Objectives
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1. Calculate the costs involved in supplying clean water to consumers and removing wastewater.
2. Recognize that cost and environmental considerations influence the planning and construction of water projects
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Standards Addressed
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MN Graduation standards - High Level - Natural & Managed Systems |
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1. Sample water bill (optional), copies of Student Data & Instruction Sheets, (page 336 in Project WET Guide, copies of Water Development System Map - page 337 in Project WET Guide,
Calculators, ruler, "The Price is Right" handouts, "The Price is Right - Activity Time!" handouts, copies of answer key - page 335 in Project WET Guide |
Time Requirement
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Prep: 30 minutes total - Activity: up to 3 - :45 class
periods |
Procedure/ Outline
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1. Hand out "The Price is Right" worksheets. Have students make their guesses and discuss the ACTUAL answers with students to fill in on their worksheets.
2. Hand out "The Price is Right - Activity Time!" handouts. Students will work through the activity to complete the following: - costs of each portion of their solutions to the construction projects
- location and rationale for the construction decisions
- view the answer key and answer questions based on their decisions for
construction vs. and answer key
- answer questions about cost vs. Benefit of water projects in their community
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Modifications /Adaptions/ Extensions
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None |
Assessment
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Have students role-play bankers and project designers. The project designer requests a loan for their water development system. Because the bank will only loan funds to ONE group of project designers, a students should be well prepared to answer a banker's questions.
Assessment: Seen in "the Price is Right - Activity Time! Handout: - Analyze the factors that affect water use charges - Calculate the cost to build an untreated water line, a wastewater treatment plant, and sewer lines. - Determine the route for an untreated water line to a treatment plant. Select a site for the construction of wastewater treatment plant, and justify their choices
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Other Comments
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I did this as a two-part activity because of time considerations.
The students enjoyed small rewards for being the 'closest to the actual price'
in the first part |
