Scouts Meeting Schedule
Theme: World Scout Environment Programme – Clean Water
Objective: Introduce Scouts to the significance of water in our world. Using
games and activities, Scouts will learn about various sources of water pollution
and potential environmental implications. They will also learn ways to help
reduce water pollution.
Time
Activity
Program Details
10 mins
Gathering Activity
Water Pollution Blob Tag
5 mins
Opening Ceremony
10 mins
Theme Activity
Dilution: A Pollution Solution?
30 mins
Theme Activities
Taste Test
Waterfowl and Oil
Edible Aquifer
15 mins
Game
Clean Water Quiz
10 mins
Patrol Meeting
5 mins
Spiritual Fellowship
5 mins
Closing Ceremony
15 mins
Leader Discussion Time
Leader Responsible
Optional Activities:
• Non-Point Source Pollution Model
• Water Filter Comparison
• African Water Cleaner
Meeting Notes: —————————————————————————————————————————————
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JUMPSTART—SCOUTS: Climate Change
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Scouts Meeting – Detail Planning
Introduction
Water is very important to our world. Life on Earth would not exist without water,
people use water for many things in our everyday lives. We need water to drink and
cook our food, but also to have baths or showers, flush the toilets, wash our clothes,
clean our houses, and grow fruits, vegetables, trees, and flowers. We use water for many
things that we do not even think about. For example, it takes between 2000 to 6000
litres of water to produce a pair of jeans!
Although we have a lot of water on Earth, only 3 percent of the water that we have
on Earth is fresh water. Humans cannot drink salt water, which means that we cannot easily use the water in the oceans, unless we desalinize it (that means to take the salt out).
The water cycle is a closed cycle. That means we cannot make or add new water
to the cycle if we need more. The water that we have on Earth is all of the water that
we will ever have, and we need to protect that water. Did you know that the water you
drink today might be the same water that a dinosaur drank? Or the same water that
you used to take a bath in last year? It’s true! Water is continuously traveling through
the water cycle, in one of the five stages:
• Precipitation: Water falls to the ground as snow, rain, sleet, or hail.
• Surface Run-off: In Canada, a lot of our water is stored as snow in the winter,
until it melts and flows as run-off to rivers, lakes, and streamflow into oceans.
• Infiltration: The water sinks into the ground. Some is absorbed by plants and
trees, but the rest becomes part of the aquifer and groundwater flow.
• Evaporation and Transpiration: As water in lakes and rivers become heated
by the sun, it transforms into water vapour in the air. Trees and plants also
give off water vapour from their leaves through transpiration.
• Condensation: Water vapour rises and collects in the sky as clouds.
Condensation happens when the water vapour cools and turns back into liquid water and falls as precipitation.
And the water cycle begins again!
Gathering Activity
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JUMPSTART—SCOUTS: Climate Change
Water Pollution Blob Tag
Objective:
A warm-up activity to instill the importance of clean
water to the Scouts.
Background Information:
Earth has a limited amount of water, and we must
be careful with the water that we have.
many uses of water, the ways that we might pollute
water, and the ways that we can save water. Explain that
polluted water continues along the water cycle and can
contaminate other sources of water.
One or two Scouts are “Pollution.” As they play tag,
the Scouts who are tagged also become “Pollution,” and
must join hands in a “blob” formation to tag others.
Theme Activities
Equipment:
• A large, defined playing space.
Instructions:
Explain the importance of clean water. Discuss the
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3
Dilution: A Pollution Solution?
Objective:
Introduce Scouts to the concept of water pollution.
Discuss sources of water pollution and ways that pollution can be avoided and/or fixed. Is dilution a good solution to water pollution? Does it solve the problem?
Background Information:
Water pollution can be difficult to deal with. Lakes
have many sources of water, such as runoff, groundwater, and rainfall or precipitation. The “new” water
that enters a lake will gradually replace all of the existing water in the lake, which will leave to continue on
through the water cycle (evaporation, streamflow to the
ocean, etc.). It can take a long time for this “renewal”
or “flush” to occur and the lake water to be completely
“renewed.” The “renewal time” or “flush rate” differs
greatly from lake to lake – from nine years for Lake Erie
to nearly 200 years for Lake Superior.
Think about where the polluted water is going to go
– just because it left the lake, does it mean that the pollution is gone? Will the pollution continue through the
water cycle? Is the water left in the lake actually clean?
Equipment:
For each Patrol:
• 2 large, preferably clear, measuring cups or jugs of
the same size.
water. This represents the lake. Stir in a few drops
of food colouring so that it is bright red. Explain
that this food colouring represents pollution, and
discuss possible sources (sewage, fertilizer, acid
rain, etc).
• Fill the second jug or measuring cup with
tap water. This will represent the amount of
precipitation and other “new” water that will
gradually replace the existing lake water. Holding
the measuring cup with red-dyed water over the
large clear bowl, gradually and carefully pour
the “new” water into the “polluted” container.
The waters will mix and overflow into the bowl.
Ask the Scouts what happened? Where did the
pollution go? Is there still pollution left? How
many “renewals” do they think it will take before
the lake is “clean”?
• Try a second “renewal” by repeating the process
above. It will usually take three or four renewals
before the red dye “pollutant” appears to be
gone. Discuss whether or not the lake is actually
clean - do the Scouts think that there might still
be pollutants left that are in such minute amounts
that we can’t see them?
• Now examine the water in the bowl. Is it polluted?
Did the pollutant go away? What could the bowl
represent – the water cycle? The ocean? Other
lakes and streams? It is a problem with water
pollution that the pollutants are merely moved
around rather than eliminated.
• Food colouring (red works well here)
• A large, clear bowl (a punch bowl is ideal)
• A supply of clean tap water (a water jug if a tap is
not within easy access)
Taste Test
Instructions:
• Fill one of the measuring cups or jugs with tap
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JUMPSTART—SCOUTS: Climate Change
Objective:
To understand that, just because water looks clean,
does not always mean it is safe to drink.
Background Information:
This activity allows Scouts to sample various samples of water to select the best for drinking. This is a
good activity to follow “Dilution: A Pollution Solution?”
because it will reinforce the understanding that pollution is not always visible.
NOTE: Please reinforce to the Scouts that tasting
water is not a safe way to find out whether water is
safe to drink. Remind them that they should never drink
water that is not tap or bottled water unless an adult
says that it is okay.
Equipment:
• 6 clear plastic pop or water bottles
(labels removed), and labeled 1-6.
• Carbonated water
• Salt
• Lemon juice
• Sugar
• Vanilla extract (or other flavouring
such as coconut)
• Dixie cups
keeping one for plain tap water. You should have
one bottle with carbonated water, one with salt
water, one with lemon juice + water, one with
sugared water, one with vanilla + water, and one
with tap water (the control).
• Ensure that the added flavours do not drastically
change the look of the water. The goal is to have
all six bottles look very similar in appearance.
Introduce the activity as an investigation into the
importance of clean water and the difficulties that
water pollution presents. Let the Scouts know
that all of the water is safe to drink, but some may
taste better than others.
• Put all six bottles on a table in front of the room.
Take a poll, asking the Scouts to guess which one
they think is tap water. Give each Scout a cup
to drink from. Starting with number 1, give each
Scout a sample to taste. Watch their reactions! If
they do not want to drink the whole sample, let
them dispose of it in the jug or bowl. Continue
with all six samples, and discuss their reactions
and ideas about each sample.
Enrichment Activity:
Bring five samples of different bottled water and
one bottle of tap water. Remove labels, but number
bottles and keep an answer sheet. Taste test as above.
Discuss the problems with bottled water – unnecessary
plastic, less regulation, and alternatives such as canteens
or reusable water bottles, home water filtration, etc.
• A jug or bowl for unwanted water
Instructions:
• First, fill the bottles with different water mixtures,
JUMPSTART—SCOUTS: Climate Change
Theme Activities
Waterfowl and Oil Don’t Mix
5
Objective:
Create understanding about the environmental
impact of oil spills.
Background Information:
What happens when oil is spilled in the ocean?
Many sea birds die as a result, even when cleanup begins.
Detergents are used to help “clean” the spill – the detergents allow the oil and water to mix, so that large pools
of oil no longer exist. Rather, small circles of oil will float
on the top of the water. Some detergents used can strip
birds of their natural oils, causing the water to infiltrate
the feathers. This loss of waterproofing and the weight
of the extra water can cause birds to sink and drown.
Equipment:
For each Patrol:
the birds after the oil spill. Add a feather to each
bowl or tin pan. Ask the Scouts to think about
ways that they could help clean up the spill. Hand
out spoons and popsicle sticks, and let them
explore.
• Now, add dishwashing liquid to half of the pans.
Gently stir and observe. What do you see? What
happens to the feather?
• Add powdered detergent to the other half of the
pans. Gently stir and observe. What do you see?
What happens to the feather?
Edible Aquifer
Objective:
• Measuring spoons
Through this hands-on activity, Scouts will understand the water cycle and how pollution can affect
groundwater, and through that, our drinking water
sources. Scouts will also understand the geologic formations of an aquifer.
• Cooking oil
Background Information:
• Liquid dishwashing detergent
Groundwater is water that is stored underground
in the spaces in soil, sand and rock called an aquifer.
Groundwater moves slowly through these layers of soil,
sand and rocks called aquifers. Aquifers are geologic
formations of underground, water-bearing permeable
rock or unconsolidated materials such as gravel, sand,
or clay. Groundwater can be brought up through natural
springs or wells and pumped out. Aquifers are recharged
through rain and snow melt, but in some areas, people
face water shortages because groundwater is pumped
out faster than it can be recharged. Groundwater is also
in danger of contamination and pollution from human
activities.
• Feathers
• Tin pans or clear bowls, one for each group
• Powdered detergent
• Water
• Popsicle sticks
• Spoons
Instructions:
• Pour some water in each tin or bowl (about 1/3
full). Add a tablespoon of cooking oil to the water.
Look at the surface of the water – what do you
see? Ask the Scouts to predict what will happen to
Up to 25% of Canadians get their drinking water from
groundwater sources. Groundwater is also an important
source of water for the irrigation of crops.
Equipment:
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JUMPSTART—SCOUTS: Climate Change
• Vanilla ice cream (a 1L carton supplies enough for
approximately 25 children)
• Clear soda pop (Lemon-lime works well)
• Gummy candy, chocolate chips, or crushed ice to
represent sand and gravel
• Candy sprinkles (the kind used for cake decorating)
• Powdered juice crystals (grape works well because
it is very visible)
• Ice cream scoop
• Clear plastic cups, one for each child
• Straws, one for each child
• Spoons (optional)
• Chalkboard, white board, or flip chart on which to
draw a rudimentary aquifer
Instructions:
• Review the basics of groundwater and aquifers.
• Pass out one cup to each child. Fill each cup
1/3 full with gummy candy, chocolate chips, or
crushed ice. Explain that this represents gravels
and soils.
• Have the children “drill a well” with the straw.
• Now, have the children “pump the well” by
drinking the soda pop. This represents the pumping
of drinking water.
• Sprinkle some drink crystals into each cup, on top
of the “confining layer.” This represents pollution.
Ask the children what they think will happen next
– what will happen to the pollution? Where will it
go?
• Next, make it “rain” by pouring soda pop over
the candy or ice, just enough to cover it. Ask the
children to look again at the aquifer – what is
happening? What can they observe?
• “Pump the well” again. Notice how the
contaminants enter the well. Ask the children what
they see. How many more times would it have to
rain before the pollution is gone? Is there a way to
take the pollution out? Is the water safe to drink?
• Talk about different ways that the groundwater
can be polluted: landfills, leaky septic or gas tanks,
fertilizers, pesticides, etc.
• Pour enough soda pop in the cup, just to cover
the candy or ice. Explain that this represents the
groundwater.
• Add a scoop of vanilla ice cream to the cup, to
serve as the “confining layer.”
• Add more “sand and gravel” (gummy candy or
chocolate chips, etc) on top.
• Sprinkles represent the soil and should now be
sprinkled on the top. Ask the children to look at
the aquifer – what do they see?
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Game
Clean Water Quiz
Objective:
Test the Scouts’ knowledge and reinforce concepts
through this fun game!
Equipment:
• A shaker or bell for each Patrol. Eco-friendly option:
fill a pop bottle 1/3 full of dried beans, screw on lid
and tape securely.
Instructions:
• Give each Patrol a shaker or bell.
• Review game rules: do not shake or ring the bell
until the question has been fully read, first team to
shake or ring the bell has the chance to answer the
question, each person in the Patrol should have a
chance to shake the shaker or ring the bell.
Questions:
• Name one of the stages of the Water Cycle
(keep asking until all stages are mentioned).
Evaporation, Transpiration, Condensation,
Precipitation.
• Name one of the materials that makes up
an aquifer (keep asking until all materials are
mentioned).
Clay, sand, gravel, soil, silt.
• What form can precipitation take (keep asking
until all forms are mentioned)?
Snow, rain, sleet, hail.
• How does detergent affect a sea bird?
It washes off the natural oils and can cause
the bird to sink or drown.
• What type of pollution might contaminate an
aquifer?
Fertilizers, pesticides, landfills, leaky septic tanks
or gas tanks.
• How much water does it take to make a pair
of jeans?
2000 to 6000 Litres.
• How much water does a person use in Africa
per day?
3 Litres.
• How much water does a person use in Canada
per day?
300 Litres.
• During evaporation, a puddle of water becomes
this ________________.
Water Vapour.
• The water on Earth is the same water that was
here millions of years ago – True or False?
True.
• Water that comes from a cloud and falls as snow,
sleet, rain, or hail is called “run-off” – True or False?
False.
• What percent of the world’s water is fresh water?
3 percent.
• Does oil and water mix together?
No, which is why we use detergents to help clean up
oil spills.
• Name two ways that we can conserve water.
Only washing a full load of laundry, not using a
sprinkler during the hottest part of the day, using
a low-flow toilet/shower head, taking 5 minute
showers, only running the dishwasher when it is
full, use a broom to clean off a driveway instead
of hosing it off, etc.
• What is groundwater used for?
Drinking water, irrigation.
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JUMPSTART—SCOUTS: Climate Change
Optional Activity
Clean Water – Crossword Puzzle
11
22
33
44
55
66
77
88
99
10
10
1111
1212
1313
14
14
1515
1717
18
18
1616
Across
1. Water beneath the Earth’s surface.
3. Rain, sleet, snow, and hail are all forms of ___________________.
4. Dripping ________________ can cause us to lose
water without realizing it.
7. A large body of salt water.
8. Water that is not dirty is ______________.
10. The stage of the water cycle where water changes
from a liquid to a vapour.
11. We all need water to _______________.
13. To contaminate water.
14. Water vapour in the atmosphere forms ______________.
16. Saving water also saves ____________.
17. Acid rain can strip the bark off of a ________________.
18. A “tube” used to pump groundwater.
19. A long period of dry weather is called a _____________.
1919
Down
2. Water is cleaned at ________________ plants before it is used.
5. The process of “saving” something.
6. Groundwater can be used to irrigate ______________________.
8. Watering plants with a watering _____ uses less water
than a hose.
9. Aquifers can be made up of soil, sand, clay or
__________________.
12. An _______________ is where groundwater gathers.
15. Take a _______________ instead of a bath.
(Solution on page 10)
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Water Filter Comparison
Optional Activities
Non-Point Source Pollution Model
The Non-Point Source Pollution (NPSP) Model is
a totally interactive environmental education tool for
understanding pollution, where it comes from and what
we, as individuals, can do about it.
By building a model of a watershed in their area and
researching possible sources of pollution, Scouts can see
non-point source pollution in action!
Decorate your model with items found at thrift
stores or recycling depots, and use items like chocolate
chips, juice crystals, chocolate and strawberry syrups to
represent pollution. Use watering cans to make it “rain”
and watch what happens!
Objective:
To understand the importance of filtration.
Background Information:
Water becomes polluted when factories dump
waste into rivers, streams, and oceans. Some treatment
plants fail to adequately clean our wastes before dumping them into the water system. Even the chemicals that
we use around our homes may get into the water. We
are not able to see much of this pollution, but the most
noticeable kind of water pollution is visible and involves
solids. Filtering can remove much of this pollution, but it
doesn’t always mean that the water is safe to drink!
Equipment:
Please see the website to download a Non-Point
Source Pollution Model Guide and building instructions.
http://www.pyr.ec.gc.ca/EN/IPM/index.shtml
(Solution to Crossword on page 9)
G R O U N D W A 2T
R
33
P R E
A
55
U C E T
T
66
O
C
M
A N
R
E
99
S
O
G
N
1010
E V A P O R A T
R
S
A
1212
I V E
V
A
A
E
Q
1414
U T E
C L O U
I
I
1616
M O N E Y
F
1717
N
T R E E
R
11
F A
44
O C E
77
S U R V
1111
P O L L
1313
10
2
E R
C I P I T A T I O N
C L E A N
A
I O N
88
D 15S
H
O
1818
W E L L
E
1919
D R O U G H T
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JUMPSTART—SCOUTS: Climate Change
For each Patrol:
• Several small jars with lids
• 1 large jar
Use these materials to create a more complex filter. Or
create a two or three step filtration system, of various
types of filters. What happens?
• Paper towels
• A funnel
African Water Cleaner
• Masking tape
Objective:
• A pen or marker
• A variety of water samples
Instructions:
• Use the small jars to collect samples of fresh water
from streams, lakes, puddles or whatever is near
your meeting place. Label each sample. Also fill
one jar with tap water as a control. You could also
go on a hike or field trip to collect water samples.
Discover how children in Africa are learning to clean
water with the help of the sun.
Background information:
The sun drives the water cycle. You can use the
power of the sun to help clean water.
Equipment:
For each Patrol:
• Fold a paper towel in half lengthwise. Put an “x” in
the upper left hand corner. Roll the folded towel
into a cone so that the “x” is inside the cone. Tape
the outside of the cone to close it.
• 1 Litre of water
• Reach into the top of the cone and put your finger
in the fold by the “x.” Push one layer to the other
side. Now, you’ve made a filter! Make one for each
sample of water that you have
• A plastic bag
• Place the filter in the funnel.
• Put the funnel in the opening of the larger jar.
Pour one sample into the funnel. Remove the
filter and open it. Label the filter so that youknow
which sample it belongs to. DO NOT DRINK THE
FILTERED WATER.
• Repeat the step above for each sample. Compare
the amount of solid material collected on each
towel. Which sample had the most? The least?
Why?
Enrichment Activity
• Large bowl
• A cup (that is short enough to sit in the bowl)
• A rock
• A small amount of dirt
Instructions:
• Mix a small amount of dirt into the water. Pour the
dirty water into the large bowl.
• Put the cup in the center of the bowl.
• Put the bowl into the plastic bag and seal shut.
• Put a rock on the plastic bag, directly over the
glass.
• Leave the water cleaner in the sun all day.
• Remove the plastic. What do you see? What
happened?
Provide Scouts with a variety of other materials like
cotton balls, coffee filters, gravel, charcoal, sand, etc.
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