Peace Corps

• Subject(s): Social Studies & Geography, Environment & Health, Science
• Region / Country: Africa / Republic of Cameroon
• Grade Level(s): 3–5, 6–8
• Related Publication: Slide show: Water Source Protection
• Duration: One 90-minute class period or two 45-minute class

Overview

This lesson explores the importance of protecting sources of clean drinking water. Through a narrated slideshow, former Peace Corps volunteer Lauren Fry shares her story about building a springbox to protect a groundwater supply in Cameroon. Students will analyze data that Lauren collected and construct their own working model springboxes.

Background Information

Groundwater

• The Groundwater Foundation—Groundwater Basics
• The Groundwater Foundation—Groundwater: The Hidden Source of Life (video)

Water and human health

• UNICEF—Water, Sanitation and Hygiene
• Centers for Disease Control and Prevention (CDC)—Global Water, Sanitation, and Hygiene
• World Health Organization (WHO)—Water, Sanitation, and Health

More about Cameroon

• Peace Corps—World Wise Schools—Destination: Cameroon (video)
• Peace Corps –Where Do Volunteers Go?—Cameroon
• CIA—The World Factbook—Cameroon

Objectives

• Students will explain why clean water is important for human health
• Students will describe how a springbox functions to protect groundwater
• Students will represent and interpret data

Featured Reading(s)

• Water Source Protection by Lauren Fry

Materials

• Markers
• Plastic containers with lids; 3 per 2-4 students
• Masking tape
• Rocks or gravel; 1 cup per 2-4 students
• Aluminum pans; 1 per 2-4 students
• Drinking straws
• Modeling clay
• Pitcher or bottle of water

Procedures

Prior to class, view this slideshow demonstrating how to prepare the materials (print advance preparation instructions). To see how students may build and test their model springboxes in the classroom, view this short demonstration video.

1. In class, begin by discussing:
   • Why is water necessary for human survival?
   • Where do we get our water? What are other sources of water people use? [surface water (lakes and rivers) or groundwater]
   • How might water become unsafe for people to use?
   • How might using/drinking contaminated water be harmful to people?
   • Using a world map, ask students to locate Cameroon.
2. Ask if students have heard of Cameroon or know anything about it. Provide some information about the culture and geography of the country (see Background Information.) If students are unfamiliar with Peace Corps, you can find more information on the website. Identify Lauren Fry as a Volunteer serving in Cameroon.
3. View the slide show Water Source Protection. Check for understanding by discussing:
   • Where did people in Lauren's community in Cameroon get their water? [from a groundwater spring]
   • What was the problem with the water? [Contaminants like human and animal waste were polluting it; people were getting sick]
   • What did Lauren and her community do to solve this problem? [Built a springbox to cover the spring so pollutants from above ground could not enter the groundwater. It also stored clean water for people's daily use.]
   • How did the springbox project impact the health of the community? [When they drank water protected by the springbox, fewer people got sick].
4. Provide pairs of students with the community health data Lauren collected and a graphing sheet. Explain that the data show how many people were getting sick before and after the springbox was built. On the graphing sheet, students should plot the data using two different colored markers. Discuss students' findings. Do the data provide evidence that the springbox might have influenced people's health? [Yes. For almost all families, fewer people were getting sick after the springbox was built].
5. Explain that students will work in groups to build and test their own model springboxes. Review the materials and show the construction plan they will follow. Then provide time for students to work with their materials to build a springbox according to the construction plan, giving assistance as needed. Once students have completed construction, help them test their springboxes. Using a pitcher of water, fill the groundwater seepage (aluminum pan) with water, and observe how water travels through the structure. If needed, allow students to adapt their springboxes to function more effectively. As a large group, discuss:
   • What were some of the challenges you faced?
   • How do you think these compare to the challenges of building a real springbox?
   • What recommendations would you make to environmental engineers interested in learning how to build a springbox?

Extensions

1. Create math investigations about water availability and usage from the springbox. If possible, have students develop their own questions and answers based on a scenario. For example: If the springbox storage tank filled up at 2 gallons per hour, there were 24 people who used water from the tank, and each person used 5 gallons of water per day:
   • How long would it take for the storage tank to fill up enough to meet the community's water needs for one day?
   • Is water in the storage tank being removed faster than the tank is being filled? If yes, how many days would it take to deplete the water supply?
   • What could the community do to use its water resources most sustainably?
2. Ask students to research water issues in one of the countries featured World Wise Schools' Water in Africa enrichment project.

Framework and Standards

Enduring Understandings

• Access to clean water is essential to human health
• Protecting water sources has important implications for public health

Essential Questions

• How does access to clean water vary across communities?
• How does access to clean water relate to public health issues?
• What can people do to protect water resources?

Standards

Science

• Content Standard E: Science and Technology
• Content Standard F: Science in Personal and Social Perspectives

Geography

• Essential Element I: The World In Spatial Terms
• Essential Element II: Places and Regions
• Essential Element V: Environment and Society

Math

• Process Standard: Data Analysis and Probability

Social Studies

• Thematic Strand III: People, Places, and Environment
• Thematic Strand VIII: Science, Technology, and Society
• Thematic Strand IX: Global Connections