Quench! Faith Based Version

WaterStep presents a faith-based, hands-on
educational curriculum about the global water crisis.
Great for students of all ages!

2

Dear Educator:
WaterStep is pleased to present to you QUENCH! a hands-on curriculum to educate students about the
Water is the most basic necessity of life. Unfortunately, more than 800 million people lack access to safe
water worldwide. This curriculum focuses on teaching students about the importance of water, the
shortage of fresh water, the consequences of contaminated water, and the solutions to the water
problem.
This curriculum is composed of five sequential units that can be adapted for students in second to twelfth
grade, and each unit takes about 1-2 hours to complete. This curriculum is flexible to your needs. It can
be completed in as little as a few hours, or you can spread it out over 1-2 weeks.
Each section includes:
o Teacher background material
o Teacher resources
o Vocabulary words
o Discussion Questions
o Games, activities, and demonstrations
o Spiritual applications
is our hope that this curriculum will challenge students to adapt a global mindset and inspire them to take
thirst for knowledge while inspiring him/her
For a more in-
te at www.tappersfunzone.com.
Enjoy QUENCH!
The WaterStep Team
625 Myrtle Street
Louisville, KY 40208
502-568-6342
www.waterstep.org
Introduction

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Water The Water Problem
Area Country Analysis
Tragedy Waterborne Disease
Education Contamination & Hygiene
Response Taking Action
.
...6-11
-18
-26
-35
-45
-47

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Water:
The Water Problem

Purpose & Overview:
The purpose of this lesson is to answer the question: What is the problem? Students will learn about the importance
of water and the lack of availability of safe water worldwide.
Objectives:
1. Students will be able to state what percentage of the Earth is covered in water.
2. Students will be able to estimate their daily water usage.
3. Students will be able to explain why 99% of the water in the world cannot be used for domestic purposes.
Background Information:
Water is essential to life. Did you know that the average U.S. citizen
uses 100 gallons of water per day for everyday activities like
showering and flushing the toilet? Furthermore, if you include hidden
water usage (water used to produce the energy you use, the
products you buy, and the services you use), the statistic jumps to
water covers 75%
just how limited our water really is. Only about 1% of the water in the
world is usable freshwater. The other 99% is salt water or frozen
glacier water. (This water is unusable because the process to
remove the salt is extremely time consuming and costly, and glacier
water is not only frozen, but located in remote areas like the ice
caps). So 1% is all we have for agricultural, commercial, and
domestic use. But wait the problem gets worse. Most fresh water
is not potable water; it must undergo some type of purification
process before it can be consumed. This is not a problem for
developed countries like the U.S who have the necessary funds and
expertise to implement large-scale water treatment systems.
However, in developing countries, safe, drinkable water is hard to
come by. In fact, more than 800 million people in the world lack
and it is the #1 problem our world faces.
Spiritual Application:
Scripture Reference:
John 4:1-13
Jesus is the Living Water. Just like our
bodies thirst for physical water, our souls
have a spiritual thirst that can only be
quenched by Jesus. We cannot live a
healthy spiritual life without Him, just like
we cannot live a healthy physical life
without water.
Additional Resources:
http://environment.nationalgeographic.com/environment/freshwater/freshwater-crisis
The Water Problem

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Review:
No previous units to review.
Vocabulary:
Fresh water
noun; inland water, such as ponds, lakes, and streams, that
does not contain a large amount of salt
Potable
adjective; suit for drinking
Safe water
noun; high quality water that is free from harmful
microorganisms or substances
Scarcity
noun; shortness of supply
Discussion Questions:
1. Pretend you had to live a day without any water at all. What would that day
look like? What activities would be difficult or impossible to do without water?
2. What are some practical ways you can cut back on your daily water usage?
The Water Problem

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Lesson: Water is abundant.
resources
Level
Grades 2-8
Time
5-10 minutes
Materials
Globe beach ball
Preparation
None
Instructions
1. Have the students spread out around the room.
2. Throw the ball to one of the students.
3. After he/she catches the ball, ask the student to count how many fingers landed on land and
how many landed on water. His/her response should be about 2 to 3 fingers on land, and 7 to 8
fingers on water.
4. Ask the student to throw the ball to another student, and repeat the procedure until all the kids
have caught the ball.
5. Optional: Have the students try to catch the ball without touching water (they must use all ten
fingers).
6. Explain to the students that water covers 75% of the Earth. The water can be found in rivers,
lakes, oceans, glaciers, and ice caps.
GLOBE TOSS

The Water Problem

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Lesson: Fresh water is scarce.
Level
All ages
Time
10 minutes
Materials
3 clear plastic bags filled with 400, 100, and 40 M&Ms, respectively
Small container with 10 blue M&Ms
Preparation
None
Instructions
Use the following script to illustrate the scarcity of usable fresh water. The script should be
adjusted to the age of the audience. Furthermore, the analogy can be performed using water
er on Earth; 1 tablespoon = fresh water available for use).
SCRIPT:
Here is a bag with 400 M&Ms. It represents all the water we have on earth, both salt water and
fresh water. How many of these M&Ms should we use to represent fresh water as opposed to salt
water?
10% would be 40 M&Ms, about the number in a typical bag of M&Ms (hold up smaller bag). Does
that seem right? Nope, too high.
oo high.
container with 10 blue M&Ms is all we have to work with.
But wait. 70% of our fresh water is locked up in ice caps. That leaves only 3 blue M&Ms to
represent all of our fresh water, either on the surface or underground.
But wait. 70% of our non-
our 3 M&Ms.
So this one pitiful blue M&M is all the fresh water we have to work with, for both business and
United States, we enjoy all the clean water we can use, at reasonable prices. But this has given us
a wildly distorted idea of how easy it is to get drinkable water. Over huge stretches of earth, fresh,
clean water is scarce really scarce.
Even though water is scarce, humans misuse it. We pollute it, waste it, dump sewage into it, and
generally treat it as though it is an infinite resource of little value.

The Water Problem

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The result? The ancient Romans had better water quality than half the people living on earth today,
and more people have access to cell phones than have access to a toilet.
Half of all hospital beds in the world half! are occupied by people with diseases they contracted
from drinking, or bathing in, or cooking with, impure water. But because most of those deaths
happen outside the United States, and to children, they also happen outside our awareness.
So believe me, safe
impure water are very serious.
Lesson: Water is essential to life.
Level
Grades 2-5
Time
20 minutes
Materials
One coloring page per student
Blue crayons/markers
Preparation
None
Instructions
1. Pass out a coloring sheet to each student according to gender.
2. Explain to the students that water is important because it makes up more than half of our
physical bodies. Have the students color approximately 65% of the human figure blue (or from the
feet to just below the armpits). Encourage the students to get creative by adding faces, clothing,
etc. to their person.
4. Have the students fill in the blank at the bottom of the page with the number 65. Stress to the
stu
5. As a class, compose a list of common activities that use water (drinking, swimming, bathing,
etc.). Reemphasize that it is impossible to live without water.

WATER COLORING SHEET

The Water Problem

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Our bodies are composed of
_____% water!
The Water Problem

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Our bodies are composed of
_____% water!
The Water Problem

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Lesson: Water is essential to life.
Level
Grades 6-8
Time
15 minutes
Materials
Writing utensils
Paper
Preparation
None
Instructions
1. Make sure each student has a piece of paper and a writing utensil.
2. Have the students compose a written list of activities they do every day that require water.
3. Ask the students to estimate how much water each activity requires.
4. Have the students add up the total number of gallons of water they use every day. (In the U.S.,
the average is 100 gallons per day per person).
5. Let the students share their results with the class. This exercise will illustrate just how important
and useful water is.
Level
High School
Time
25-30 minutes
Materials
Computers with Internet access
Preparation
None
Instructions
1. Have studen
at: http://environment.nationalgeographic.com/environment/freshwater/change-the-course/water-
footprint-calculator/.
2. Discuss the results. (What was surprising? How can you cut back on water usage?)
WATER = LIFE

Water Usage
Taking a bath 36 gallons
5-minute shower 25 gallons
Hand-washing dishes 20 gallons
Running the dishwasher 15 gallons
Brushing your teeth 2 gallons (with the tap
running); ½ gallon (with the tap turned off)
Flushing the toilet 3-5 gallons
Running the washing machine 40 gallons
The Water Problem

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Area:
Country Analysis

Purpose & Overview:
The purpose of this lesson is to answer the question: Where does this problem exist? Students will learn
about specific countries where the water crisis is prevalent.
Objectives:
1. Students will be able to name at least one country that is severely affected by the water crisis.
3. Students will be able to identify problems that stem from a water shortage.
Problems related to the water crisis are most prevalent in the
developing African countries. In fact, more than 320 million
population of the United States!) The water crisis also affects
parts of Asia and South America. As a general rule, the poorer
a country is, the less access it has to safe water. While the
average U.S. citizen uses approximately 100 gallons of water a
day, some Africans must make due with as little as 5 gallons of
water a day contaminated water at that! This is because
water sources are either limited or distant. (The average
distance that women and children walk for water in Africa and
Asia is 3.7 miles, and the average weight of the water they
carry is 40 pounds!) In Ethiopia, one of the poorest countries in
the world, only 42% of the population has access to an
improved water system, and only 20% has access to improved
access to safe water and sanitation?
Scripture References:
Isaiah 41:17
Matthew 28:18-20
Just as people around the world thirst
for safe water but do not have access
to it, so do people thirst for the Living
Water (Jesus), but they have never
heard the Gospel. As Christians, Jesus
calls us to spread the Good News to
everyone, both in our own country and
overseas. All people should have
access to safe water, and all people
should have access to the Gospel
message.
http://www.who.int/gho/countries/en/index.html
Country Analysis

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Review:
Water is essential to life.
Although water is a very abundant resource, usable fresh water is
extremely scarce.
In some countries, people have to walk miles for water every day.
Vocabulary:
Developing country
noun; a poor country that is not yet highly industrialized
Gross Domestic Product (GDP)
noun; the total value of all goods and services produced
domestically by a nation during a year
Infrastructure
noun; fundamental facilities and systems in a community
(roads, schools, waste management, etc.)
Poverty
noun; the condition of being without adequate money, food,
and other basic necessities
Resource
noun; a supply that can be used to generate economic
wealth (land, labor, etc.)
1. How might your life be different if you had to walk 6 miles to get water every
day (3 miles to the water source and 3 miles back)?
2. Pretend you are the leader of a community
things might you need to create a water infrastructure (what kinds of people,
materials, and other resources)?
Country Analysis

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Lesson: Water is a very limited
resource for many.
Level
Grades 2-6
Time
20-25 minutes
Materials
25 clear plastic cups (assumes group of 20 students)
1 bowl or packet of dry oatmeal
Plastic dishes
1 baby doll
Articles of clothing
6 empty disposable water bottles of equal size
Permanent marker
Preparation
1. Designate 5 areas of the room to be stations. At each station, place a different item to
symbolize a water-related activity:
Station 1 Bathing (baby doll)
Station 2 Laundry (clothes)
Station 3 Cleaning (dishes)
Station 4 Cooking (oatmeal)
Station 5 Drinking (one empty water bottle)
2. Using a permanent marker, draw a line just under the rim of 5 clear, plastic cups.
3. Label these cups 1-5 so that each group can identify which cup is theirs.
4. Place these cups at the Bathing station.
5. Take 5 more plastic cups and draw a line on each cup just below where you drew the lines on
the previous cups. Label these cups 1-5 as well.
6. Place these cups at the Laundry station.
7. Take 5 more plastic cups and draw a line around the middle of each cup. Label these cups 1-5.
8. Place these cups at the Cleaning station.
9. Continue the procedure unti numbered) all 25 cups according to the
illustration on the following page. The line on the final 5 cups should be about two inches from the
bottom of the cup, and the final cups should be placed at the drinking station.
10. Fill 5 water bottles of equal size with an equal amount of water. Make sure that the amount of
water in the bottle is not enough to fill each of the 5 cups (one from each station) to the permanent
marker line. (The idea is that the students will experience the frustration of the water shortage by
HALF FULL OR HALF EMPTY?

Country Analysis

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Instructions
1. Divide the students into 5 groups.
2. Number each family 1-5.
3.
homes have no indoor plumbing, so you have to get your water from a river about two miles away.
Because the river is so far away and the water containers are so heavy, you can only bring back a
limited amount of water to use each day, symbolized by these water bottles. (Give each group one
of the water bottles filled with water). This is all the water you have for everything: cleaning,
cooking, bathing, and so on. Around the room are five stations that represent five different water-
related activities. The first station is the bathing station, represented by the baby doll. This station
includes showering, taking baths, washing your hands and face, and so on. The second station is
the laundry station, represented by the clothes. The third station is for cleaning, represented by
dishes that need to be washed. The station with the oatmeal is the cooking station. When you
cook, you need water for boiling, washing food, and making simple things like sauce and soup.
The fifth station, represented by the water bottle, is the drinking station. After all, everybody needs
your precious water. Each water activity requires a different amount of water. Notice that there are
cups with lines on them at each station. The line on the cup represents how much water is
necessary to successfully complete that activity. (Go to the cleaning station and show the students
a lined cup). For example, if your family decides to fill this cup to the line, then all your dishes will
be clean. Bu
important to realize that the water in your water bottles cannot fill each cup to the line. Just like
families in Africa, you do not have enough water to do everything you need to do, so you must
decide which activities are most important and then devote your water to those tasks. At each
station, you must decide if you want to fill the cup to the line, fill the cup below the line, or not fill it
at all. Remember that the more water you use at a station, the less water you have for the other
stations. For the next five minutes, I want your family to plan how you will use your water. There
are no right or wrong answers, but try to come to an agreement amongst yourselves. (Give the
students 5 minutes to strategize and answer any questions they might have).
4. Assign each group to a different station. Explain to them that they must only fill the cup with
their group number on it, saving the other cups for the other groups.
5. After each group has filled their cup (or decided not to fill it), have the students rotate to the next
station.
6. Continue step 5 until every group has visited every station. Then have the students sit down,
away from the stations.
7. Travel around to each station, and have students explain their reasoning behind how they filled

Step #2 Step #5 Step #7 Step #9 Step #9
Country Analysis

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6. Continue step 5 until every group has visited every station. Then have the students sit down,
away from the stations.
7. Travel around to each station, and have students explain their reasoning behind how they filled
-life
hard decisions every day of their lives. We should always remember how fortunate we are to have
nearly unlimited amounts o

In the ideal situation, every family needs:
4 gallons every day for good health (1 gallon per
person)
28 gallons to do the dishes
15 gallons for cooking
56 gallons for bathing and washing clothes
An additional 10+ gallons to water the garden or use
for other agricultural purposes
Want More Water Fun for All Ages?
Set up an obstacle course and have students divide into teams. Each student must
carry 2 gallons of water through the course before handing the gallons to the next
team member. First team with all team members to complete the course wins! This is
a great way to illustrate the difficulty of carrying water from distant water sources.
Country Analysis

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Lesson: The water crisis looks
different for different countries.
Level
Grades 7-12
Time
30-40 minutes
Materials
3 sheets of poster board
Crafting materials (markers and crayons at minimum)
Internet access or printed materials on Bolivia, Ethiopia, and the U.S.
Preparation
None
Instructions
1. Ask the students where the water
the United States, so what countries or people groups are suffering?
2. Explain that the water crisis is most prevalent in Africa, Southeast Asia, and parts of South
America.
3. Divide the students into 3 groups, and assign each group a country: Ethiopia, Bolivia, or the
U.S.
4. Distribute a poster board and crafting materials to each group.
5. Have the students use the Internet or printed materials to look up information about their
population, the most popular industries, the health of the people, and the availability of safe water
and sanitation.
6. Tell the students to creatively design a poster to display the information they find.
7. Have each group present their poster to the class.
8. Engage the students in discussion, comparing the three countries. Make sure they realize that
Ethiopia is the poorest of the three and therefore has the least amount of safe water and the worst
health. The U.S. is often considered the ultimate standard of both wealth and health, so we are at
the opposite end of the spectrum. Bolivia is somewhere in the middle. The Bolivian people are not
as destitute as the Ethiopians, but they still suffer from the health effects of the water problem just
the same.
WATER AROUND THE WORLD

Country Analysis

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Fact Sheet: Bolivia, Ethiopia, and the U.S.

Bolivia
Continent: South America
Population: 10,088,000
Life expectancy: 67 years
Under-five mortality rate (per 1000 live births): 51
Per capita income: $4,890
Access to improved water sources: 88%
Access to improved sanitation: 45%
Other:
44% of the workforce makes their living by farming
Primary languages: Spanish, Quechua, and Aymara
Landlocked
systems were privatized under the guidance of the World Bank. In 2000, protests broke out
against the higher water prices caused by the privatization, forcing the private owners to give
control back to the public utility. The debate about privatization continues today.
Ethiopia
Continent: Africa
Life expectancy: 60 years
Other:
85% of the workforce makes their living by farming
Primary languages: Amharic and tribal languages
Landlocked
Water in Ethiopia is the responsibility of each district. Unfortunately, the district governments lack
the finances and the expertise to implement proper water systems.
USA
Continent: North America
Life expectancy: 79
Country Analysis

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Tragedy:
Waterborne Disease

Purpose & Overview:
The purpose of this lesson is to answer the question: What are the consequences of this problem? Students
will learn about the severity of various waterborne diseases.
Objectives:
1. Students will be able to name at least 3 waterborne diseases.
2. Students will be able to explain why diarrhea can be deadly.
3. Students will be able to explain the ripple effect of a serious waterborne illness (areas of life affected).
The statistics on waterborne disease are staggering. Did you
know that...
o Eighty percent of all sickness in the world is caused by
contaminated water and lack of sanitation.
o Waterborne disease claims more lives each day than
armed conflict, HIV/AIDS, and cancer combined.
o The carnage from waterborne disease is equivalent to a full
747 aircraft crashing and killing everyone on board every
30 minutes.
Some common waterborne diseases include cholera, hepatitis
A, and typhoid, as well as parasitic diseases like guinea worm
and roundworm. Surprisingly, one of the most deadly symptoms
of waterborne illness is diarrhea. Diarrhea drains the body of its
liquids, causing the victim to become dehydrated. Without safe
water to replenish the body, the victim is in danger of dying
from dehydration. Therefore, for many people, diarrhea is not
a rip
Scripture Reference:
Romans 6:23
Sin is like a disease that affects every
area of our lives. It affects our bodies
and souls, and only leads to death and
destruction (much like a waterborne
illness). However, Jesus came to offer
us life, not death. We must turn from
our sin and accept his gift of grace.
http://www.lenntech.com/library/diseases/diseases/waterborne-diseases.htm
Waterborne Disease

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Review:
The water crisis affects Africa, Southeast Asia, and parts of South
America.
Lack of finances and expertise prevent impoverished communities from
obtaining safe water.
Many families must make do with less water than they actually need.
Vocabulary:
Dehydration
noun; an abnormal loss of water from the body
Oral Rehydration Solution (ORS)
noun; a life-saving solution made from safe water, salt, and
sugar, given to diarrhea victims to help stop dehydration
Parasite
noun; an organism that lives on or in another organism from
which it obtains nourishment
Waterborne
adjective; transmitted by water
1. Imagine you have a water-
out of bed for days. How might your education be affected? Your job? Your home
life?
2. In your opinion, what is more important for a community affected by waterborne
disease: a good doctor or safe water? Why?
Waterborne Disease

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Lesson: Drinking unsafe water has
severe consequences.
Level
All ages
Time
30-40 minutes
Materials
Patient cards (provided)
Internet access or printed materials on waterborne diseases
Preparation
1. Print off and cut out the provided patient cards.
2. Ensure that older students will have access to computers with Internet for research purposes
(minimum of 5 computers).
3.
sheet (or create your own with simplified vocabulary). For older students with no Internet access,
print off disease descriptions for Cholera, Dracunculiasis, Hepatitis, Ascariasis, and Typhoid from
http://www.lenntech.com/library/diseases/diseases/waterborne-diseases.htm.
Instructions
1.
day: Malaria, AIDS, Diarrhea, or Measles? (Wait for response). Diarrhea kills more children than
Malaria, AIDS, and Measles combined. In fact, diarrhea kills about 2195 children each day (CDC).
And what is the main cause of diarrhea? Contaminated water. Today we will learn about 5
different diseases that come from drinking contaminated water. These diseases are referred to as
2. Divide the students into 5 groups.
3. Give each group a patient card.
4.
waterborne disease, and each group is responsible for diagnosing their patient. Their options of
diseases are Cholera, Guinea Worm (Dracunculiasis), Hepatitis A, Roundworm (Ascariasis), or
Typhoid. No two groups have the same disease.
5. Give the students 15-20 minutes to research the diseases using either the Internet or printed
material.
6. After all groups have come up with a diagnosis, have each group share their findings in front of
the class. Each group should and then summarize their
research by stating the diagnosis, symptoms, and treatment of the disease.

Waterborne Disease

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7. Once all the groups have presented, r
can see, waterborne illnesses affect people of all ages all over the world. Unfortunately, for many
people, the closest doctor is miles and miles away, and so professional medical help is out of the
question. Waterborne diseases not only make people feel ill, but they also keep people from going
to work, from going to school, and from accomplishing everyday tasks like fetching water.
Furthermore, some diseases are very deadly. For example, if Cholera goes untreated, a victim
can die within hours. Today in the United States, we are very fortunate to have safe water right at
facilities, people suffered from many of the same waterborne illnesses that we talked about today.
In Cincinnati alone, about 8000 people died from cholera in 1849. Then, about 50 years later,
2000 people contracted typhoid (only about 350 died). Although we might not realize it, these
diseases are still killing thousands of people every day around the world all because people

If this activity seems too advanced for your students, simplify it!
Instead of using 5 diseases, pick 3. Divide the students into 3 groups
and give each a patient card to read over. Then pick one disease
and describe the symptoms aloud to the class. If a group collectively
decides that you are describing the disease of their patient, the
group should stand and read their patient card. Tell the group if they
are correct or not. Continue this procedure until all 3 diseases have
been described and assigned to a patient. Then, discuss with the
students how their lives might be different if they had a waterborne
disease.
Waterborne Disease

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Fact Sheet: Waterborne Diseases

Cholera
What is it? - An infection of the intestine caused by the bacterium Vibrio cholerae
Transmission Ingestion of contaminated food or water
Symptoms - Extreme diarrhea, vomiting, leg cramps, bluish-gray skin from extreme loss of fluids
Treatment - Frequent eating to recover normal intestinal function, ORS, antibiotics
Guinea Worm (Dracunculiasis)
What is it? A long, white, rope-like roundworm found under the skin of humans and animals
Transmission Drinking standing water that has tiny water fleas in it
Symptoms Blister, intense pain, fever, nausea, and vomiting
Treatment Submerge body part in water. As the worm slowly comes out, wrap the protruding
part of the worm around a stick and roll it up (takes over a week or more)
Hepatitis A
What is it? Inflammation of the liver caused by an RNA virus
Symptoms Fever, weakness, loss of appetite, nausea, stomach pain, jaundice (yellowing of the
skin or whites of the eyes)
Treatment Resting, avoiding fatty foods and alcohol, staying hydrated
Roundworm (Ascariasis)
What is it? A long, pink worm with pointed ends that lays eggs and lives in the intestines
Symptoms Stomach pain, big belly, loss of appetite, weakness, weight loss
Treatment - Medication (anthelmintic drugs), surgery (when worms are present in large
quantities)
Typhoid
What is it? An infectious, often fatal disease characterized by intestinal inflammation and
ulceration
Transmission Ingestion of contaminated water, milk, or food
Symptoms High fever, rose colored spots on the stomach and chest, diarrhea or constipation
Treatment ORS, antibiotics

Waterborne Disease

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Patient #1
My name is Abebe. I live in a small rural village in Zimbabwe, Africa. I am the mother
of three kids two girls and one boy. My girls and I walk four miles twice a day to
fetch our water from a large pond just south of our village. My girls cannot attend
school because they must spend their time helping me fetch water and cook meals
so that our family can survive. Unfortunately, I am not currently well enough to walk
the distance to fetch water, so my girls have to walk the dangerous path alone. You
feel nauseous. I wish I could be doing my part to fetch water, b
much pain.
Diagnosis: ______________________________
Instructions for patient:
_____________________________________________________________
______________________________________________________________

Patient #2
My name is David. I am a construction worker in Port-au-Prince, Haiti. My main water
source is a spigot behind my house. Although the water from the spigot looks clear, I
know that it contains deadly pathogens that could kill me, but I have to use it
diarrhea for as long as I can remember. But recently, my diarrhea has been more
watery than usual, and I have to use the restroom much more frequently.
so that I can go back to work.
Diagnosis: ______________________________
_____________________________________________________________
______________________________________________________________

Waterborne Disease

25

Patient #3
My name is Jalsa, and I am a teenage girl living in a busy city in India. I never met
my dad, and my mom died when I was young, so my grandparents raised me. Now
my grandparents are old, so I take care of them. We are fortunate enough to get our
water from a sink in our house. The water seems clean to me, but my grandma
high fever. Unfortunately, I think I caught whatever she has because now I have a
Diagnosis: ______________________________
_____________________________________________________________
_____________________________________________________________

Patient #4
My name is Antonio. I am a pastor of a small congregation in Bolivia. I used to be
married, but my wife died two years ago of Typhoid, and I have no children. I
consider the church members to be my only family. I get my water from the church
well that some missionaries built a few years back. Three times a week, my church
church meals. I know I should eat because I feel really weak, but my stomach hurts
too much to think about eating. Also, one of the church members mentioned to me
yesterday that my eyes look slightly yellow. What do you think is wrong with me?
Diagnosis: ______________________________
_____________________________________________________________
_____________________________________________________________

Waterborne Disease

26

Patient #5
My name is Manu. I am a seven-year-old boy, living as a refugee with my family in
Niger, Africa. Everyone living in the refugee camp gets their water from a river about
a mile away. My favorite part about living in the camp is playing with the other kids,
my
that a doctor is coming to our camp tomorrow, and mommy said she would take me
Diagnosis: ______________________________
______________________________________________________________
______________________________________________________________

Teacher Answer Key:
Patient #1 Guinea Worm (Dracunculiasis)
Patient #2 Cholera
Patient #3 Typhoid
Patient #4 Hepatitis A
Patient #5 Roundworm (Ascariasis)

Waterborne Disease

27

Education:
Contamination & Hygiene

Purpose & Overview:
The purpose of this lesson is to answer the question: Why does the water problem exist? Students will learn
about basic contamination and proper hygiene.
Objectives:
1. Students will be able to explain how both surface water and groundwater can become contaminated.
2. Students will be able to explain the difference between point sources and non-point sources of
contamination.
3. Students will be able to explain how poor hygiene habits can affect the health of an entire community.
The global water crisis exists because there is a shortage of
useable fresh water. However, it also exists because people
are uneducated about contamination and hygiene. Water can
be contaminated in a variety of ways. Surface water (water that
can be found in lakes and rivers) often becomes contaminated
by people using the restroom in the water or by animals walking
through the water with feces on their feet. Aquifers (deposits of
groundwater used to supply water for wells) can be
contaminated through point sources of pollution and non-point
sources of pollution. Point sources of pollution include any
source of contamination that is easily identifiable and has a
specific location, such as a landfill or a chemical spill. Non-point
sources of pollution are more widespread and include
contaminants such as fertilizer and pesticides. Other sources of
contamination are a direct result of poor hygiene. Did you know
that 85% of people in developing countries use soap for
laundry, but NOT for washing their hands? Furthermore, many
people do not know the importance of covering sneezes, using
toilets, and protecting food from flies. These poor hygiene
habits only add to the problems of the water shortage.
1 Corinthians 6:11
Romans 12:2
Just like illness can be prevented with
good hygiene habits, sin can be
prevented with good spiritual habits.
By spending our time with people who
build us up and by seeking God daily,
we can prevent our lives from being
bound to happen), we must remember
that God does not condemn us for our
sin, but looks on us with grace when
we turn to Him.
http://www.who.int/features/factfiles/sanitation/facts/en/index.html

28

Review:
80% of all disease is caused by contaminated water.
Some common waterborne diseases include cholera, guinea worm,
hepatitis A, roundworm, and typhoid.
Waterborne diseases can be very serious and affect all areas of life, not
just health.
Vocabulary:
Aquifer
noun; a deposit of water located underground and used to
provide wells with water
Contaminate
verb; to make impure by contact or mixture with something
unclean
Feces
noun;
Hygiene
noun; the practice of the preservation of health
Sanitation
noun; necessary measures to ensure cleanliness
Surface water
noun; any body of water found above ground
1. Why do we do things like wash our hands and throw garbage in a trash can?
2. How do you think surface water becomes contaminated? What about water
that is underground?

29

Lesson: Proper hand washing kills germs.
Level
Grades 2-4
Time
5-10 minutes
Materials
Glitter
Sink
Soap
Preparation
None
Instructions
1. Put glitter on your dampened hands, being careful not to show anyone.
2. Ask everyone to stand and greet one another with a handshake while you also greet people,
transferring glitter to their hands.
3. After the group is seated, say,
-They cannot be seen.
-They can make you sick.
-You can get them from everyone and everything.
4. Ask,
5. Show the group your hands.
germs. I was the only one with glitter/germs on my hands to start with. Look how many of you now
6. Say,
doing certain activities. When should we wa
-Before eating
-After using the bathroom
-After coughing or sneezing
-After interacting with someone ill
-washing.
They think that if their hands look clean, they must be clean. Or if they do wash their hands, they
use dirty water or no soap. Because of this, germs spread very quickly in these communities, and
good hygiene habits.
8. Allow students to wash their hands to get the glitter off.
GLITTER GERMS

Proper hand washing
requires clean water,
soap, and at least 20
seconds of friction.

30

Lesson: Many poor communities do
not practice good hygiene habits.
Level
All Ages
Time
10 minutes
Materials
res (provided)
Classroom projector
Preparation
sheets for the projector. (Some projectors do not require the clear overhead sheets).
Instructions
1. Show the
habits.
might spread germs? (Draw attention to the open defecation, litter, the animal standing near the
water source, and the woman standing in the water source). How might the water source become
4. Ask the class what differences they see between the two pictures. Ask about the perceived
well-being of the community in the second picture. Do they think the people are happier? Why?
5. Explain that, in addition to having safe water, people need to be educated about the importance
of good hygiene. People need to know how to properly wash their hands, use latrines, protect their
food from flies, dispose of their garbage in waste receptacles, and tie up or fence in their livestock.
Practicing good health and hygiene habits can dramatically reduce the spread of disease.
BEFORE & AFTER

Test Your Knowledge!
Have your students test their knowledge about hygiene and sanitation by taking the attached
(and you might
learn a thing or two as well)!

33

Sanitation Examination
1. True or False: Your body contains more bacteria than cells.
2. The most important component to hand washing is:
a. Water
b. Soap
c. Friction
3. True or False: Antibacterial soap is more effective at preventing infection than regular soap.
4. A common substitute for soap in developing countries is:
a. Dirt
b. Ash
c. Tree sap
5. True or False
6. What object contains the most bacteria in a hospital room?
a. Door handle
b. TV remote
c. Toilet handle
a. 10 seconds
b. 20 seconds
c. 40 seconds
d. 60 seconds
8. How many people in the world lack access to adequate sanitation?
a. 5.7 million
b. 76 million
c. 1.2 billion
d. 2.6 billion
9. True or False: 85% of people in developing countries use soap to wash their hands, but not to wash
their laundry.
10. True or False: One gram of feces may contain up to 10 million viruses, one million bacteria, 1000
parasite cysts, and 100 worm eggs.

34

Sanitation Quiz Answer Key
1. True According to the American Society for Microbiology, human bodies contain 10 times more
bacteria than cells.
2. C) Friction
3. False Antibacterial soaps have no proven health benefits over plain soaps.
4. B) Ash Wood ash contains lye, which creates a soap-like substance when mixed with water
and left-over cooking fat.
5. False
6. B) TV remote Researchers at the University of Arizona discovered that TV remotes spread
Staphylococcus, an antibiotic-resistant bacteria that can cause infection.
7. B) 20 seconds
8. D) 2.6 billion
9. False The reverse is actually true. 85% of people in developing countries use soap to wash their
laundry, but not their hands.
10. True Gross, right?


35

Lesson: Even groundwater can
become contaminated.
GROUNDWATER CONTAMINATION*

Level
All Ages
Time
20 minutes
Materials
2 clear plastic containers
Aquarium stones
Sand
Colored sugar or jelly crystals
Plastic cup with small holes in the bottom
Bottle of water (can be tap water)
Preparation
1. Build an aquifer model by filling a clear plastic container 1/3 full with aquarium stones.
2. Use the stones to create a slope on one side of the container.
3. Cover the stones with one inch of sand (patted down).
4. Repeat steps 1-3 for the second container.
5. Place both aquifer models in front of the class where they will be easily visible.
Instructions
1.
contaminated, but how does groundwater become contaminated? These are models of aquifers.
An aquifer is a rocky area underground where water gets trapped. Do any of your houses use well
water? If so, the water comes from an aquifer. Today we will learn about two kinds of pollution that
Point sources of pollution include any
source of contamination that is easily identifiable and has a specific location, such as a landfill or a
chemical spill
3. Make a small hole in the sand on the mound of one of the aquifer models. Fill the hole with the
colored sugar, then cover the sugar with sand.
presents a landfill where people put trash. Over the years, as it rains
over the
aquifer model until a small lake forms at the bottom. (You may have to refill the rain cup several
times).
6. Although nothing may appear to happen at first, the water will soon dissolve the sugar and
change to the color of the sugar. Explain to the students that the colored water represents
contaminated water. Again, this is an example of a point source of pollution.
7. Repeat the process with the other aquifer model, but instead of putting the sugar in a hole,
spread it all over the top of the sand and leave it uncovered. This will represent fertilizer, which is
a non-point source of pollution. Once again, the water becomes contaminated (colored).
Sand
Stones
Air
Aquifer Model
*Activity courtesy of The University of Waikato. [www.sciencelearn.org/nz]

36

Response:
Taking Action

Purpose & Overview:
The purpose of this lesson is to answer the question: What are the solutions to this problem? Students will
learn about present-day clean water solutions that are being implemented in communities around the world.
Objectives:
1. Students will be able to list and describe at least 3 clean water solutions.
3. Students will be able to critique the adequacy of various water solutions in relation to a given community.
Several obstacles exist in finding a solution to the global water
crisis. Some obstacles include lack of finances, lack of local
expertise, dry climate, rejection of foreign aid because
processes seem strange or unnecessary, lack of sustainability
in proposed solution (example: broken wells with no one to fix
them), recontamination of purified water due to improper
hygiene, etc. Because of such obstacles, and because every
community is different, no single solution exists to solve the
global water crisis in its entirety. However, there are a variety of
different solutions that can be implemented in different
communities to provide the people with clean water.* Possible
solutions range from rain catchments to chemical treatments.
The key is to understand which solution is most appropriate and
sustainable for a given community.
*Note: There is a difference between clean water and safe
water. Clean water appears clear, but may still contain some
harmful bacteria. Safe water does not contain any harmful
bacteria.
Matthew 25:31-40
James 2:26
When Jesus was on Earth, He healed
the sick and befriended the poor. Now
that Jesus is in heaven at the right
hand of God, it is the responsibility of
the Body of Believers (the Church) to
act as the hands and feet of Christ.
Any good deed we do becomes an act
of worship unto God and is evidence of
our living faith. It is not enough to
proclaim Jesus; we must live as Jesus
lived. One way we can do this is by
caring for the poor by giving them
access to safe water and sanitation.
http://solarwaterdisinfection.ca/water_3methods.html
Taking Action

37

Review:
Poor hygiene habits contaminate water and spread disease.
In many communities, the same water that animals drink from and that
people bathe in is used for cooking, cleaning, even drinking.
A community needs safe water and good hygiene habits to be healthy.
Vocabulary:
Expertise
noun; expert skill or knowledge
Filtration
noun; the use of a filter (a device with a fine physical barrier)
to remove impurities from a liquid
Solar disinfection
noun; rays to disinfect contaminated
water
Sustainable
adjective; able to be maintained or continued; able to endure
the test of time
1. What is the most interesting thing you have learned about water so far?
2. Do you think the global water crisis is solvable? If so, how do you think we (as
the human race) should go about solving it?
Taking Action

38

Lesson: There are solutions to the
water problem.
Level
Grades 5-12
Time
45 minutes
Materials
Long table (or desks) and chairs
Paper and pens for the city council to take notes
Optional: prop gavel
Preparation
1. Set up a row of desks or a long table at the front of the room. Place 4-5 chairs behind the table,
facing the room. This will be where the city council sits.
2. Cut out the a
Instructions
1. Pick 3-4 students to serve as the city council. Have them sit at the front of the room behind the
table. (The final chair at the table is for you, the teacher, who will play the role of the mayor).
2. Divide the rest of the students into groups of 3-
students in grades 5-8, distribute a to each group as well. Each group must
have a different card, but not all cards must be used.
3. Optional: Have the class pick a name for the city. For the purpose of these instructions, the
name Sunnyville will be used.
named Sunnyville. These students (point to city council)
are the citizens. Now let me tell you a little about our wonderful town, and then explain to you the
purpose of our meeting today. Like I said before, Sunnyville is a small town. We have a population
of 120 people. We are a very close-knit community because everybody knows everybody. Some
people would say that Sunnyville is a poor town, but I say that no one is poor who has lots of
friends and family. Farming is the main industry in Sunnyville, and our citizens are known for being
very hard working. The only business in our town is a small convenience store that sells basic
food items like bread and soda, but there is also a popular hardware store just outside of town,
and many of the farmers buy their tools there. Unfortunat
plumbing, so there are no indoor toilets or sinks. When we have to go to the bathroom, we use
outhouses and then wash our hands in the river. In terms of weather, Sunnyville lives up to its
name. The temperature is almost always between 60-80 degrees, and it only rains about once a
month. The main water source in Sunnyville is a river that runs through the north side of town. The
kids in Sunnyville like to play in the river, and the adults use the river water for everything from
cooking to cleaning to irrigating their crops. Now to discuss the reason for our meeting today: the
Although the citizens of Sunnyville have always suffered from poor health, things
seem to be worse than ever.
If time allows, expand this activity into multiple days. Have students draw
an illustration of their solution and propose a budget for the project before
presenting.
CITY COUNCIL SIMULATION

Taking Action

39

Within the past two weeks, many of our citizens have come down with fevers, diarrhea, and rose
want to take any chances. We need to come
up with a solution to this widespread sickness. We need to answer a few key questions: What is
take action and put an end to the suffering of Sunnyville.
5. Grades 5-8: In their groups, have students discuss the situation.
learned about Sunnyville, take a few minutes to discuss the following questions: Which
waterborne disease is affecting the citizens? What can be done to help solve the problem? Look
over the water solution on your card. Discuss with your group whether or not you think your
spokesperson for your group to share (1) what your solution is and (2) whether or not you think it
would work well in Sunnyville. We will recommence our meeting in 20 minutes to hear about
possible
Grades 9-12: Do not use the Water Solution cards. Rather, divide the students into groups, and
fill out a Water Project Proposal form. Then, have each group share their idea, and have the city
council vote on which solution they like best. A reward can be given to the winning group.
6. Grades 5-8: Give the students 20 minutes to discuss their water solution. You may want to
walk around and answer any questions the students may have about the town. (You may have to
one group might ask if the hardware store sells chlorine, to which you can answer either yes or
no).
7. After the students have had adequate time, call the meeting to order (use gavel).
health/water problem. We are meeting here today to decide on which
solution to use. We will hear from all interested groups regarding this issue, and then the city
council will decide on a solution. We will first hear from Group 1. Please have your spokesperson
nk it would be a
9. After group 1 has spoken, thank the spokesperson, and call on the next group. Continue this
step until all groups have shared their idea.
10. After all groups have participated, ask the city council members if they have any questions
for the spokespersons.
which solution to use. We will consider the cost, the sustainability, and the effectiveness of each
idea. Plea
(The city council discussion may be aloud in front of the class, or quietly in a corner of the room).
has been made to ____________. Thank you to all who attended this meeting today. Meeting
adjourned (use gavel)
Taking Action

40

TownProfile
Population:120people
EconomicCondition:poor
MainIndustry:farming
LocalBusinesses:conveniencestoreandhardwarestore
Weather:60-80degreesFahrenheit,rainfallonceamonth
WaterSource:river
Hygiene:outhouses,hand-washing/bathingintheriver

TownProfile
WaterSource:river

TownProfile
WaterSource:river

TownProfile
WaterSource:river

Taking Action

41

Water Solution Cards
Solution: Build a Well
Description: Pros: Cons:
Wells harvest water from
aquifers hundreds of feet

danger of walking to a
distant water source

most lake/river water
dangerous to drink

dollars to build

Solution: Filtration
A water filter is a device
that uses a fine physical
barrier to remove
impurities from the water
that passes through it.
ers can
remove 99.9% of harmful
bacteria
well
-
bought or hand-made
using simple materials like
fabric and sand
changed/cleaned
periodically

e,
filtration is not very
efficient, especially when
large quantities of water
are needed
Taking Action

42

Solution: Boiling
Boiling involves heating a
liquid to the point that it
bubbles, killing all bacteria.

amount of energy (wood,
charcoal, etc.)
(boiling large quantities of
water takes a long time,
and water must be cooled
before it can be consumed)

Solution: Chemical Purification
Chemical purification uses
tablets or drops of
chemicals such as iodine or
chlorine to purify water.

prevent recontamination
can be purified at a time
viral disinfection
funny
chemical by-products
chemicals
Taking Action

43

Solution: Solar Disinfection
Solar water disinfection
involves leaving plastic
bottles of water in the sun
for 6+ hours.

viral disinfection

mentally
friendly (many used plastic
bottles)

be less than 4 inches in
diameter)
Solution: Rain Collection
Rain collection utilizes
tanks to store runoff
rainwater from roofs.

water for domestic
purposes

from dirty roofs

construct system
Taking Action

44

Water Project Proposal Form
Name: ________________________________
Group: ________________________________
1. What is the sickness?
2. How is the water becoming contaminated?
3. What is your idea to give the town safe water?
4. How much will it cost, and where will the money come from?
5. Is it effective? (Does it make water completely safe to drink?) Explain.
6. Is it efficient? (How long does it take to sanitize the water?) Explain.
7. Is it sustainable? Explain.
8. What are the negatives aspects of your idea, if any?

Taking Action

45

Lesson: There are solutions to the
water problem.
Level
Grades 2-4
Time
40 minutes
Materials
Plastic cup with holes in the bottom
Clear plastic water bottle filled with water
Small piece of clean cloth
Plastic Tupperware container
Cardboard toilet paper roll
Sand
Rubber band
Preparation
1. Create a simple water filter by securing a small piece of cloth to the end of a toilet paper tube
using a rubber band. Then fill the tube half full with sand. (Note: This water filter would not
adequately filter water. However, it does provide a good visual for younger students).
Instructions
1. Read the Sunnyville town description (found in the previous City Council Simulation activity) to
the class.
2. Discuss possible solutions to the Typhoid outbreak in Sunnyville by demonstrating 3 clean
water solutions: solar disinfection, rain collection, and filtration.
3. Solar Disinfection Place the water bottle in the sun (or near a window). Explain to the students
that after 6 hours of sun exposure, the water in the bottle will be completely safe to drink. Then
discuss the pros and cons of this solution (as described on the Water Solution cards).
4. Rain Collection Hold the plastic cup with holes over the Tupperware container. Pour some of
the water from the bottle into the cup to simulate rain. Explain that the citizens of Sunnyville could
use rain water instead of river water by collecting the rain in large tanks. Discuss the pros and
cons of this solution.
5. Filtration Pour some water from the bottle into the filter you made (over the Tupperware
container as to not make a mess). Explain that filters can be made with simple materials like cloth,
rocks, and sand. Discuss pros and cons.
6. Facilitate a class discussion about which clean water solution they think would work best in
Sunnyville. Ask the students if they know of any other ways to make water safe to drink.
CITY COUNCIL SIMULATION - ADAPTED

Taking Action

46

3, 2, 1. . . Action!
Want to get involved in the fight against the global water crisis? You can!
Charitable organizations around the world are taking action to provide water to those who need it most.
Use this resource as a guide to learn about our organization and how you can get involved.
What We Do
The goal of WaterStep is to see the day when everyone has access to safe water.
r to developing
countries to providing water for disaster relief and emergency contingency plans in local communities.
How We Do It
We train individuals to provide solutions through water treatment, health and hygiene, and sanitation.
Examples include:
Offering hand pump repair classes and tools
Teaching health and hygiene practices to preventing deadly diarrheal diseases and parasites
Sponsoring teams for community development and disaster relief
Most importantly, WaterStep trains one to train others to provide safe water for themselves.
Technology and Tools
WaterStep, together with engineers from General Electric and Louisville Water Company, has developed
an innovative water purifier that produces chlorine using simple materials found everywhere in the world.
This purifier is at the heart of our efforts to provide safe drinking water.
The WaterStep Water Purifier
Sets up in just 5 minutes
Operates off of a 12V battery and a handful of salt
Can purify more than 10,000 gallons of water per day
The Wat
Supplying water in developing countries
Disaster relief
Emergency management
Rural applications
In addition to the WaterStep Water Purifier, WaterStep offers water pumps, filters, solar panels,
collapsible portable water tanks, and other accessories to set up a mini water treatment facility anywhere
in the world.
Results
WaterStep has helped bring over 46 million gallons of safe water to 23 countries through our water
purification units and mini-water treatment plants. So far, more than 5,000 people have been trained to
bring lifesaving water to those in need.
Get Involved

47

Get Involved
Hold a shoe drive - We have established the WaterStep Shoe Program, where donated new and
gently used shoes are sold to an exporter to help finance our water projects.
Volunteer at WaterStep WaterStep is always looking for volunteers to roll up their sleeves and
lend a hand at our international headquarters in Louisville, KY.
Participate in training We offer training in water treatment, health and hygiene, and hand pump
repair to individuals and groups who desire to go into the field and implement safe water projects.
Travel with WaterStep We take teams on trips all over the world to set up water treatment
facilities in developing countries and help with disaster relief.
Donate WaterStep relies heavily on donations to support our many global water projects.
WaterStep is an international non-profit organization qualified under U.S. Internal Revenue Service code 501(c)3. Your donation to
WaterStep is tax deductible as allowed by federal and state law.
Learn more at www.WaterStep.org
Get Involved

48

Thirsty for More?
Check out these water-related Bible stories!

Genesis 6:9-9:17
The Parting of the Red Sea
Exodus 14:5-31
Sacrifice on Mount Carmel
1 Kings 18:1-40
Jesus Walks on Water
Matthew 14:22-33
Jesus Turns Water to Wine
John 2:1-11
The Woman at the Well
John 4:1-26
John 13:1-17

Bible Stories

49

Sources
1. Center for Disease Control
www.cdc.gov
2. Kenmar Foundation: Solar Water Disinfection
www.solarwaterdisinfection.ca
3. Lenntech: Water Treatment and Purification
www.lenntech.com
4. Louisville Water Company
www.louisvillewater.com
Developed by: Kelley Dearing Smith
5. National Geographic
www.nationalgeographic.com
6. UNICEF
www.unicef.org
7. United Nations
www.un.org
8. The University of Waikato: Science Learning Hub
www.sciencelearn.org/nz
8. World Bank
www.worldbank.org
9. World Health Organization
www.who.int

Sources

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