1. Wait until the class is quiet and the teacher has handed over before starting.

2. We provide opportunities for young people to learn about technology's
role in tackling poverty.
Introduce yourself:
Name
University
Course your studying and any interesting project you worked on during/ outside your course
What is EWB-UK?
We are a group of students and professionals who use our skills as engineers to provide better resources and solve problems for people who need it the most.
Point out to some of the pictures on the slide and mention that we work directly with communities around the world like Nepal, Kenya, Bangladesh etc. on a variety of projects like building wind turbines, wells, safe houses etc.
Why are we here?
We are here to introduce some of the challenges faced by communities around the world and the approach an engineer takes in devising an efficient solution.

3. Write down a few words describing this scene
[P2] Three words or so is fine, more or less if desired.
Listen to the class carefully and get a few chosen students to share their three words and explain why they have chosen them.
Write down a few words describing this scene

4. From Science Concept Cartoons Set 2 – Millgate House Education
What do you think?
Ask students to discuss the cartoon and decide which character they agree with and why. They may have their own ideas as well. Listen to groups carefully and take one or two ideas from around the class.
Like the last slide the idea is to get the students quickly thinking about some of the issues.
This is one of the new Concept Cartoons from Millgate House Education
From Science Concept Cartoons Set 2 – Millgate House Education

5. Why did NASA send Mars Rover to find clues of water?
To know more check the source:
Water signifies life Earth is the only planet we know that has water and without it life on Earth could not have evolved.

6. Where do you use water?
Once the question is up you could either just have pupils shout out answers and reiterating them or use a white board / flip chart to list them down for all to see. Once the list is sufficiently long the next command will have the animations popping up with some of the most common uses of water.
Once they have ascertained water is essential for so many activates then provide some basic information about water like:
Why does water affect us all?
- Water is everywhere. The Earth’s surface is 60% water. We’re made of 75% water.
Crucial to survival: Can only live a day and a half without water.
Recommended to drink 2-3 L per day (even food is mostly water).
We need it for drinking, sanitation, washing, cooking, electricity generation, manufacturing.
Our world’s ecosystem runs on it.
Related to things like poverty, health, global warming...

7. Answer on the next slide:
If a person in the UK had to carry home all their water in 2 litre bottles, on average, how many would they need each day?
Students write their answers on mini whiteboards as a “show me activity” if these are available.
Answer on the next slide:
75 bottles
If a half liter plastic drinking bottle is around you can lift it up before the class and show them that in a day over 300 bottles filled with water is used by a single person.
Source:
4 bottles
20 bottles
75 bottles
90 bottles

8. On average a person in the UK uses
150 litres of water = 75 two-litre bottles

9. So how many do you think would an average person use in the USA?
Students write their answers on mini whiteboards as a “show me activity” if these are available.
Answer on the next slide:

10. On average a person in the USA uses
575 Litres of water = two-litre bottles

11. So how many do you think an average person in Italy would use?
Students write their answers on mini whiteboards as a “show me activity” if these are available.
Answer on the next slide:

12. On average a person in Italy uses
386 litres of water = 193 two-litre bottles

13. So how many do you think an average person in Bangladesh would use?
Students write their answers on mini whiteboards as a “show me activity” if these are available.
Answer on the next slide:

14. On average a person in Bangladesh uses
46 litres of water = 23 two-litre bottles

15. So how many do you think an average person in Ethiopia would use?
Students write their answers on mini whiteboards as a “show me activity” if these are available.
Answer on the next slide:

16. On average a person in Ethiopia uses
15 litres of water = 7.5 two-litre bottles

17. So how many do you think would an average person use in Mozambique?
Students write their answers on mini whiteboards as a “show me activity” if these are available.
Answer on the next slide:

18. On average a person in Mozambique uses
4 litres of water = 2 two-litre bottles

19. The World Health Organisation say that about 20 litres per person per day is essential for a decent life.

20. Over 1 billion people in the world DO NOT have access to clean water
On average women
in Africa and Asia walk nearly 4 KMs to
collect water
Video:
Embed code: <iframe width="560" height="315" src="// frameborder="0" allowfullscreen></iframe>
Source for Over 2.2 million people die each year from a waterborne disease:
Over 1.1 billion people DO NOT have access to water:
On average women in Africa and Asia walk 3.75 kms to collect water
Over 2 million
people die each year from a waterborne disease

21. We all need water that is clean and safe to drink
We all need water that is clean and safe to drink. What makes water unsafe?
The next couple of slides will look at what are the factors that make water unsafe and consequently what can be done to purify water.

22. What makes water unsafe?
Rubbish in the sea
Oil leaks from ships
Untreated sewage
Dirt
Use the question on the slide to get pupils involved in the discussion, if answers aren’t forthcoming then prompt based on general knowledge of the surrounding, the video they have just seen etc.
Ask pupils to raise their hand if they have an answer, reiterate the answers given or start to list these on the white board or flip chart. If there are some unique ones mentioned asked for it to be explained and reiterate it to the group.
Biohazard - medical waste or samples of a microorganism including virus, bacteria or toxin (from a biological source) that can affect human and animal health.
Poisonous chemicals – arsenic, heavy metals, pesticides, mercury, lead, zinc, oil, copper, cadmium etc.
CONTAMINANTS
pesticides
cadmium
mercury
copper
lead
oil
zinc

23. How can we make water clean and safe?
Can solicit answers here if desired.
Write the answers given by the class on the blackboard or on a flipchart if possible.

24. Remind pupils about the process of filtration and how it can purify water as seen on the slide. They will now be working in groups to make a filter which will be tested and presented before the class.
-First hand out the ‘country fact sheets’ and ‘bill of quantities’ sheet to all groups. If possible write the group names (countries) on the black/ white board so they can see how other teams are doing.
-Encourage teams to read the data on the information sheet.
They must use their budget allocation to plan for materials to buy for building the filter and if possible use alternate sources or materials (that do not have to be brought from the shop but can be sourced naturally).
Remind the class only 1 member of the group can come to the ‘shop’ to collect the materials.
-Based on the desired list from each group hand out the material in plastic cups and ensure you keep a tally of their budget vs materials allocated
-Walk around the class and guide those teams that are struggling specially with limited funds and design brief.
-If a group finishes early allow them to test their filter and carry out multiple repetitions by filtering the same water, and observe it get clearer after each attempt.
-If a group is struggling, try to have a volunteer help them out more than other groups, if a group is running out of resources than give them some more using a phrase such as ‘Kenya has received resources as aid from the UN’ and explain how this might happen in a real.
Remember to give them warnings before finishing each stage. Below is a rough time estimate for the activity but feel free to tailor it to your requirements:
5 mins – Read country brief
10 mins – Plan filter design and request material from the shop
10 mins – Build the filter
10 mins – Present the design plan before the other groups and test the filter!
Once completed:
Spend a couple of minutes reviewing the workshop and particularly the teams which did not have much resource and highlight how they were able to complete the task with limited resources.
If there have been incidence of teams helping each other out highlight this and encourage such practice.
Build a filter!

25. Activity Every team should have a ‘Country Sheet’ and ‘Cost’ sheet.
Read the information for your country.
Within your groups:
Plan and design your filter
Complete the ‘Cost sheet’ and nominate 1 member to buy goods from the shop
Nominate 2 members to test and present the filter
Remind pupils about the process of filtration and how it can purify water as seen on the slide. They will now be working in groups to make a filter which will be tested and presented before the class.
-First hand out the ‘country fact sheets’ and ‘bill of quantities’ sheet to all groups. If possible write the group names (countries) on the black/ white board so they can see how other teams are doing.
-Encourage teams to read the data on the information sheet.
They must use their budget allocation to plan for materials to buy for building the filter and if possible use alternate sources or materials (that do not have to be brought from the shop but can be sourced naturally).
Remind the class only 1 member of the group can come to the ‘shop’ to collect the materials.
-Based on the desired list from each group hand out the material in plastic cups and ensure you keep a tally of their budget vs materials allocated
-Walk around the class and guide those teams that are struggling specially with limited funds and design brief.
-If a group finishes early allow them to test their filter and carry out multiple repetitions by filtering the same water, and observe it get clearer after each attempt.
-If a group is struggling, try to have a volunteer help them out more than other groups, if a group is running out of resources than give them some more using a phrase such as ‘Kenya has received resources as aid from the UN’ and explain how this might happen in a real life situation.
Remember to give them warnings before finishing each stage. Below is a rough time estimate for the activity but feel free to tailor it to your requirements:
5 mins – Read country brief
10 mins – Plan filter design and request material from the shop
10 mins – Build the filter
10 mins – Present the design plan before the other groups and test the filter!
Once completed:
Spend a couple of minutes reviewing the workshop and particularly the teams which did not have much resource and highlight how they were able to complete the task with limited resources.
If there have been incidence of teams helping each other out highlight this and encourage such practice.

26. Material Unit Cost Information sheets 2 litre bottle 10 credits Straws
2 credits each
Rubber Band
Activated charcoal
30 credits per 1/4 cup
Cheesecloth
4 credits/square
Cotton wool
2 credits/ball
Gravel - coarse
5 credits/cup
Gravel - fine
Sugar
5 credits per cup
Toilet paper
1 credit per sheet
Sand- coarse
10 credits/cup
Sand - fine
15 credits/cup
A4 paper
2 credits per sheet
Information sheets
Fully Labelled Diagram
100 credits
Unlabelled diagram
50 credits
Full instructions (Available if your country has a literacy rate of over 90%)
40 credits
Partial Instructions
20 credits
Leave this slide on display while the activity is in progress as a reference for all teams and yourself to tally the cost to the materials.

27. Well done! Once completed:
- Spend a couple of minutes reviewing the workshop and particularly the teams which did not have much resource and highlight how they were able to complete the task with limited resources.
- If there have been incidence of teams helping each other out highlight this and encourage such practice.

28. ‘Everyone has the right to access the technologies
The availability, supply and treatment of water is different around the world but by using our knowledge and skills we can ensure this vital resource is made available to all.
On completing the activity request all the teams to leave their filters at the front on display with the country sign on them.
Lead the discussion towards unequal distribution of resources and lack of skill to develop from available resources.
If there were incidences of groups sharing resources highlight this fact and encourage this habit.
If you noticed alternate/ innovative ways by which groups sourced resources then highlight that too.
Relate all this in the context of Technology Justice and how it is important to use and share the skills and resources we have to help each other grow and develop.
Example of Technology Justice as showcased by one of EWB-UK’s partner organisations in Kenya, MASABI:
‘Everyone has the right to access the technologies
that are essential to life.’

29. I am an MDG child... https://www.youtube.com/watch?v=Sj6q0Apd_cs
Video:
Embed code: <iframe width="560" height="315" src="// frameborder="0" allowfull screen></iframe>
Based on the age group of the students alter the content and time you spend on this slide
You could start the discussion by asking what they had learnt from the video:
What is MDG?
How many MDGs are there? Can you name some?
Eradicate extreme hunger and poverty
Achieve universal primary education
Promote gender equality and empower women
Reduce child mortality
Improve maternal health
Combat HIV/AIDs, malaria and other diseases
Ensure environmental sustainability
Develop a global partnership for development
You list them on the board/ flip chart as they are being said and link how the workshop today can be linked to all the MDGs
 Eradicate extreme hunger and poverty – By using water sustainability e.g.. Rain water harvesting water can be made available for agriculture translating into food for the locals.
Achieve universal primary education – Developing an efficient water supply system would give children an opportunity to attend school and save time spent on collecting water from distant locations. Safe water also translates into a healthy mind and body thus better attendance at school.
Promote gender equality and empower women – Women and young girls will have more time to be involved in productive activities which they would otherwise spend collecting water.
Reduce child mortality – better water and sanitation facilities directly translates to health children and mothers.
 Improve maternal health – better water and sanitation facilities directly translates to health children and mothers.
Combat HIV/AIDs, malaria and other diseases – sanitised water supply reduces the risk of waterborne diseases hence lower mortality rate due to water borne diseases like diarrhoea.
Ensure environmental sustainability – recycle, reuse and conserve water!
 Develop a global partnership for development – Organisations like EWB-UK partner with local organisations within vulnerable communities that develop healthy knowledge, skill and resource sharing partnerships.

30. You’ve seen how precious a resource water is no matter what country you live in, and the previous activity has given you an idea of just how challenging it can be to get clean, drinkable water. Clearly, it’s vital we don’t waste this precious resource. What are some basic things you can do to save water?
Let the group come up with some ideas, either list them on the white/board or repeat them to the class.
Once you have got some ideas, flick through the next couple of slides as most of them would have been mentioned.
What can you do?

31. Turn off the tap while brushing your teeth
Use less water at home
Use only what you need when making a cup of tea
Turn off the tap while brushing your teeth
Also, avoid power showers. It takes 80 litres of water for a bath, but only 30 litres - less than half as much - for an average shower.
Take showers instead of baths
Wash fruits and vegetables in a bowl of water

32. Let the group come up with some ideas, either list them on the white/board or repeat them to the class.
Once you have got some ideas, flick through the next couple of slides as most of them would have been mentioned.
What can others do?

33. Recycle water
Greywater is the waste water from baths and showers. It can be used to to flush toilets or to water the garden
Sewage water (from toilets) can be treated to remove impurities and also used to water the garden.

34. Find out more ways in which you can save water
Most important
Water for the World!
Find out more ways in which you can save water
Tell your friends and family about what you have learnt today
Avoid wasting water
Highlight the message of SHARING the knowledge they have gained today and acting responsibly.
Find out more about Technology Justice…and spread the word

35. This presentation was made by EWB-UK

36. Thank the teacher and the class for their time, invite questions.
Thank you!