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LEADERSHIP INITIATIVES
INTERNATIONAL INTERNSHIP PROGRAM
TEAM 1022

Clean Water
Workshop

2021
 Table of
Contents

01. Acknowledgements

02. Introduction

03. Outline and Materials

07. Lesson Plan

08. Pre/Post Evaluation

09. Take Home Poster

 Acknowledgements
This manual was written by Maggie Newell, Luisa Hnatiuk, and Elaina Starzacher.
Technical input was provided by Rashida Abba-Kasim and Jessica Bailly.

The following were used on outside sources used to source information for the
lesson plan outlined here:

Keusch, Gerald T, et al. “Diarrheal Diseases.” Reproductive, Maternal, Newborn,

and Child Health: Disease Control Priorities, Third Edition (Volume 2), edited by
Robert E Black et. al., The International Bank for Reconstruction and
Development / The World Bank, 5 April 2016. doi:10.1596/978-1-4648-0348-
2_ch9"

Nigeria: Contaminated Water As Major Cause Of High Death Rate".

Allafrica.Com, 2019,
https://allafrica.com/stories/201902040216.html#:~:text=The%20use%20of%20
contaminated%20water,under%20five%20Nigerian%20children%20annually.

Pandit, Aniruddha B, and Jyoti Kishen Kumar. “Clean Water for Developing
Countries.” Annual review of chemical and biomolecular engineering vol. 6
(2015): 217-46. doi:10.1146/annurev-chembioeng-061114-123432"

"Studies: Diarrheal Disease Rates Vary Across Africa, World". CIDRAP, 2021,
https://www.cidrap.umn.edu/news-perspective/2018/09/studies-diarrheal-
disease-rates-vary-across-africa-
world#:~:text=The%20highest%20diarrhea%2Drelated%20case,16%2C%2011%20to
%2021).

Venkatesan, Malabi M, and Lillian L Van de Verg. “Combination vaccines

against diarrheal diseases.” Human vaccines & immunotherapeutics vol. 11,6
(2015): 1434-48. doi:10.4161/21645515.2014.986984

01.
 Indroduction

This workshop has been designed to educate. people

on the importance of clean water in communities. It
has been specifically designed to target pre-teens, so
they can be educated adults and educate future
generations.

The goal of this workshop is to help kids identify

possibly dangerous water and find solutions to make
it safe to consume. We want to make sure that these
pre-teens understand how unclean water can harm
them, and emphasize the importance of clean water
for healthy lives.

We are also committed to a safe learning

environment where these kids feel like they can learn
in a judgement free zone, and take away information
that they can share with their friends and family.

02.
 Outline and Materials
Session Description: Participants consider different ways in which unclean water could
be dangerous in their lives, and plan for how to recognize, avoid, and purify it.

Ideal Facilitator: Someone in their early to mid-twenties

Target Audience: School children between ten and fifteen years old.

Learning Objectives: By the end of this session, participants will be able to:
1. Recognize key signs and symptoms to identify unclean water and how to respond
accordingly.
2. Explain why it is important to have clean water and will devise a plan for how to
continue to spread awareness about sterilization methods in their own lives.

Time: 35 minutes

Materials:
1. Take Home Handout
2. Well water Sample
3. River water sample
4. Bottled water sample
5. Chlorine tablets
6. Several glass jars and jugs
7. Several clay jars and jugs
8. Firepit/bunsen burner/stove (only important that there is flame)
9. Rapid Coliform Bacteria testing strips (Watersafe brand is preferable but any close
to that will do)

Facilitator Preparation: Collect water samples from nearby wells and freshwater
sources. These will be used to demonstrate the number of bacteria in local water
sources.

NOTE TO FACILITATOR: It is important to be sensitive and non-judgmental during this

session. It is important for the participants who have left work or home to feel motivated
and support from the other participants and the facilitator. If the participants feel
supported, they may feel more encouraged to share this information or apply it in their
own lives in ways they haven't previously.

03.
 Lesson Plan

Activity 1: What do I know about water sources?

Time: 5 minutes

Material: Handouts (take home)

First, thank all the participants for coming. Let them know that after todays
workshop there will be water and snacks for everyone to enjoy. Ask everyone to
settle into their seats and then let them know that you will start by just doing a
brief activity to gain some insight.

1. The Facilitator will begin by introducing themself and explaining what they do
and a little bit about their life. They will end by explaining why they decided to
come to this workshop today. Each participant will follow suit, but in addition to
sharing their own input, they should identify and share one comment they share
in common with a previous participant.

2. The Facilitator will begin by giving the necessary instruction to make sure each
participant has the same minimum access to knowledge in order to use this
workshop effectively. They will describe the ways that bacteria infect water and
what it is that makes said bacteria dangerous.

3. The facilitator will ask for participants to comment on whether they have
experienced any similar experiences or observations when it comes to the
possible ingestion of unclean water.

4. Each participant should take a handout and take time to review it. Then, the
facilitator will walk through the facts about coliform bacteria (taken from public
health brief or external sources) and the symptoms it produces. They will go into
detail about how it can make even well water unsafe.

5. Ask the participants if they have any questions, and let other participants try to
explain any answers, followed by the facilitator making sure everyone
understands the content.
04.
 Lesson Plan

Activity 2: Comparing Water Samples

Time: 10 minutes

Material: Bacteria testing kits/ river, well, and bottled water

samples

1. Split the participants into three groups.

2. Assign each group a random type of water sample and explain

how the testing kits work. (Do not tell the group which type of
sample they have!)

3. Have them perform the test on three samples from their

assigned source and predict which water source their samples
came from. Also have them predict the side effects of drinking
their type of water

5. The group should come back together to share their results and
predictions.

6. Reveal the water sources for each sample and take a few
minutes to discuss the students’ reactions. Were they surprised? If
so, why?

05.
 Lesson Plan

Activity 3: Purification Methods

Time: 15 minutes

Material: River and well water samples/chlorine tablets/fire

source/clay vessels/Bacteria testing kits

1.Reiterate the bacteria status of both samples and proceed to

introduce the purification methods and how they work
2.Take the chlorine tablets and put them into the dirty
samples. Perform another testing strip on them and compare
the results

3. Use the clay vessels as filters and perform another testing

strip and compare the results.

4. Boil the samples over the fire source and perform another
testing strip and compare the results.

5. Compare the purified samples to the bottled water sample

and see what questions the students have.

6. Go over the step-by-step process of each method again

and go over the methodology of each. (ie the clay filters out
the bacteria, while the fire kills it.) 06.
 Lesson Plan
Activity 4: What can I do now?

Time: 5 minutes

Material: Referral Resources

1.After the previous activities, the Facilitator should ask participants to decide
what was the most effective and important. They will then make a list of what
they want to remember and what they think they could see themselves sharing
with others to help them the most too.

2. Next, they will brainstorm what they can create to remember this information,
like a helpful acronym, or they can use their handouts to highlight, color, or write
on to have the information available. Each participant should have the
opportunity to share this creation with the group as a form of evaluation so the
facilitator can verify their information is correct, and to reinforce the information
worth remembering. If a participant doesn't feel comfortable sharing, they do not
have to, but this is an activity where the safe atmosphere and motivational
teaching structure will be really important.

3. Ask participants to reflect on whether they were able to gain what they said
they had hoped to in the beginning, and ask whether they would be interested in
making a plan to continue sharing the information they learned beyond the
workshop.

4. Ask participants to stay and have snacks and further discuss what they just
learned. The facilitator will give resource information to those who are interested.
Also the facilitator should be sure to conclude with a transition or relation back to
the broader message of other relevant workshops or learning being done.

07.
 Pre/Post Evaluation

Instructions to facilitators: Please administer this test prior to the the

workshop begins and again after the workshop. Read each of the following
statements aloud. Use only one form for the group answers. Read each
statement aloud. Ask participants to cover their eyes and vote for one
response, either “I agree,” “I don’t know,” or “I disagree,” by raising their hand.
Tally the responses and record them in the appropriate column for each
response.

08.
Is Your Water
Clean?
Bring water to a Use 1 chlorine
boil and boil for 1 tablet for every 1
minute liter of water

Run all water

through a filtration
system

Healthy water means

healthy lives!