1. THE INFLUENCE OF WASTE
ON WATER AND SEA WATER
QUALITY
Pučišća elementary school, 2012.

2. Project participants
- students from 7th and 8th grade
of Pučišća elementary school
Coordinator
Simona Širković Martinić, science
and chemistry teacher

3. AIMES
• To increase students' learning motivation
• To relate teaching materials to life and to
acquire permanent knowledge
• To develop students' key competences
• To develop student's personality through
persistence,resourcefulness, unity and
cooperation
• To get to know the homeland, its past and
present, to be aware of the need for planning the
future

4. EXPECTED RESULTS
• Increased students' learning motivation
• Improved educational results
• Increased students' key competences (especially learning and
problem solving)
• Socially and emotionally aware students: trained to face
difficulties and failure, to interconnect, to be persistent and
tenacious, to seek help when needed, to use their abilities in
unity and cooperation with others in the group
• New knowledge about the homeland
• Project documentation: PP presentation on project realization
• Public display of students' work made during the project
(written papers, eco-flyer)

5. THE MOST IMPORTANT
ACTIVITIES
1. Field trips, study and water sampling (water tanks, the sea water)
2. Research data from other sources: literature, the Internet,
interviews with experts (visit HZJZ analysis of water and sea)
3. Conducting experiments – analyzing collected samples of sea and
water
4. Conducting experiments that simulate different pollution of sea
5. Hypothesis making, argumentation, monitoring experiments,
recording of events, describing and drawing conclusions about the
consequences.

6. 6. Noticing the consequences of human impacts on the living
world
7. Noticing and commenting on damaging changes in the
ecosystem
8. Encouraging students’ creativity - eco flyer and eco poster,
mind map, conducting experiments ...
9. Systematizing acquired knowledge .
10. Systematizing and arranging project documentation
11. Public presentation of project results

7. METODOLOGY OF WORK
Project will include 8 steps:
• Introduction to the subject, exploring the new science (ecology),
introducing new concepts (environmental, waste, rubbish, waste
separation, heavy metals ...), researching literature
• Field research - sites Podbrkata - Puddles ( Gornji Humac)
• Observing, experimenting and conclusion about the quality of
water (for drinking, watering )
• Field research - sites Sv. Rok (Pučišća) and Porat (Pučišća)
• Field work - Visit HZJZ in Split (chemical and microbiological
analysis of water samples and sea)
• Data processing and conclusion about the potential impact of
solid waste disposal on water quality and sea
• Making PowerPoint presentations, posters and eco posters

8. Each step will include the same methodical
pattern
• a) studying and collecting data
• b) processing collected data (classroom)
• c) connecting the new info with previous
knowledge (classroom)
• d) Systematizing knowledge (classroom)
• e) Applying acquired knowledge in problem
solving tasks in different subjects
• f) Displaying the collected info (different medium:
written and oral expression, drawings, paintings,
photo, chart...)

9. Learning process parts
Encouraging questions
1. Noticing phenomena
What did you notice? How do you explain it?
Why?
2. Collecting the data What can't you explain? What data do you
lack? Where can you find it?
3. Processing the info
What does this reminds you of? What are the
differences and similarities? What is the most
important? What can it be connected with?
4. Making conclusions
What can you conclude from these information?
How can you check the conclusion?
5. Displaying solutions according to students'
mental image
How to display it and pass it on to others
(image, word, chart, images and words,
number, model …)?
6. Encouraging students to use acquired
knowledge
Where can I use the things I learned?

10. Project task:Project task:
To dTo determine whether theetermine whether the
dumping of waste into thedumping of waste into the
naturenature havehave adverse effectadverse effect
on the ecosystemon the ecosystem!!

11. EXAMPLES OF
METODICAL UNITS

12. Introduction:
What is waste ?

13. TITLETITLE WHAT IS WASTE?WHAT IS WASTE?
OBJECTIVES a) understanding of concepts - waste, garbage,
recycling, ecology, separation of waste, bio-
waste, composting, ...
b) understanding of the consequences of uncontrolled
disposal of garbage and waste in the nature
c) changing attitudes to waste and encouraging
students to separate waste
d) developing and deepening students' concerns for
nature
e) development of key competencies
(communication, social, work and learning
competences)
KEY WORDS Ecology, waste, garbage, recycling, composting,
waste separation, consumer society
PLACE AND TYPE OF LEARNING Classroom / heuristic teaching
CROSSCURRICULAR POSSIBILITY Nature - Biology: ecology, plant and animal
communities and the inland sea, amphibians, fish
Chemistry: Water, Calcium and its compounds,
metals, heavy metals
Physics: Energy, electronic waste and hazardous
waste

14. Motivation:
PP presentation is presented to students,
containing only images - wild landfills, legal
landfills, national parks, environmental disasters
at sea, the natural beauty of Croatia
The experience of the presentation -
brainstorming

15. Noticing phenomena:
• Are there such a waste disposal in your area?
How could such a pile of garbage affect the living
world that lives there?
Can one such landfill affect the quality of human life?
Explain!
Can this contaminate and pollute the sea and nearby
cisterns and ponds?
Which science studies the impact of waste on the
environment?
• What else ecology studies?
• Why is it, that we just now hear so much about
ecology, environmental impact on the environment
and the like?
Have you ever heard about some ecological
association?

16. • After questions and answers students were given an
independent task (work sheets 1A and 1B).
• They were divided into two groups. Group 1 is an ecological
association from Pučišća Primary School and Group 2
represents the utility company for the collection and disposal
of garbage. They dump waste in unsuitable place.
• Both groups have the option of exploring the Internet and
other literature. Both groups have 30 minutes to gather
information and prepare for debate. After preparation they
begin to debate. Each represents their views and arguments.
The debate lasts for 30 minutes.

17. Worksheet 1A
Group 1 - Ecological
Association from Pučišća
Primary School
'' Landfill near our place
adversely affects the living
world. Hazardous
decomposition of waste
compounds dissolve in water
and seep through the soil thus
polluting the water and the
sea. This may change the
structure of the living world, it
violates the natural balance
and damages the health of
people!''
Find the information that
substantiates your views in the
literature / Internet.
Worksheet 1B
Group 2 - Smetlarko d.o.o.
utility company for the
collection and disposal of
garbage
'' We have a utility company
that transport waste. We solve
garbage and waste problem
and provide new jobs. We're
doing everything according to
the law!'‘
Find the information that
substantiates your views in he
literature / Internet.

18. CONCLUSION
• Both groups made the conclusion after discussion.​​
Conclusion is written in the form of a mind map on the
blackboard. The central term of mind map is WASTE.
Students also suggest environmental activities they can
perform for the future of their homeland.
• The task for the students 1. !
Till the next meeting photograph and map the smaller
dumps in your place of residence! Make a PP
presentation!
•
Task for students 2. !
To prepare for field research - read the literature on the
physical and chemical properties of water!

19. The second part:
Field research
Location Podbrkata – Puddles

20. TITLETITLE Puddles - Drinking water or not?
OBJECTIVES a) understanding the causes and consequences of
human activities (waste, pesticides, fertilizers ...)
b) understanding of the consequences of uncontrolled
disposal of garbage and waste in nature
c) developing and deepening students' concerns for
nature
d) understanding the field methods of work (the new
method, a new approach to work)
e) developing key competencies (communication,
social, work and learning competences)
KEY WORDS Sample, sampling, physical properties of water, sterility,
living world of stagnant water
PLACE AND TYPE OF LEARNING
Field research / heuristic teaching
CROSSCURRICULAR POSSIBILITY Nature - Biology: plant and animal communities of
inland waters, amphibians, fish, arthropods
Chemistry: Water, Calcium and its compounds, metals,
heavy metals
Physics: Energy Water

21. Task - Watching, sampling, measuring, recording andTask - Watching, sampling, measuring, recording and
photographingphotographing

22. Noticing phenomena:
• What kind of landscape is this?
• What are the agricultural activities that people do
here?
• Could that affect the composition of the soil?
• Does water penetrate through the surface of the
ground?
• What is the chemical composition of the Brač stone?
• Can water saturated with chemicals contaminate
such water in the ponds?
• One pool is deeper and surrounded by stone cairns
and the other is shallower and not fenced. Why are
these two pools so different?

23. Tasks for research
• All students listen to teacher’s exposure
• After establishing all the facts, students were
divided into two groups. Each group is given the
same task (observation, sampling, measuring,
recording, photographing). Group 1 investigates
fenced pond and Group 2 unfenced.
• Tasks for research are on the Worksheet 2.

24. WORKSHEET 2
Watching, sampling, measuring, recording and photographing
1. Look at the puddle! Do you see the living world in it?
A) plants – are there any plants in it?
- What sort of plants are there (photograph it, harvest it , name it,
describe it)?
- How many plants are there – minimum, optimum, maximum?
- What is the most common plant there?
B) animals – are there any animals in it?
- What species of animals are there (photograph it, name it, describe it)?
- How many animals there are - minimum, optimum, maximum?
- What is the most common animal there?2. Look at the puddle!
2. Look at the puddle!
- Water color - green, yellow, brown ...
- The smell of water - yes (unpleasant, pleasant), no
- Transparency of water - transparent, untransparent
3. Experiment!
A) Sample water from puddles in sterile glass bottles of ½ l (bottle label -
name of the puddle, date of sampling, water temperature)
B) Measure the temperature of the water in the paddle
C) Attempt to measure the depth of puddles
D) Determine the pH level of the water in the paddle l

25. Observing, recording,
photographing

26. Collecting samples for analysisCollecting samples for analysis
Samples are collectedSamples are collected
in sterile glass bottlesin sterile glass bottles
½½ ll

27. Third part:
Visiting the Institute for Public Health

28. TITLETITLE Microbiological AND Chemical analysis
OBJECTIVES a) introducing the manner and method of
work in the laboratory
b) introducing the precautions during work
c) understanding of cause and effect
relationships
d) developing opportunities of argumentative
reasoning
e) developing of independence in their work
f) understanding of the causes and
consequences of human activities (waste,
pesticides, fertilizers)
g) development of key competencies
(communication, social, work and learning
competences)
KEY WORDS Sample, sampling, microbiology,
microorganisms, pathogens
PLACE AND TYPE OF LEARNING Microbiological Laboratory / heuristic teaching
CROSSCURRICULAR POSSIBILITY Biology: bacteria, viruses, protozoa
Chemistry: chemical composition of water, metals, heavy
metals

29. Visiting the Institute for Public Health
The task - Confirming the results and conclusions that
were received after the field and independent laboratory
research

30. Collected samples should be analyzed.
We used different methods:
- Microbiological methods (the
existence of bacteria)
- Chemical analysis (the existence of
harmful chemical substances)

31. Microbiological
analysis of water
MEMBRANE
FILTRATION
METHOD

32. 1.1.
2.2.
3.3.
4.4.

33. COLIMETRY
Establishes the existence of bacteria that
cause intestinal diseases, usually found in
animal feces.
It is performed in three phases:
- Preliminary test
- Confirmatory test
- The final test

34. DETERMINATION
OF TOTAL
COLIFORMS
(causes intestinal
illness)
ACCESSORIES -
micropipette,
burner
NUTRITION MEDIA
(liquid and solid
surfaces)

35. BACTERIAL GROWTH ON SOLID MEDIUM (determination
of certain types of bacteria)

36. Results of analysis
The water that we analyzed is not potable, but it
can be used for watering plants.
Sea that we have analyzed is of exceptional
quality, and is perfect for swimming.

37. The fourth part:
Presentation of project results

38. TitleTitle PRESENTATION OF PROJECT RESULTSPRESENTATION OF PROJECT RESULTS
OBJECTIVES
a) Introducing the different ways of presentation of
the same results
b) Developing independence
c) Stimulating creativity
d) Deepening awareness of nature conservation
e) Developing key competencies
(communication, social, work and learning
competences)
KEY WORDS Eco flyer, poster eco, environmental actions,
research paper
PLACE AND TYPE OF LEARNING Classroom / heuristic instruction
CROSSCURRICULAR POSSIBILITY Art - composition, posters, collage
Biology - Ecology
Information Technology - PowerPoint
presentations, word
Native language (Croatian) - scientific writing
style

39. • After months of work on the project, the students
share their impressions.
• They comment on what they experienced while
working on the project, what was the most
interesting and the least interesting to do.
• They also talked about the results of research on
the possibility of improving environmental
conditions.

40. • The students will choose the way they will
present their results.
• They opted for an eco poster, eco flyer, PPT
presentation and writing of scientific paper.
• Four groups have been formed depending on
how students want to display the results.

41. Eco fleyer

42. PowerPoint presentations

43. Scientific paper