Pollution plume

The students will simulate a plume to illustrate point source and non-point source pollution.

A lesson plan for grade 8 Science

By Jennifer Smith

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Related topics

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Learning outcomes

To investigate the differences between point and non-point sources of pollution on water in North Carolina.

Teacher planning

Time required for lesson

1–2 days

Materials/resources

• play sand
• packet of Kool-Aid® (purple, red, orange, or blue—one per group)
• clear baking pan or dish (one per group)
• water spraying bottle (one per group)
• bricks or wood blocks
• rulers
• paper
• pen/pencil
• crayons/markers

Technology resources

• digital camera
• spreadsheet software

Pre-activities

Students should be aware of what point source and non-point source pollution is. Ask:

1. What is pollution?
2. What are point source and non-point source pollution?
3. What is a variable?

Activities

1. The students will be separated into groups of 3–4.
2. Each group will have the following supplies:
   • clear baking pan/container
   • one packet of Kool-Aid®
   • one spray bottle
   • play sand (enough to fill the container evenly half way-approximately ¹/₂–1 inch deep)
3. Place the clear pan on bricks or wood blocks so that it is elevated at approximately a thirty degree angle.
4. At the top of the pan on the end that is elevated, dig a small hole into the play sand.
5. In the hole, dump the entire packet of Kool-Aid® and cover it completely.
6. Once the Kool-Aid® is completely covered, begin spraying the area with water.
7. Continue spraying the sand so that every inch of the sand is saturated. It will take several minutes to saturate. To check the saturation of the sand, gently move some of the sand in the corners of the pan. If you check the pan for saturation and the sand is dry you must continue spraying the sand in an even manner until saturation is met.
8. Gently pick up the pan so that it is still in the same angled position. This will ensure that the water does not spill out and the plume is intact.
9. Look underneath the pan and see the plume that was created from the Kool-Aid®. Use a digital camera to capture an image of each plume.
10. Each group will use a ruler to measure the length of the plume from starting point to ending point. The measurement will be in millimeters.
11. Each group will compare the length of plume by walking around the room and observing various plumes.
12. The teacher will collect the data from the groups and write it on the overhead.
13. Each group will either create a bar graph from scratch or use a spreadsheet to enter the data and generate a bar graph.
14. Each student will submit a lab write-up.
    • Title of lab: Pollution Plume
    • Purpose of lab: to create a plume to show point source and non-point source pollution.
    • Data: plume length for your group.
    • Data: plume length for other groups.
    • Graph of the plumes on the lab sheet with a color bar graph. (Each group will have a different color to represent their plume.)

Questions to further learning:

1. What if you lived below the spot where the Kool-Aid® plume began? How would you be affected?
2. What are some types of companies that could be responsible for this pollution?
3. What can you do to prevent this from happening at your house?
4. Are there any cases of this type of pollution at or around your community? Explain.
5. Why do you think some plumes were bigger than others?
6. What variables should we consider if we do this activity again?

Assessment

1. Collect a lab report from each student.
2. Check lab reports for each component specified.
3. Class discussion on the data and discuss any variables.

Supplemental information

Comments

I adapted this from a lesson that I learned during a workshop at The Science House located at North Carolina State University. I adapted this lesson by including measurement of the plume size and creation of a bar graph.