events
research the biography of the author and what the motive to write this story was
compare life in the area of Croatia where you come from with life on the island like the one
in the story
describe how would you like to finish this story, and would you make different choices than
the characters did?
imagine what would life look like without modern appliances, depending only on resources
found in nature- are we capable to live like this, do we have enough skills?
ask your parents or grandparents if they had any difficulties in childhood and how did they
solve them?

211

Picture 4. Map of Croatia showing the rich coastline which has 79 large islands, 525 islets and
642 rocks and ridges
Learning outcomes:
After the lesson the students will be able to:
- describe what is the main topic of the story Water
- compare life on an island with life on continent advantages and disadvantages
- describe which personality characteristics are important for people to be able to deal with
unexpected problems
- express their opinion about choosing a place to live- would they move to some other place
- realize the problem that islands and rural areas have, because young people go to cities in
search for better life
- suggest what would have to change to make young people want to stay on the island
Evaluation criteria:
The lesson is effective if the students are able to express their opinion about this story and connect it
to their life, choices they make and difficulties they have to solve every day.
Interdisciplinarity:
- Science and ecology- problem of drinking water supply can be explored trough the following
questions: What can be used as drinking water? How to prepare it in nature by yourself? Is seawater
good for drinking? Can seawater be used for watering the plants? Explore the problems of soil
quality after the tsunami- how to deal with too much salt in soil?
- History- find the information about the writer Vladimir Nazor, what was the social and political
situation in Croatia in the period he lived in (1876.-1949.)
- Geography- learn about Croatian islands, find them on the map, explore which ones have the best
connection to the continent, and which ones are the most isolated

A drop of water is an ocean to a good man, but to an evil man ocean is a drop of water.
Indian proverb

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Sailing through Greek poetry

SCHOOL NAME:
Geniko Lykeio Karystou (Senior High School of Karystos)
TEACHERS NAME: Lamprini Moustakopoulou, Kelly Alexandri,
Dimitra Papadopoulou, Maria Papavasilopoulou
SCHOOL SUBJECT: Greek Literature, English language
STUDENTS AGE:
16-18
LESSON OBJECTIVES:
Working for the project Water in Literature we wanted students to:

explore the world of Greek poetry from ancient to modern times

study and symbolisms of poetry and more specifically the ones


related to water

develop their own writing skills: talented students created their own poems
inspired by the element of water

improve their linguistic competence in both Greek and English: reading poems in
Greek and translate them into English

to increase their motivation for reading Literature

to realize the importance of the element of water as a source for inspiration


INTRODUCTION
Greek poetry constitutes the longest uninterrupted literary tradition in the Western world. From the
works of Homer and the ancient tragedies and comedies to the modern Nobel Prize winning poets
Seferis and Elytis- Greek poetry has given the world the various poetic genres in which Westerners
have expressed their emotions and many of their noblest thoughts down to the present day.
The ancient great writers such as Homer, Aristophanes, Aeschylus as well as our modern poets such
as Kavafis, Seferis and Elytis have all been inspired by the element of water in their works.
In these literary works water is used in both its literal and its symbolic meaning. Water in our poetry
is everything: our country and its people, the sea that surrounds us, the Greeks never-ending desire

213

for travel and exploration, the feeling of freedom, the feelings of love and passion, the nostalgia of
the past and the hope for the future.
We discussed all the above with our students and we began studying works of poetry connected to
water.
PROCEDURE
Description of the activities:
Students were divided into groups of 2-4. Each group was assigned with the work of a specific poet
and tried to find the poems where water is symbolized or plays a significant role. They then tried to
translate them into English. For the most difficult ones we looked for their official translations by
well-known English poets, such as Edmund Keeley and Philip Sherrard.
Students also found poems which have been adapted as lyrics for songs. These songs have become
Greeks favourite pieces of music and are part of our music tradition. They also chose to sing the
ones they liked best. Students who have an aptitude for poetry wrote their own poems. Finally, all
groups presented their work to class and got feedback.
Below we can see some parts of their power-point presentation with English translations of Greek
poems.
(From
Agamemnon
(The Oresteia) by
Aeschylus)
There

is

the

sea

and who will drain it


dry? Precious as silver,
inexhaustible, ever-new,
it breeds the more we
reap it
tides on tides of crimson
dye our robes blood-red.
Our lives are based on
wealth, my king,
the gods have seen to
that.
Love

Love
The archipelago
And the prow of its foam
And the seagull of its dream
On its highest mast the sailor waves
A song
(Of the Aegean (from Orientations) by Odysseus
Elytis (translation: Kimon Friar))

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Rise up and come, immortal Clouds,


In a sparkle of raindrops, rise
From the swollen sea. Rise up
To the peaks of the high hills.

Shaggy with trees. Look down


On the distant view.
Meadows and water-gardens.
Rippling streams, the booming sea.
The suns unblinking eye
From The Clouds by Aristophanes
Sparkles with light: shake free
(450-385B.C.)
A mantle of rain over all the earth.
Immortal clouds, rise up and come.
The poem below is written by a student: Maria Moshovi.

The meaning
Life is like the sea
and man is the captain
that overpowers it.
The sea hides many secrets
and so does life.
Others will make it through the storm
and others will get lost in the bottom of the ocean.
Whoever survives, will find the purpose of life
and will understand that the trip was the meaning
and the destination was the end.

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Materials:
Books with collection of poems by several Greek poets
Extracts from ancient Greek tragedies and comedies
Class computers
Tasks for students:
For this project students:

worked in groups of 2-4

collected and studied works of Greek poetry

translated them into English

studied translations of other English poets

studied biographies of poets

found poems which have been adapted as lyrics for songs

rehearsed the songs in order to sing them at their presentation at the Greek meeting

created their own poems relevant to the element of water both in Greek and the
English language

designed a power-point presentation to present their work

presented their works to class and got feedback

Learning outcomes:
Students initiation to Greek poetry has given them:

a new perspective into reading literature

motivation to study and explore the world of poetry

inspiration to improvise with their own poetic skills

a better understanding of their mother tongue and the English language

a stimulus to discuss how water has inspired writers from ancient times until our days

a feeling of team spirit and collaboration


ASSIGNMENTS
More students are now willing to improvise and create their own poems .
Other students have come up with the idea to draw or create pieces of art inspired by the poems they
have studied.

216

CONNECTION TO REAL-LIFE SITUATIONS


Since poetry is the vehicle of expressing peoples emotions and thoughts, studying poetry in class
gives students the chance to identify works of poetry with their own feelings and ideas and touches
them deeply.
INTERDISCIPLINARITY
For this project we worked with the subjects of Greek Literature, English language, Writing and
Music.

217

THE SEA in the Portuguese Literature


School name: Vocational School Cior
Teachers name: Carla Susana Azevedo
School subject: Portuguese
Students age: 15-19 years old
Lesson objectives:
- Demonstrate the importance of the Sea and the maritime discoveries in the Portuguese literature,
language and culture;
- Get to know some Portuguese works and authors from different periods and literary sensibilities,
related to the topic of the water and the sea.
Introduction
The Sea is one of the greatest Creating elements. We
are not indifferent to its grandeur because it has was
always been a legendary space, associated with
numerous myths and legends.
Symbolically, the sea is life and death. There are the
clear waters that revitalize and save, for example, the
cleansing water of baptism or the living water of Christ.
The Sea is also the symbol of fertility and life, and one
of the great metaphors of love.
However, there are still the dark and deep or standing waters, the stormy and deadly waters that
cause loss, that swallow or kill. In the biblical language, the sea often symbolizes the hostility of
God. The sea can also be connoted with danger and death. On the other hand the sea storms
represent the divine omnipotence or nature, and in metaphorical and mystical writing, the seizure of
feelings and passions that struggle and shipwrecked human hearts.
The sea and the waters also gave rise to large and fertile literary myths: the myth of Narcissus,
fatefully looking at his beauty in the mirror of the waters; the myth of Ophelia floating sweetly and
fatally to the surface of its waters; the myth of Charon, carrying on his boat the dead as they prepare
for the final journey; or the symbolic figure of Jonah, swallowed by a sea whale and then vomited.
So, we will present some works and authors that marked different periods and literary sensibilities,
related to the sea.
The sea discovered and sung by historians and poets
The Portuguese literature and e culture are replete with the Sea, and the smell of the sea. From the
beginning, the sea was our everyday landscape, influencing deeply the Portuguese psychology,
traditions, literature, art and even the gastronomy.
Medieval Times
For Jos Cndido Martins, who teaches Literature in the
regional center of Braga at the Catholic University "The
representation of the sea in the literature is as old as
literature itself." Even the poets related to a troubadour,
from the 12th and 13th centuries referred to a sea "connoted
with danger or symbolic representation of the beloved man
or far." Martin Codax, one of the exponents of this
Galician-Portuguese literature, composed the friend's song
Ondas do Mar de Vigo,/ se viste meu amigo! E ai Deus, se
verr cedo!/ Ondas do mar levado,/se viste meu amado!/E
-9-

218

ai Deus, se verr cedo!() Nesta cantiga o Mar o cenrio do encontro amoroso da mulher
apaixonada com o seu amado: "Quantas sabedes amar amigo/ treides comig'a lo mar de Vigo;/ e
bannar nos emos nas ondas! (Martin Codax).
The Sea was also cursed and negatively seen by the troubadours:
Quando eu vejo as ondas
e as muitaltas arribas,
logo me ven a ondas
ao cor pola velida.
Maldito seja o mar
Que me fez tanto male!
(Torneol apud Cunha 1997: 345)
The sea has always been a reference in friend songs. In the song here presented by Joan Zorro, you
can see the reference to the king of Portugal that had made boats and that "iran nas barcas" means "
iro ver as barcas e no dentro das barcas" and the mother will see them accompanied by their
daughter and her friend.
Here the sea is a pretext for a walk to the quay:
El- rey de Portugale
barcas mandou lavrar,
e l iran barcas migo
mya filha e nossamigo.
El-rey portugueese
barcas mandou fazer ,
E l iran barcas migo
Mya filha e nossamigo.
Barcas mandou lavrare
e no mar as deytare,
e l iran nas barcas migo.
mya filha e nossamigo
Barcas mandou fazere
E no mar as metere,
E l iran nas barcas migo
mya filha e nossamigo.
(Zorro apud Cunha 1997:238)
In the following song from Martim Codax, the sea is presented as a confidant of the beloved woman
suffering from the absence or delay of her friend:
Ay ondas, que eu vin veer,
se me saberses dizer
por que tada meu amigo
sem min?
Ay ondas que eu vin mirar,
se me saberdes contar
por que tarda meu amigo sem min?
(Codax apud Cunha 1997: 394)
We can see that the sea was the poetic instrument of troubadours that conjugated it with love and
then never ceased to be sung. However, it is at the beginning of the 16th century when the
Portuguese literature is enriched with new themes that the sea becomes the scenery and main
subject of many literary compositions. It is then associated to other themes: nostalgia, heroic song,
religious mysticism, symbology, the infinite image ...
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219

In the 16th century Portugal shows its adventurous spirit, in the most collective adventure in
history: the discovery of new lands, India and Brazil, and the great undiscovered ocean.
In Lisbon, very early, the building of boats made famous the Ribeira das Naus, as mentioned in
the chronicles of Ferno Lopes. The big boost came from the great predestined figure, Henry the
Navigator, with its mythical School of Sagres.
Since the period of the discoveries until the reign of King Manuel documents about the discoveries
were sent abroad, whether dictated by Portuguese sailors, whether recorded by Italians or Germans
living in Portugal.
Then we highlight works and authors who, due to their importance, distinguished themselves in the
16th century Literature.
Classic time
Lus Vaz de Cames and the Lusadas
The central theme chosen
by Cames for his epic
poem is based on the sea
voyage of Vasco da Gama
to India, a trip similar to
that of Odysseus and
Aeneas, epic heroes of the
Odyssey and the Aeneid,
full of adventure and
danger. By wishing to
evoke all the history of
Portugal, related to Vasco da Gamas trip, and being Gama the main
narrator, Cames creates a complex writing that requires unity of
action with a chronological sequence of events. Cames based himself
on the Greco-Roman canons to include in his poem an intrigue among
gods.
In "The Lusadas," the conquest of the seas by the Portuguese navigator represents the domain by
the new Renaissance man over the elements of nature.

Travel Literature
The Travel Literature is one of the richest testimonies of the relationship
between Portugal and the Oceans.
The chroniclers such as Azurara and Barros helped to increase the list of
works in which the journey is the central theme.
One of the works depicting the most tragic part of the trip is the Maritime
Tragic History, consisting of a collection of shipwrecks reports produced
from 1530, in the golden age of the Discoveries, and that was published in a
collection of Bernardo Gomes de Brito in 1735, gathered in two volumes.

- 11 -

220

Carta de Achamento do Brasil from Pro Vaz de


Caminha and Pilgrimage of Ferno Mendes Pinto
(16th century)
One of the richest chapters of our literature concerning
the Discoveries consists of colorful and very rich pages
from the chroniclers and travellers. One of the great
documents is the famous Carta de Achamento do
Brazil, Pero Vaz de Caminha, who accompanied Pedro
Alvares Cabral in 1500. Another paradigmatic writing
about the discovery of new worlds is the Pilgrimage of
Ferno Mendes Pinto: description of exoticism, of people,
landscapes, customs, along with the adventurous narration of his
tireless protagonist. So Eduardo Loureno sees this work as the
wonder book about the fabulous and mythical East.

Gil Vicente (16th century)


The playwright Gil Vicente is interested in the topic of sea voyage, for example: in Auto da India
(1509) or in the Autos das Barcas do Inferno, Purgatrio e da Glria (1517-19).

Baroque Age
Padre Antnio Vieira (17th century)
The literary legacy of Vieira is vast, since it includes numerous
reports, hundreds of letters and sermons, as well as political
and diplomatic advice. In addition, there are many references
to the sea and its elements in the work of the "Emperor the
Portuguese language", as Fernando Pessoa calls him.
In "Sermo de Santo Antnio aos Peixes, there are some
important parts, either by the recurrence of maritime elements,
either by comparing what is done between the sea and its
inhabitants - fish, with the life on Earth and its inhabitants,
men.

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221

Romantic age
Almeida Garrett (1799- 1854) and Cesrio Verde (1855-1886)
The theme of the relationship between Portugal and the
sea has also inspired poets of Romanticism, visible on
a poem by Almeida Garrett (1799- 1854), an
unavoidable figure of the Portuguese Romanticism,
with the lyrical composition, "Barca Bela" poem
included in the Folhas Cadas collection, and in the
poem "Sentimento de um Ocidental" by Cesrio
Verde.

Contemporary era
Fernando Pessoa (20th century)
In the twentieth century, the poet Fernando Pessoa and his heteronyms used
the theme of the sea in his poetry. In the poem Mar Salgado, Fernando Pessoa
(1888-1935) masterfully summarizes the relationship that the Portuguese
people have with the sea, and in the words of Eduardo Loureno, "Pessoa
rescued our collective sub consciousness ".
mar salgado, quanto do teu sal
so lgrimas de Portugal!
Por te cruzarmos, quantas mes choraram,
quantos filhos em vo rezaram
Quantas noivas ficaram por casar
Para que fosses nosso, mar!
Valeu a pena? Tudo vale a pena
Se a alma no pequena
Quem quer passar alm do Bojador
Tem que passar alm da dor.
Deus ao mar o perigo e o abismo deu,
Mas nele que espelhou o cu. (Pessoa 2008: 96)
The poet appeals to all our collective consciousness and in this poem he reflects the duality that
symbolizes the sea: suffering / death and glorification and life.
Fernando Pessoa sublimely immortalizes the sea, through a metaphor of hyperbolic and etiological
nature, saying that the sea salt is due to the crying of the Portuguese, the tragic and dramatic side of
the discoveries from the sixteenth century.

222

- 13 -

Manuel Alegre and Ruy Belo (20th century)


The poetry of Manuel Alegre (born in 1936)
who is in the words of Eduardo Loureno
"pervaded by a nostalgia for the epic" the
idea of lost homeland is evident - the nation
"got lost in old ships" and this sense of loss is
uniquely experienced by the poetic person:
j com o meu povo muitas vezes
naufraguei (Alegre 1995: 89).
In the poem Pequena Histria TrgicoTerrestre, Ruy Belo (1933-1978) opts for a
decadent tone to refer to the past of the
Discoveries and contrasts with the present of
misery that is a grammar of pain.
Sophia de Mello Breyner Andresen (20th century)
In the poetry of Sophia de Mello Breyner Andresen (1919-2004) there is a
very strong reference to the maritime universe. There are countless titles of
her works that are directly related to the sea. For example, in the poetry: :
Dia do Mar (1947); Mar Novo (1958), Navegaes (1983), Ilhas
(1989); Prose: Stories of the Earth and Sea (1989); the dramatic text: O
Bojador (2001) and in the children and youth literature: A Menina do Mar
(1958).
After this brief journey through the poetry until the twentieth century, let us now, though briefly,
present the prose, with writers whose themes are related to the sea.
Vasco Graa Moura and the Seplveda Sinking
Vasco Graa Moura (born in 1942) is the author of a novel suggestively entitled
Seplveda Sinking. This work tells us about the financial wreck of a
businessman, on the eve of April 25.

Lobo Antunes and The Naus


Another work that should be emphasized by the combination of scenarios and
the discoveries time characters is the narrative of The Naus from Antnio
Lobo Antunes. The author emphasizes the negative aspects (death, disease, the
country desertification, etc.) caused by the discoveries and that affected the
entire Portuguese history.
Information taken from the following sites:
http://alfarrabio.di.uminho.pt/vercial/letras/candid02.htm
repositorio.utad.pt/bitstream/10348/670/1/msc_mjlgonalves.pdf
Procedure
- 14 -

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Procedure
Description of the activity
In the Portuguese class, the teacher introduces the topic and divides the students into working
groups. Each group will do a research on some works and authors defined by the teacher and who
left their mark on different literary periods and sensibilities, with the backdrop of the sea. Students
are required to write a short work on one of the authors and then present it to their classmates.
Material Needed
- Computer, with internet connection; word text and powerpoint programs;
- Multimedia Projector.
Studentstasks
- Research on the internet about the works and authors from different literary periods and
sensibilities, with the backdrop of the sea.
- Preparation of the written work / Powerpoint;
- Presentation of the work to classmates and teacher.
Learning outcomes
- Develop knowledge about the importance of the sea and maritime discoveries in the Portuguese
literature;
- Develop skills on the deep influence of the Sea in the Portuguese language, literature and culture;
- Develop knowledge about some written works and authors from different literary periods and
sensibilities, and who used the sea as the main topic;
- Develop team work skills;
- Develop ICT skills (research and presentation programs);
- Develop personal skills related to public presentation.
Evaluation criteria:
- Quality of the theoretical papers presented, based on the research carried out;
- Quality of the oral presentation to the class;
Connection to real-life situations:
With this activity, students will realize that the sea and the water have always been an important
aspect in the Portuguese literature. The sea has been sung since the 16th century up to present days
by historians and poets.
Interdisciplinarity:
- Integrao Area
- ICT use of information and communication technologies;
- Portuguese written and oral presentation of the work performed.

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- 15 -

THE MOTIF OF WATER IN THE ROMANIAN FANTASTIC PROSE

School name: Agricultural College of Food Industry Vasile Adamachi Iasi and Technical
College of Transportantions and Constructions
Teacher name: Natalia Alina Copcel
School Subject: Romanian, Literature
Students age: from 15 to 16 years
Lesson objectives:
At the end of the lesson the students will be able to:
- select significant quatations referring to the definition of the fantastic/fabulous in literature;
- identify correctly the characteristics of the fantastic prose;
- identify the symbolical significances of water in the text given;
- identify the themes and the literary motifs that appear in the fantastic story;
- identify the significance of the symbols associated with the water motif at the text level;
Frame text: Fantastic Story Lostrita by Vasile Voiculescu (Romanian literature)
Key concepts: theme, motif, fantastic literature, story, narrative structure, prologue, epilogue.
For the activity it was used the following theoretical support:
Theoretical concepts
Themes / motifs: water motif, duplication motif, metamorphosis motif, the faustic motif -pact with
the devil, searching motif etc.
Meanings of water symbol: (Examples)
Is one of the four main element in cosmological myths of the peoples of the world, symbol of
regeneration and the source of life. It is also an mbivalent symbol: primordial substance from which
arise all forms of existence and were they come back by regression.
He is considered to have magical powers and it is found in fairy tales - the symbol of living
water and dead water. It is present in the rites of passage and different traditions, but also in the rites
of purification and expulsion of evil spirits etc.
Theoretical approaches of fantastic concept:
Our universe is real disrupt inexplicably revealing unknown regions, our world is troubled by not
quiet know what threat which she contains. The imperceptible detail, the small crack it led to a new
world (Louis Vax, Lart et la litterature fantastique).
Fantastic is an interruption of recognized order, an intrusion of inadmissibility in everyday life and
not the total substitution of a universe exclusively miraculous. (Roger Caillois, In the heart of the
fantastic).
Fantastic narrative features (examples):
- infiltration of a mysterious element in the real world;
- the disappearance of the limits of time and space to the emergence of mysterious element / unreal;
- the composition maintains tension gradually epic narrative;
- final ambiguous etc.
1. Description of the activities:
The activity unfolds in 3 groups, and some of the tasks are given by the teacher before the
beginning of the activity.This represents the research stage that the students must do.
After the students read the text, each group will have to accomplish different tasks. The
students have been grouped according to their abilities.

225

Group 1 will have to illustrate through a poster or drawing the fantastic story, highlighting through
it the water motif (associated with different interpretations- negative and positive meanings
identified by means of the Dictionary of symbols by Ivan Evseev) or other specific motifs- the
motif of the double, the pact with the devil (the faustic motif), metamorphosis etc.
Group 2 will have to accomplish a Power Point presentation that illustrates the themes, the literary
motifs and the symbols which appear in the fantastic story Lostrita by Vasile Voiculescu and to
give examples of other literary texts from the world literature in which is presented the water motif.
Group 3 will select significant quatations which define the characteristics of the fantastic
prose.(Louis Vax, Lart et la litterature fantastique, Roger Caillois, in the heart of the fantastic,
Adrian Marino, The Fantastic in Dictionary of literary ideas, vol. I).
2. Materials needed:
- the frame text (volume Lostrita by Vasile Voiculescu);
-dictionary of symbols (Dictionary of symbols and cultural archtypes, Ivan Evseev);
- acces to internet;
- boards;
- markers;
- flipchart pages;
-self-adhesive tickets.
3. Tasks for students:
The students will present to their colleagues the materials accomplished in their groups.
Group 1: Present the way in which you imagined the graphical representation of the water motif
and of other literary motifs from the story and describe the character/characters illustrated in the
poster.
Group 2: Present and comment information regarding the presence of different motifs that appear
in the fantastic story Lostrita by Vasile Voiculescu and compare the typology of the character
from this story with other examples from the world literature, highlighting the resemblances and
the differences.
Group 3: Exemplify the characteristics of the fantastic prose and a few elements representative for
the structure of the fantastic prose.
Learning outcomes:
Through the theme approached the activity will have in view the improvement of the oral and
written competences , of their own opinion regarding the text, the comparative analysis of some
notions and concepts specific to the fantastic prose, establishing analogies among different forms of
interpretation; graphical interpretation starting from narrative sequences or literary analysis.
Besides,the intention was to stimulate the autonomous thinking and the positive attitude towards the
comparative approach of the literary texts , as well as the increase of the interest regarding myths
and legends used in the literary text, and towards the significance of different notions that can be
interpreted symbolically.
5. Assignments:
Considering the situations analysed previously fill in the crossword with the appropriate answers.
6.Connection to real life situations:
The ability to establish connections among different forms of expressing creativity [by means of the
fictional text or through graphical and visual representations].
7. Interdisciplinarity:
The activities had in view the correlation of contents specific to some subjects and curricula:
- literature;
- language and communication;
- art;
- IT.

226

227

228

Water in the Romanian literature

School name: Childrens Palace


School subject: English and Italian Culture and civilization
Teacher name: Irina Dabija, Raluca Ciocoiu
Suitable age of children: Advanced , 5-6th graders
Lesson preparation:
Choice of the most suitable means for engaging learning; focus on the interactive group
methods and techniques
effective correlation of all factors that contribute to the quality of the educational act:
methods / means / age related factors/ time etc
Selection of the most appropriate content correlated with specific skills derived from general
skills
Introduction:
Water is a common symbol in universal and Romanian literature, being present in the work
of many writers and poets. Its symbolism is very rich and it has its well-deserved place in Romanian
mythology. Water is regarded as an element of the genesis, including in the Bible where it is said
that man was created from clay, i.e. soil and water, elements that make up the world. All the great
Romanian folklorists, among whom Marcel Olinescu, Romulus Vulcnescu, Elena N. Voronca,
Simeon Florea Marian, who have studied ancient myths and beliefs of Romanian populations have
found the same belief in water as essential matter out of which the universe, earth and life came to
life, ideas equally supported by scientific theories according to which life on Earth appeared in
water.
Procedure
1. Description of the activities:
The methods applied: research / experimental study / concepts, judgments, reasoning,
observation, discovery learning
The purpose of the lesson: Water is an element that has an essential role in everybodys
worldview and the spiritual language. Analysis of the importance of water in literature.
Reason for study choice: Water is a common symbol in universal and Romanian literature,
being present in the work of many writers and poets. Its symbolism is very rich and it has its welldeserved place in Romanian mythology. Water is regarded as an element of the genesis, including
in the Bible where it is said that man was created from clay, i.e. soil and water, elements that make
up the world.
2. Materials needed:
Romanian Story Harap Alb
Immagi
Overhead projector
3. Task for students (instruction and photos):
To highlight the symbolism of water in the Romanian story Harap Alb.

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Divided into two teams, to study and research the symbolism of water in the story of Harap
Alb.
To present their research in PowerPoint format.
Water is a common symbol in universal and Romanian literature, being present in the work
of many writers and poets. Its symbolism is very rich and it has its well-deserved place in Romanian
mythology. Water is regarded as an element of the genesis, including in the Bible where it is said
that man was created from clay, i.e. soil and water, elements that make up the world. All the great
Romanian folklorists, among whom Marcel Olinescu, Romulus Vulcnescu, Elena N. Voronca,
Simeon Florea Marian, who have studied ancient myths and beliefs of Romanian populations have
found the same belief in water as essential matter out of which the universe, earth and life came to
life, ideas equally supported by scientific theories according to which life on Earth appeared in
water.
Marcel Olinescu - in his book "Romanian Mythology" (Gramar, 2008) - wrote:
"At the very beginning, before old Adam and even God, there was nothing in the world but
complete darkness. There was no earth, no sun, no moon, no stars, nothing but a sea of water all
over the endless abyss. Anywhere just water. This water was still as a mirror, for no winds to
disturb existed back then. "

For Romanians, water has always been a symbol of primordial matter, the source of life,
purity and chastity, regeneration and cleansing. Water was for our ancestors an ambivalent symbol:
a primordial element where life occured, but also its opposite, representing annihilation, where life
dissolved and disappeared; let us not forget the multitude of tales and stories that tell us about
Living Water and Dead Water: water is here a symbol of vitality, regeneration and resurrection.
Living Water or Dead Water is the water heroes drink in Romanian fairy tales to regain energy and
strength needed to fight his enemies. It is also used to bring the hero back to life by gluing the
severed parts with Dead Water and then, by the use of Living water, to give the body life energy.
Thus Living Water and Dead Water are not opposed, as we could think because of their names, but
are in a complementary relationship. They complement each other, the coexistence of the two being
necessary to fulfil their respective roles, just as life and death on earth complement each other,
cannot exist one without the other.
The living water in the stories, as in Ion Creangs fairy tale The White Moor, is to be found in
inaccessible areas, "where the mountains knock heads" and fetching it is a very difficult task as
these mountains only rest at noon or for a very short time and it is only then that one can take the

230

water. Brought by the heros helper, it ressurects him only if his bodys mangled pieces have been
previously coagulated with Dead Water.

In Romanian mythology there are two other magical sources of water: Saturday water that
was believed to surround the Earth and flow into the Nether World and Sunday water that sprang in
Heaven, bypassed the heavens and came down to Earth as pure and holy water, sometimes under
the guise of dew.
To this day people use the phrase "going down the drain by Saturday water", meaning to
waste, to destroy, to lose. The phrase contains the name of the last working day of the traditional
week, Saturday being also the day dedicated to the memory of the souls of the dead, both in the folk
calendar and the church. "On Saturday nothing goes well because it is at the end of the week, the
ending belonging to death and the dead", said Ernest Bernea in Frameworks of Folk Thinking.
Romanians believed that the water that flowed into the Nether World was under the
protection of the Holy Saturday. It was a fabulous river that sprang from under the roots of the
World Tree as clean water, but after it surrounded the Earth like a snake 3, 7, or 9 times - magical
numbers with powerful meaning - it went down to hell. Before arriving in hell, Saturday water
passed some islands inhabited by the souls of the Kind or the Rohmans, souls of pious people,
gentle and righteous, but too small to finish any work. Being moved by their kindness, God took
them to the Other Realm under the earth, from where Saturday water sprang.
That is why every
watercourse flowing through any village of old symbolically represented the main way of
communication between the living and the dead. For the Memorial Easter, Romanians sent the
Rohmans shells of red eggs sanctified in church by way of these running waters.

231

It was also on these running waters that Romanians sent their ritual offerings on the
Saturdays devoted to the remembrance of the dead. On the same waters people threw objects that
used to belong to the deceased after the funeral, or old domestic objects, considering that they also
died symbolically and therefore they had to reach the ancestors to whom they belonged.
Along the above meanings, the mobile and eternally restless nature of running waters can be
found in a wise Romanian proverb, with similar versions in other languages, which captures the
volatility of water form in contrast with the solidity of stone over time: "Water runs while stones
remain."

232

WATER AND LITERATURE: A DIDACTIC UNIT


BASED IN THE UGLY DUCKLINGBY HANS
CHRISTIAN ANDERSEN

School name: CEIP Puente Zuazo, Spain.


Teachers names:
Mara Jos Cabrera Morilla.
Juan Antonio Caete Ramrez.
Mara Salom Romero Garca.
Paula Cervantes Garca.
Juan Manuel Ruiz Amaya.
School Subject: English, Arts and Literature.
Students age: From 6 to 12 years.
Lesson objectives:
To motivate the students to learn English.
To practice different artistic techniques to reproduce the story, and to develop creativity.
To put into practice the necessary skills to understand the vocabulary and structures related
to the topic and to use them interactively.
To know some of the most important stories of Childrens Literature and their authors.
Introduction:
What does water symbolize in literature?
Often, the type of water in a story or novel is just as important as the fact that water is used
as a symbol.
Rivers often represent the flow of life or fertility. Rivers are typically used as symbols by
authors because rivers flow; they are constantly moving and they follow a distinct path.
Oceans, on the other hand, because of their scope in relation to the earth, often represent
obstacles or abysses from which things emerge or that characters must journey across to reach a
destination. Oceans are often symbolically mysterious places that can symbolize overcoming a great
obstacle or being dragged down into deep depths by it.
Lakes are often used as symbols in tales in which characters face great decisions or much
introspection. Water generally cleanses, however, and it inevitably becomes a symbol of characters
in stories handling difficult scenarios.
In any case, water is a symbol of power in stories. It has the ability to free characters as well
as claim them.

233

Procedure:
1. Description of the activities:
The activities have been developed to investigate with children in a practical context, using
motivating resources.
The learning process is focused on the pupils. The theoretical information alternates with
practical experiences promoting the creativity and different points of view.
They are designed to be developed in Literature lessons, but we have also worked the topic
in English and Art.
2. Materials needed:

The Ugly Duckling book.


Tempera, watercolor, markers.
Internet.
Cardboard silhouettes and a white cloth.

3. Tasks for students:


We have carried out the following activities:
a. Initial activity:

234

a.
b.
b.
c.
d.
e.

Reading the story.


Video about the story.
Interpretation of the story (first in little groups, after the whole group).
Reproducing the story: different artistic techniques.
Dramatization: storytelling workshop (shadow theatre).
Conclusion and exposition with the different activities.

4. Learning outcomes:
Students will be able to:
Use with progressive autonomy the technologies for learning and knowledge (ICT).
Understand different texts related to the topic, scanning and skimming them according to
a previous objective, with the aim of developing their autonomy competence and enjoy
the reading.
Be competent to create with artistic resources.
Relate, cooperate and work in a team and deal with working individual techniques.
To develop attitudes and skills which improve social relationships with their classmates
and others (critical thinking).

Assignments:
Activities to check the understanding of the subject:
Sharing about the subject. We evaluate the knowledge and the degree of involvement.
Communication and debating skills.

235

Exposure of the materials done.


Final Workshop.
Connection to real life situations:
Pupils can develop the ability to be aware of their own feelings and deal with them.
They have the opportunity to check the information with the real experiences and to check the
topic directly.
They will learn to discover universal values and transfer them to their own experiences.

Interdisciplinarity:
These activities have been worked in these areas:
Literature.
English: they have practiced with the vocabulary and structures of the story.
Arts: drawings, workshops
They are connected with these key competences:
Digital Competence (basic skills to use Internet, computers)
Interpersonal, intercultural and social competences and civic competences.
Entrepreneurship (creativity, innovation)
Communication in foreign languages (bilingual booklet)

236

Water in literature
School:Uzumlu Cengiz Topel Secondary School
Teachers:Mr.Ali MEK, Mr.Adem OZCURCU, Mr.Hail CAN(Turkish Teacher, Guiding
Teacher, Comminication of Knowleges of Scientic)
School subject:Water in Turkish Literature and aspect generally of Water in Literature in the
world.
Suitable age of children:13-14 years (7th.and 8th.grade students)
Lesson objectives:
*Getting knowleges general about writers ,poets,and litteratural issues of water in litterature in
turkey
*Compare the topic water in litterature both in turkey and in the world wide.
*Knowing the creations,productions of the mentioned subject.
*Students themselves also recognise the importence of water at litterature area and they get own
require if they be a writer or a poet how to use this topic at this area.To maket hem feel as a writer
and how to use this subject in litterature and encourage them about it.
*They get a beter aspect about the persantage of this topic than the other litteratural topics.What is
the place of water in literature according to the other subject at litterature.
*They get that Water is at every area of our current life even at litterature.

237

THE OLD MAN AND THE


SEA BY
HEMNGWAY

FUZULS
TESTEMENT

After my death,make a jug(pot) of


my soil and represent water to the
beloved with that pot.

Introduction to the topic:FERHAT AND THE SRN


The Romeos and Juliets of Anatolia
1.) A legend well-known especially in the East: the story of Ferhat and Sirin. According to this legend
Ferhat was a famous craftsman who lived during the Persian time in Amasya. One day he was called to
a small palace built for Sirin, Queen Mehmene Banus sister, to show his art on its doors and walls. But
something unpredictable happened when Ferhat and Sirin saw each other. They fell in love. Ferhat went
to Queen Mehmene Banu and told her that he wanted so marry Sirin. The Queen didnt want this
marriage and told Ferhat, "If you want to marry my sister Sirin, you must dig a huge channel right in the
middle of the Elma (Apple) mountains of the city. Then, you must make the water come through this
channel to the city. If you succeed, you may marry my sister. If you fail, forget her." It was a 'mission
impossible'. With the power of love, Ferhat started to dig the mountain. But when he was just about to
finish the channel, he received a message from Mehmene Banu: Sirin is dead. With great anger Ferhat
threw his hammer in the air but the hammer fell on his head and he died on the mountain he was
digging. However, the message was a lie and after having heard about it Sirin went to the mountain and
there she saw Ferhats dead body. She jumped from the rocks of the mountain and killed herself. Ferhat
and Sirin couldnt be together while they were alive but now their graves are next to each other. People
believe that every spring there are two roses growing from each grave and while the roses are about to
touch each other, a black bush appears in the middle of them and doesnt allow the roses to kiss each
other.

238

Belived their graves.

Channel
s

At
of province
first step toblack
get them
togethered.Yes
As last
it is Municipility
seen at pictures
above at AMASYA
the provincegot
of the
AMASYA(at
sea region
in turkey) they buit a
museum
Ferhatthe
and
irin and
them
together.
accordingbehalf
to theoflegend
channels
bylet
who
SIRIN
was dag ..Their grave.Every spring a white
and a red rose rise up from ground upto the air.As just both roses body up together ,A black bush
appear between them and never allows to get together.

Waxworks Sculptured

239

The Museum of beloved was opened by an offical ceramony of participating of too many guests at
the year of 2013.Than it meant Ferhat and irin got togethered at the end at the support of
Municipility of Province Amasya.Congralations dear beloved.They keep each others hands after
that.Their waxworked sculptures.

240

Every year Many people pay a visit to this museum.Year by year toll of visitors augments.From the
new married couples to the families with children all variety of people come to museum .Some wish
things to hopes,some wish health,some drink the water of the fountains aroun there ,some brings
their children to arrive the happines and get a happy married at their future life

Procedure:
All the students at the activity get own tasks.They research about the topicWater in
Litterature.They prepared themselves during the period of all steps of topic.At applications
activities on the classroom They explain their own idea,comments,and express also how to be end
of this story? Such questions enrich the activity .
Materials needed:
Books, computers, projection
Tasks for the students:
*Students research about the story
*They all read the story from various and different books and get a common idea about it.
*Answer the questions following:
f you would be the autor of this story How would you finish the end?
What would you do f you had been the main character at the story?
f you had been the Master of City at the mentioned story ,Would you order to Ferhat to bring
another thing than water?
n your opinion Why the Master of city asked Ferhat to bring Water especially?
Learning outcomes:
Students will be able to learn following items after the activity:

241

Water has a great importance and a place at literature aswell like being the other areas.
Water has been the the main issue of the writer from the recent years.
All writers and poets prefered to choise water at their works.
Evaluation criteria:
Students paid great attention to the topic.They joined and expressed their idea and gat great pleasure
to be taken place at this topic.
Interdisciplinarity:
History and Geography:
Turkish at Literature(Turkish s teacher area)

242

Knowledge without wisdom is like water in the sand. Guinean proverb

244

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