s1 Topic 11 Water Purification & The Water Cycle

S1 Topic 11
Water Purification and the Water Cycle
Level: S1
Topic: Water purification, further treatment of water, and the water cycle (Sections 5.1 – 5.3
of Unit 5)
Introduction:
For the topic ‘Water purification and the water cycle’, teachers may find that their students
have some difficulty to master the large number of process names involved and to describe
what happens during the processes in English. This set of ELA materials is designed to
provide writing practices for students so that they will use the process names in context;
students are also guided to describe in writing the various processes involved in water
purification and the water cycle.
There are three ELAs in this set of materials:

ELA1 Water Purification
ELA2 Further Treatment of Water
ELA3 The Water Cycle.
Each ELA lasts for about one period.
S1 Topic 11: Water Purification and Water Cycle 1
ELA1 Lesson Plan – Water Purification
Description: This ELA covers Section 5.1 of Unit 5 of the CDC Science syllabus. It
assumes that Chinese medium lessons have been conducted in which
students carry out experiments to purify muddy pond water using
sedimentation, filtration and distillation. Key terms in English were
introduced as the Chinese terms when explained. In the first part of this
lesson, the teacher consolidates the concepts about water purification in
Chinese and revises all key terms in English. Then, students will be asked
to suggest appropriate methods for separating the various components in
different liquid mixtures, using English.
Content After completing the activity, students should be able to:

Objectives:  distinguish the purposes of sedimentation, filtration, and
distillation;
 suggest appropriate methods for separating the various components in
a liquid mixture.
Language After completing the activity, students should be able to:

Objectives:  understand and use the English terms related to water purification
(e.g., removing impurities from water, purification, purify, pure,
sedimentation, settle, filtration, filter, distillation, distill, impurities,
soluble, insoluble,
 understand and use the English expressions for describing methods of
water purification shown in pictures, e.g.,
- The process of removing impurities from water is called water
purification.
- Sedimentation, filtration and distillation are methods of water
purification.
- During the process of sedimentation, large or heavy insoluble
impurities settle at the bottom of the container.
- During the process of distillation, water is heated and becomes
steam. Steam then cools down as water when it passes into another
container. Both the soluble and insoluble impurities in water are
left behind.
- During the process of filtration, water passes through a filter and
the insoluble impurities in water are left behind.
 Discuss appropriate methods for separating the components in liquid
mixtures, e.g.,
- In what way can we remove only red beans from an iced red bean
drink?
A suitable method to do so is by sedimentation. During the process,
red beans settle at the bottom of the glass. Filtration is not a
suitable method because it will also remove the ice.
- In what way can we remove the flowers and leaves from a glass of
flower tea?
A suitable method to do so is by filtration. During the process,
flower tea passes through a filter and the flowers and leaves are left
behind. Sedimentation is not a suitable method because the flowers
float.
- In what way can we obtain pure water from seawater?

A suitable method to do so is by distillation. During the process,
seawater is heated and becomes steam. Steam then cools down as
pure water when it passes into another container. Salt in seawater
is left behind.
- In what way can we remove the seeds from a glass of kiwi juice?
A suitable method to do so is by filtration. During the process, kiwi
juice passes through a filter and the seeds in kiwi juice are left
behind.
Activities: 1. Revision – whole-class activity and pair work (15 min)

2. Identifying and describing a suitable method for separating substances
in various cases – pair work (25 min)
Materials: Worksheet, Slides which provide practice in identifying and describing the
methods for separating substances from different liquid mixtures
Steps:
Revision – whole-class activity and pair work (15 min)

1. The teacher distributes the worksheet to the class and asks them to work in pairs to
complete Part B of the worksheet.
(N.B. The part of speech is indicated for each word. During the consolidation, the teacher
should help students to distinguish the use of the two forms of a word, such as ‘purification’
and ‘purify’. The difference should be illustrated using sentences which show how the word
is used, rather than asking students to memorise the part of speech each word belongs to.)
2. The teacher checks the answers and explains any difficult words.
3. The teacher asks some students to take turn to read aloud the descriptions. Each
student should only read one description so that more students could be involved.
Identifying and describing a suitable method for separating substances in various
cases – pair work (25 min)
4. The teacher asks students to complete Part C of the worksheet. They are asked to
follow the sentence pattern found in Part B to complete the descriptions in Part C.
5. Depending on students’ ability, the teacher may work together with the class using
Question Item 1 as an example.
6. The teacher asks students to crosscheck the answers with their partner for any
grammatical mistakes before checking the answers with the whole class.
7. The teacher provides students with more opportunity to practise by showing them
pictures of some liquid mixtures (see the attached slides) and asks them to identify and
describe orally the methods for separating the substances from the mixtures.
Water Purification 水的淨化
A. Vocabulary:
purification 淨化 (n.) purify 淨化 (v.) pure 純淨的 (adj.)
sedimentation 沈積法 (n.) settle 沈澱 (v.)
filtration 過濾法 (n.) filter 過濾 (v.) filter 過濾器 (n.)
distillation 蒸餾法 (n.) distill 蒸餾 (v.)
impurities 雜質 (n.) soluble 可溶的 (adj.) insoluble 不可溶的 (adj.)
B. The following pictures are about water purification.

Complete the sentences next to each picture using the words provided above.
1. This process (過程) is called ______________________.

During the process, large or heavy ______________
impurities ____________ at the bottom of the container
(容器).
2. This process is called ______________________.

During the process, water is heated and becomes steam.
Steam then cools down into water when it passes into
another container. Both the ________________ and
_______________ impurities in water are left behind.
3. This process is called ____________________.

During the process, water passes through a
_____________ and the ______________ impurities in
water are left behind.
4. The process of removing ________________ from water

is called water ________________.
Sedimentation, filtration and distillation are methods of
water _______________.
C. How are the substances separated in each of the following cases?
First, name a method for separating the substances in each case. Then, describe what
happens during the process.
1. Removing only red beans from A suitable method to do so is by ___________________.
an iced red bean drink
During the process, red beans _____________________
_____________________________________________
2. Removing the flowers and A suitable method to do so is by ___________________.

leaves from a glass of flower tea
During the process, flower tea _____________________
______________________________________________
3. Obtaining pure water from A suitable method to do so is by ___________________.

seawater
During the process, seawater _____________________
_____________________________________________
_____________________________________________
4. Removing the seeds from a glass A suitable method to do so is by ___________________.

of kiwi juice(奇異果果汁)
During the process, kiwi juice _____________________
______________________________________________
Water Purification 水的淨化 Answers
A. Vocabulary:
purification 淨化 (n.) purify 淨化 (v.) pure 純淨的 (adj.)
sedimentation 沈積法 (n.) settle 沈澱 (v.)
filtration 過濾法 (n.) filter 過濾 (v.) filter 過濾器 (n.)
distillation 蒸餾法 (n.) distill 蒸餾 (v.)
impurities 雜質 (n.) soluble 可溶的 (adj.) insoluble 不可溶的 (adj.)
B. The following pictures are about water purification.

Complete the sentences next to each picture using the words provided above.
1. This process (過程) is called sedimentation.
During the process, large or heavy insoluble impurities
settle at the bottom of the container (容器).
2. This process is called distillation.
During the process, water is heated and becomes steam.
Steam then cools down as water when it passes into
another container. Both the soluble and insoluble
impurities in water are left behind.
3. This process is called filtration.
During the process, water passes through a filter and the
insoluble impurities in water are left behind.
4. The process of removing impurities from water is called
water purification.
Sedimentation, filtration and distillation are methods of
water purification.
C. How are the substances separated in each of the following cases?
First, name a method for separating the substances in each case. Then, describe the
process briefly.
1. Removing only red beans from A suitable method to do so is by sedimentation.
an iced red bean drink
During the process, red beans settle at the bottom of the
glass.
Note: Filtration is not a suitable method because it will
also remove the ice.
2. Removing the flowers and A suitable method to do so is by filtration.

leaves from a glass of flower tea
During the process, flower tea passes through a filter and
the flowers and leaves are left behind.
Note: Sedimentation is not a suitable method because the
flowers float.
3. Obtaining pure water from A suitable method to do so is by distillation.

seawater
During the process, seawater is heated and becomes
steam. Steam then cools down as pure water when it
passes into another container. Salt in seawater is left
behind.
4. Removing the seeds from a glass A suitable method to do so is by filtration.

of kiwi juice(奇異果果汁)
During the process, kiwi juice passes through a filter and
the seeds in kiwi juice are left behind.
ELA1: Slides which provide opportunities for students to practise identifying and
describing the methods for separating substances from different liquid mixtures.
• How are the substances separated in
each of the following cases?
Methods of Water Purification – First, name a method for separating the
substances in each case.
ELA Research Team, OUHK – Then, describe what happens during the
October 2009 process.
Removing beans from
Obtaining water from a cup of coffee a bowl of sweet green bean soup
4
3
Removing tea leaves from a cup of tea Removing pulp (果肉) from orange juice
6
5
Credit: Wikimol; available at http://commons.wikimedia.org/wiki/File:Tea_leaves_steeping_in_a_zhong_%C4%8Daj_05.jpg
ELA2 Lesson Plan –Further Treatment of Water
Description: This ELA covers Section 5.2 of Unit 5 of the CDC Science syllabus. At the
beginning of the lesson, students are asked to watch part of an ETV
programme for junior secondary science. The programme is in Cantonese
and introduces some methods to kill micro-organisms in drinking water and
explains why fluoride is added to water. After the ETV programme is shown,
the lesson is conducted in English. Students are asked to complete a
worksheet and state the purpose of each type of water treatment.
Content After completing the activity, students should be able to:

 list the ways of killing micro-organisms in water;
Objectives:
 list the advantages and disadvantages of treating drinking water with
chlorine and ozone; and
 explain why fluorides are added to drinking water.

Objectives:  understand and use the English terms related to water treatment (e.g.,
water purification methods, add, chlorine, chlorination, fluoride,
fluoridation, ozone, ultraviolet light, micro-organism, tooth decay);
 name the substance or treatment that can be used to kill the

micro-organisms in water (e.g., chlorine, ozone, and ultraviolet light);
and
 state the purpose of each type of water treatment, e.g.,

- Chlorination is the process of adding chlorine to tap water to kill the
micro-organisms.
- Fluoridation is the process of adding fluoride to tap water to prevent
tooth decay.
- Ultraviolet light is used to kill the micro-organisms water of drinking
fountains.
- Ozone is added to water in swimming pools to kill the
micro-organisms in it.
Activities: 1. 觀看教育電視節目(部分片段)及討論 — 全班 (25 分鐘)

2. Completing the worksheet – pair work (20 min)
Materials: 教育電視【初中科學科】節目「食水處理」(可在「香港教育城」的教育資源
庫網頁下載 http://resources.hkedcity.net/resource_detail.php?rid=1298022783 ),
Worksheet, Textbook
Steps:
觀看教育電視節目(部分片段)及討論 — 全班 (25 分鐘)
1. 老師利用提問方式跟學生溫習淨化食水的三個方法，並引導學生指出香港的濾水廠是使
用沉積法和過濾法來淨化食水。
2. 老師可帶領學生討論以下問題：
1. 怎樣保證食水處於無菌狀態？
2. 為甚麼要使用含氟化物的牙膏？
老師不必提供答案，只著學生留心觀看節目從中找出答案。
3. 老師播放「食水處理」0:00 – 2:10 及 5:51 – 19:25 兩部分片段。這兩部分的片段包括了

四部份內容：(1) 食水處理的兩個階段--「前期處理」及「後期處理」
、(2) 氯氣殺菌、 (3)
臭氧殺菌及 (4) 食水加氟。(2:21 – 5:50 一段是介紹在實驗室和工業上製造氯氣的方法
及濾水廠內處理氯氣的安全措施。因為內容比較技術性和深奧，故可省略播放。)
4. 老師簡單地跟學生重溫節目中的要點，然後著他們閱讀教科書內相關的章節，並邀請學
生指出書本中哪一項為食水殺菌的方法是電視節目中沒有提到的。
5. 老師指出使用紫外線殺菌能有效、快速殺死水中的細菌，但因為系統要求食水緩慢地流
經紫外光燈，故此只適合使用作飲水機消毒食水之用。
6. 為配合下一節的 ELA，每當介紹一種處理食水的方法時，老師可將中、英文關鍵詞寫在
黑板上，並讀出該詞彙。
Completing the worksheet – pair work (15 min)

7. The teacher distributes the worksheet and goes through the vocabulary in Part A again
to make sure that students can pronounce the words correctly.
8. Students are asked to complete Part B and Part C of the worksheet in pairs. They can
refer to their textbook for information.
9. The teacher checks the answers with the class. In the process, some students are asked
to write the answers of Part C on the blackboard, and the class judge whether each
answer is acceptable in terms of content and grammar.
10. The teacher may round up the activity by asking questions similar to those found in the
worksheet, and some students are asked to answer them without referring to the
worksheet. Examples of the questions are:
 What can be added to tap water to kill micro-organisms?
 What is the purpose of adding fluoride to tap water?
Treatment of Water 食水的進一步處理
A. Vocabulary:
chlorine 氯 fluoride 氟化物 ozone 臭氣 ultraviolet light 紫外光
chlorination 加氯處理 fluoridation 加氟處理 micro-organisms 微生物 tooth decay 蛀牙
B. What kind of treatment is done to water in the following pictures?
In each box, put down the substance or treatment that is added to the water.
1. Tap water
+
+
2. Water in drinking fountains 3. Water in swimming pools
+ +
OR
C. What is the purpose (目的) of each of the above types of water treatment?
What is added? Where? Purpose?
Chlorine tap water

kill the micro-organisms
Fluoride water in drinking fountains
Ozone water in swimming pools
prevent tooth decay
Ultraviolet light
E.g. Chlorine is added to water in swimming pools to kill the micro-organisms.
Write four sentences to explain the purpose of adding different substances in water. The first
answer has been written for you. Write the other sentences using the same sentence pattern
of example 1.
1._Chlorine is added to water in swimming pools to kill the micro-organisms.____________
2.________________________________________________________________________
3.________________________________________________________________________
4.________________________________________________________________________
Further Treatment of Water 食水的進一步處理 Answers
A. Vocabulary:
chlorine 氯 fluoride 氟化物 ozone 臭氣 ultraviolet light 紫外光
chlorination 加氯處理 fluoridation 加氟處理 micro-organisms 微生物 tooth decay 蛀牙
B. What kind of treatment is done to the following water?
In each box, put down the substance or treatment that is added to the water.
1. Tap water
+ fluoride OR
chlorine OR +
fluoridation
chlorination
2. Water in drinking fountains 3. Water in swimming pools

chlorine OR
chlorination
ultraviolet light +
+
OR
ozone
C. What is the purpose (目的) of each of the above types of water treatment?
What is added? Where? Purpose?

Chlorine tap water
kill the micro-organisms
Fluoride
water in drinking fountains
Ozone
water in swimming pools prevent tooth decay
Ultraviolet light
Write four sentences to explain the purpose of adding different substances in water. The first
answer has been written for you. Write the other sentences using the same sentence pattern
of example 1.
1. Chlorine is added to tap water to kill the micro-organisms.
2. Fluoride is added to tap water to prevent tooth decay.
3. Ultraviolet light is added to water in drinking fountains to kill the micro-organisms.
4. Ozone is added to water in swimming pools to kill the micro-organisms.
ELA3 Lesson Plan – The Water Cycle
Description: This ELA covers Section 5.3 of Unit 5 of the CDC Science syllabus.
Chinese medium lessons have been used to introduce the process of rain
formation, using an experimental approach. In the follow-up discussion
to the experiment, English key terms, such as evaporation and
condensation, were introduced together with their Chinese equivalents.
In this ELA lesson, students will work in pairs to complete a worksheet
about the water cycle. Then, some students are asked to present in
English the steps in the water cycle, based on hints in the picture
provided.
Content After completing the activity, students should be able to describe the
Objectives: water cycle.

Objectives:  understand and use the English terms related to the water cycle
(e.g., evaporation, evaporate, condensation, condense, raining,
rain, water vapour, water droplets, heat, cool
 name the processes in the water cycle in English: evaporation,

condensation, and raining;
 describe the water cycle in simple English, e.g.,
- The sun heats up the earth.
- Water evaporates from seas, lakes, rivers, ground surfaces and
plants to form water vapour.
- Water vapour rises to the upper part of the sky.
- Because the upper part of the sky is cooler, water vapour
condenses to form water droplets.
- Water droplets gather together and form clouds.
- When the water droplets in the clouds grow bigger, they may
fall to the ground as rain.
Activities: 1. Revision – whole-class activity (10 min)

2. Worksheet completion – pair work (20 min)
3. Oral presentation of the water cycle – whole-class activity (10 min)
Materials: Worksheet, Slides which serve as prompts for students to describe the
water cycle
Steps:
Revision – whole-class activity (10 min)

1. 老師利用提問方式跟學生溫習之前進行的實驗「雨的形成」的要點。英文關鍵詞已在
之前做實驗的時候引入，在複習的時候，老師再跟學生重溫一次這些關鍵詞的串
法及讀音。
Worksheet completion – pair work (20 min)

2. The teacher asks students to work in pairs to complete the worksheet.
3. The teacher checks the answers and explains any difficult words in Part C of the
worksheet.
4. The teacher tells the class that they will be asked to describe to the class the water
cycle in English without referring to the worksheet. Students are asked to practise
reading out the paragraph in Part C to each other in the pairs.
5. The teacher monitors the class while students work in pairs and provide guidance
where necessary.
Oral presentation of the water cycle – whole-class activity (10 min)

6. The teacher shows the class some pictures of the water cycle, each highlighting a
process in the cycle (see the attached slides). Students are asked to describe orally the
processes in the cycle based on the hints provided by the picture to their neighbours.
The teacher provides guidance during supervision.
7. After practice by pair work, the teacher asks a few students each to present one part of
the water cycle to the class.
The Water Cycle 水循環
A. Vocabulary:
evaporation 蒸發 (n.) condensation 凝結 (n.) raining 降雨 (n.) water vapour 水汽 (n.)
evaporate 蒸發 (v.) condense 凝結 (v.) rain 雨水 (n.) water droplets 小水滴 (n.)
B. Label the following diagram of the water cycle.

Choose the words provided above to label Processes A-C and Forms of Water (1)-(3).
Process C
Process A
Form of water: (3) Form of water: (1)
Energy from K
Form of water: (2)
Process B
Energy form K:
Process A: B: C:
Form of water (1) (2) (3)
C. Complete the following paragraph about the water cycle.

In the following paragraph, the second half of each sentence is missing. Use the
phrases provided below to complete the paragraph.
bigger the earth to the upper part of the sky to form water vapour
cooler form clouds to the ground as rain to form water droplets
The sun heats up ____________________. Water evaporates from seas, lakes, rivers,
ground surfaces and plants _____________________. Water vapour rises ______________
___________. Because the upper part of the sky is _________________, water vapour
condenses _______________________. Water droplets gather (聚集) together and
____________________. When the water droplets in the clouds grow _________________,
they may fall ______________________________.
The Water Cycle 水循環
Answers
A. Vocabulary:
evaporation 蒸發 (n.) condensation 凝結 (n.) raining 降雨 (n.) water vapour 水汽 (n.)
evaporate 蒸發 (v.) condense 凝結 (v.) rain 雨水 (n.) water droplets 小水滴 (n.)
B. Label the following diagram of the water cycle.

Choose the words provided above to label Processes A-C and Forms of Water (1)-(3).
Process C
Process A
Form of water: (3) Form of water: (1)
Energy from K
Form of water: (2)
Process B
Energy form K: heat (energy)
Process A: condensation B: evaporation C: raining
Form of water (1) water droplets (2) water vapour (3) rain
C. Complete the following paragraph about the water cycle.

In the following paragraph, the second half of each sentence is missing. Use the
phrases provided below to complete the paragraph.
bigger the earth to the upper part of the sky to form water vapour
cooler form clouds to the ground as rain to form water droplets
The sun heats up the earth. Water evaporates from seas, lakes, rivers, ground surfaces and
plants to form water vapour. Water vapour rises to the upper part of the sky. Because the
upper part of the sky is cooler, water vapour condenses to form water droplets. Water
droplets gather (聚集) together and form clouds. When the water droplets in the clouds grow
bigger, they may fall to the ground as rain.
ELA3: Slides which serve as prompts for students to describe the water cycle
The Water Cycle (1) the sun / the earth
• Describe the
processes involved
in the water cycle
based on the hints
from the following
pictures.
2 3
(2) water/ from seas, lakes, rivers, ground
(3) water vapour/ upper part of the sky
surfaces and plants / water vapour
4 5
(4) upper part of the sky/ cooler; (5) water droplets in the clouds/ bigger;
water vapour/ water droplets; the droplets/ rain
water droplets/ clouds
6 7

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S1 Topic 11

There are three ELAs in this set of materials:

Content After completing the activity, students should be able to:

Language After completing the activity, students should be able to:

- In what way can we obtain pure water from seawater?

Activities: 1. Revision – whole-class activity and pair work (15 min)

Revision – whole-class activity and pair work (15 min)

B. The following pictures are about water purification.

1. This process (過程) is called ______________________.

2. This process is called ______________________.

3. This process is called ____________________.

4. The process of removing ________________ from water

2. Removing the flowers and A suitable method to do so is by ___________________.

3. Obtaining pure water from A suitable method to do so is by ___________________.

4. Removing the seeds from a glass A suitable method to do so is by ___________________.

B. The following pictures are about water purification.

During the process, large or heavy insoluble impurities

settle at the bottom of the container (容器).

2. This process is called distillation.

During the process, water is heated and becomes steam.

Steam then cools down as water when it passes into

another container. Both the soluble and insoluble

impurities in water are left behind.

3. This process is called filtration.

During the process, water passes through a filter and the

insoluble impurities in water are left behind.

4. The process of removing impurities from water is called

Sedimentation, filtration and distillation are methods of

Note: Filtration is not a suitable method because it will

also remove the ice.

2. Removing the flowers and A suitable method to do so is by filtration.

the flowers and leaves are left behind.

Note: Sedimentation is not a suitable method because the

3. Obtaining pure water from A suitable method to do so is by distillation.

steam. Steam then cools down as pure water when it

passes into another container. Salt in seawater is left

4. Removing the seeds from a glass A suitable method to do so is by filtration.

the seeds in kiwi juice are left behind.

Removing tea leaves from a cup of tea Removing pulp (果肉) from orange juice

Content After completing the activity, students should be able to:

Language After completing the activity, students should be able to:

 name the substance or treatment that can be used to kill the

 state the purpose of each type of water treatment, e.g.,

Activities: 1. 觀看教育電視節目(部分片段)及討論 — 全班 (25 分鐘)

觀看教育電視節目(部分片段)及討論 — 全班 (25 分鐘)

3. 老師播放「食水處理」0:00 – 2:10 及 5:51 – 19:25 兩部分片段。這兩部分的片段包括了

Completing the worksheet – pair work (15 min)

chlorine 氯 fluoride 氟化物 ozone 臭氣 ultraviolet light 紫外光

chlorination 加氯處理 fluoridation 加氟處理 micro-organisms 微生物 tooth decay 蛀牙

B. What kind of treatment is done to water in the following pictures?

2. Water in drinking fountains 3. Water in swimming pools

What is added? Where? Purpose?

Chlorine tap water

E.g. Chlorine is added to water in swimming pools to kill the micro-organisms.

1._Chlorine is added to water in swimming pools to kill the micro-organisms.____________

chlorine 氯 fluoride 氟化物 ozone 臭氣 ultraviolet light 紫外光

chlorination 加氯處理 fluoridation 加氟處理 micro-organisms 微生物 tooth decay 蛀牙

B. What kind of treatment is done to the following water?

ground surfaces and plants _______. Water vapour rises

____. When the water droplets in the clouds grow _,