Engineering and science: Water reclamation (video-based lesson)

This ESL lesson plan is designed for intermediate to advanced learners (B1-C1) and focuses on the innovative yet controversial topic of water reclamation, using the case study of Wichita Falls, Texas.

Through engaging activities, students will enhance their listening, reading, vocabulary, and discussion skills while exploring critical environmental issues like water shortages and wastewater reuse. The lesson integrates authentic materials, including a YouTube video and its transcript, to provide real-world context and spark meaningful conversations.

By examining the challenges and solutions of water reclamation, students will not only improve their language proficiency but also develop critical thinking skills and awareness of global environmental concerns. This 50-60 minute lesson encourages active participation, fosters collaborative learning, and connects language practice to real-life applications, making it both educational and relevant.

For a vocabulary-based lesson, click here.

ESL video-based lesson plan: Water reclamation in Wichita Falls

Level: Intermediate to Advanced (B1-C1)
Duration: 50-60 minutes (Consider saving time by having the student watch the video before class)
Objective: Students will improve their listening, reading, vocabulary, and discussion skills while learning about water reclamation and environmental issues.
Materials:

• Transcript of the video (get this on YouTube)
• Audio/video (available below)
• Handouts with vocabulary and comprehension questions
• Whiteboard or projector for discussion prompts

Warm-up (10 minutes)

Objective: Activate prior knowledge and introduce the topic.

• Activity: Brainstorming
• Write the word “water” on the board. Ask students:
  • What are some ways we use water every day?
  • What happens to water after we use it (e.g., in showers, toilets)?
  • Have you heard of water shortages or droughts? How do they affect communities?
• Elicit responses and write key words (e.g., drought, sewage, recycling) on the board.
• Discussion Prompt:
• “What would you do if your city ran out of clean water?”
• Encourage students to share ideas in pairs or small groups.

Vocabulary introduction (10 minutes)

Objective: Introduce key vocabulary from the transcript to aid comprehension.

Key vocabulary

• Drought
• Reservoir
• Effluent
• Wastewater
• Purification
• Reclamation
• Contaminants
• Potable
• Tertiary treatment
• Yuck factor

Activity

• Provide a handout with the words, definitions, and example sentences.
• Example: Effluent – Liquid waste discharged from a sewage treatment plant.
• Sentence: The effluent from the treatment plant was clean enough to be reused.
• Ask students to match the words to their meanings or use them in sentences.
• Discuss any unfamiliar terms and clarify meanings using simple explanations or visuals (e.g., a picture of a reservoir).

Listening/reading activity (15 minutes)

Objective: Develop listening or reading comprehension skills.

Option A: Listening (if audio/video is available)

• Play the first 2-3 minutes of the video (up to “Practical Engineering”).
• Ask students to listen for:
  • What problem did Wichita Falls face in 2011-2012?
  • What solution did the city propose?
  • Why was the solution controversial?
• Replay the segment if needed, then discuss answers.

Option B: Reading (if no audio)

• Provide students with the first part of the transcript (up to “Practical Engineering”).
• Ask them to read silently and underline key ideas related to the drought and the proposed solution.
• Check comprehension with questions:
  1. What happened to Wichita Falls’ water supply in 2011-2012?
  2. Why was the city’s idea to reuse wastewater unusual?
  3. What did the state regulators initially say about the plan?

Detailed reading and comprehension (15 minutes)

Objective: Deepen understanding of the text and practice critical thinking.

Activity

• Divide the class into small groups and assign different sections of the transcript (e.g., wastewater treatment, challenges of reclamation, direct vs. indirect potable reuse, public trust).
• Each group reads their section and answers 2-3 comprehension questions. Examples:
  • Why is it difficult to reuse wastewater for drinking?
  • What is the difference between direct and indirect potable reuse?
  • What is the “yuck factor,” and why is it a challenge?
• Groups summarize their section for the class in 1-2 sentences.

The teacher’s role

• Circulate to assist with difficult vocabulary or concepts.
• Clarify technical terms like “tertiary treatment” or “environmental buffer” using simple language.

Discussion and speaking practice (15 minutes)

Objective: Encourage students to express opinions and use new vocabulary.

Activity

• Small group or whole-class discussion.
• Prompts:
  1. Would you drink water that was once sewage, even if it was purified? Why or why not?
  2. How can cities convince people that reclaimed water is safe?
  3. What are some ways your community conserves or reuses water?
• Encourage students to use at least 2-3 new vocabulary words in their responses.

Extension

• Role-play: One student is a city official explaining the water reclamation plan to skeptical residents (other students). The official must address concerns and build trust.

Wrap-up and homework (5-10 minutes)

Objective: Review key points and assign a follow-up task.

Review

• Ask students to share one new thing they learned about water reclamation.
• Write 3-5 key vocabulary words on the board and ask students to define them in their own words.

Homework

• Write a short paragraph (100-150 words) answering one of the discussion prompts from the speaking activity.
• Alternative: Research how your city or country manages water shortages or wastewater. Summarize findings in a short presentation for the next class.

Assessment

• Formative: Monitor participation in discussions and group activities. Check for accurate use of vocabulary and comprehension of the transcript.
• Summative (optional): Evaluate the homework paragraph for clarity, grammar, and use of target vocabulary.

Notes for teachers

• Adjust the complexity of questions or vocabulary based on the students’ level.
• For lower-level students, simplify the transcript or focus on key sections (e.g., the introduction).
• Encourage critical thinking by connecting the topic to students’ own experiences or local environmental issues.
• If time allows, show a short video or infographic about water recycling to reinforce the lesson visually.