Activity: Grey Water and Data Collection

Teacher preparation

Overarching learning goals:

1. Identify how plants respond to grey water compared to fresh water.
2. Investigate, interpret and analyse data to create graphs.
3. Develop scientific explanations based on scientific knowledge, logic, and analysis. 
4. Demonstrate the ability to work collaboratively to research and compile information on issues (extension/homework).

Teacher content information:

Australians are getting better and better at saving water. One way that we're saving water in our houses is by using the grey water that would normally just wash away down the drain. We're told that this grey water isn't fit for human consumption, but can be used in the garden (but only on the plants we're not going to eat). This is because it might contain some contaminants that could be harmful for human health.  

So does this mean that grey water is actually not that great for plants? Does it actually make them sick or does it slow their growth rate?

In this activity

Thought starters: What is the difference between tap water and grey water? What factors influence plant growth? Is a plant alive and if so, how do you know?

What you need

• Access to the internet, a camera, an electronic scale
• Tap water, grey water
• Mung beans, or wheat seeds, cotton balls and a cup

What to do…

Step 1 – In this activity you will design and conduct an experiment to compare how well plants grow when watered with grey water and with tap water.

Step 2 – You will have access to a range of supplies with which to conduct this experiment; you may use as many of these items as you need.

Step 3 – Before you begin the experiment, decide exactly what your experiment will involve. Write down the steps you plan to take (the procedure/method) and the materials that you plan to use. Share your procedure and materials with the teacher and get your teachers approval BEFORE you begin your experiment. You may need to modify your procedure to get your teacher’s approval.

Thing