dear teacher...the following tips are provided to help you guide your students through the solving...
TRANSCRIPT
Teacher’s Guide
Water Mystery Guide
Page 4Discovering the Basics About Water
Page 6Surveying Our Current Conditions
Page 3Teacher Information
Page 8Investigating Water Conservation
Page 10Searching for Alternative Sources
Page 12Solving the Case Depends on Everyone
Page 14Water Mystery Challenge
Dear Teacher: Welcometoawaterresourcesmystery!Thisteacher’sguidehasbeendevelopedbytheSouthwestFloridaWaterManagementDistrict(SWFWMD)touseinconjunctionwiththeSolving Florida’s Water Puzzlebooklet.Thepurposeofthebookletistoeducatestudents,residentsandvisitorsaboutwaterconservationandwaterresourcesissues,andtoencourageprotectionofourwaterresources. Solving Florida’s Water Puzzleistargetedforstudentsingrades6–8toincreasetheirawarenessandrespectforourvaluablewaterresources.Thebookletiscorrelatedtogrades6–8oftheNextGenerationSunshineStateStandardsandtheCommonCoreStateStandards.Itincludesavarietyofnonfictionarticles,quizzes,projects,problem-solvingactivities,gamesandwebsitestoexplore.Alltheinformationandactivitiesaredesignedtoteachstudentsaboutwaterconservation,ourcurrentwaterconditionsandalternativesourcesofwatersupply.Inaddition,wehaveincludedaWaterMysteryChallengeinthisteacher’sguidethatcontainsitemssimilartothosestudentscouldexpecttofindontheFCAT. ManyotherfreematerialsareavailablefromtheSWFWMDandcanbeorderedonlineatWaterMatters.org/publications/.Wealsoofferwaterresourcesworkshopsforteachers.Foradditionalinformation,pleasecontactthePublicAffairsBureauoftheSWFWMDat(352)796-7211,orat1-800-423-1476(FLonly),ext.4757.VisittheSWFWMD’swebsiteatWaterMatters.org/education tolearnaboutmoreresourcesforteachers.
Teacher Information ThefollowingtipsareprovidedtohelpyouguideyourstudentsthroughtheSolving Florida’s Water Puzzlebookletandteacher’sguide. Foreachclue,makecopiesofthe“WaterinAction”activityfoundinthisteacher’sguide.Readanddiscussthecluepresentedinthebookletwithyourstudents.Assignthe“Don’tBeClueless—PieceItTogether”activitiesattheendofeachclue.Havestudentscompletethe“WaterinAction”andthe“WaterQuest”activitiesfoundinthisteacher’sguide.Discussthe“WaterPoint.”Forthe“WaterApplication,”havestudentswriteabouthowtheycanusewhattheylearnedaboutwaterfromtheclue.Inthebooklet,besuretohavestudentscomplete“CheckYourFacts”beforemovingontothenextclue.
Water Mystery Challenge (pages15and16ofthisteacher’sguide)
ItemsincludedintheWaterMysteryChallengearesimilartothosepresentedontheFloridaComprehensiveAssessmentTest(FCAT).
Multiple choice answers:1-a,2-c,3-c,4-d,5-c,6-a,7-b,8-b,9-c,10-d
Answers to extended-response items:
Question 1:
Responseswillvary.StudentshouldbeabletodemonstrateanunderstandingofhowthefutureofFlorida’swaterresourcesdependsonhumanactions.
Score 2 points if…TheresponseindicatesthatthestudenthasathoroughunderstandingofhowthefutureofFlorida’swaterresourcesdependsonhumanactions.
Score 1 point if…TheresponseindicatesthatthestudenthaspartialunderstandingofhowthefutureofFlorida’swaterresourcesdependsonhumanactions.
Score 0 points if…Theresponseisinaccurate,confusedorirrelevant.
Question 2:
Responseswillvary.Studentshouldbeabletodemonstrateanunderstandingofwaystospreadthewaterconservationmessage.
Score 2 points if…Theresponseindicatesthatthestudenthasathoroughunderstandingofwaystospreadthewaterconservationmessage.
Score 1 point if…Theresponseindicatesthatthestudenthaspartialunderstandingofwaystospreadthewaterconservationmessage.
Score 0 points if…Theresponseisinaccurate,confusedorirrelevant.
Water Quest AnswersClue 1 (p. 5)Shadedareasofcircleshouldindicate97%saltwater,2%frozenfreshwaterand1%freshwater.
Clue 2 (p. 7)
PublicSupply/DomesticSelf-Supply...................197mgd
Agriculture.................................... 8mgd
Industrial/Commercial/Mining/Dewatering...................... 12mgd
Recreational/Aesthetic.................. 36mgd
Total.........................................253mgd
Clue 3 (p. 9) Theamountofwaterusedontheyardperweekis840gallons.
Clue 4 (p. 11) Theamountthatisinthestoragesystemis1/2.
Clue 5 (p. 13) Thetotalamountofwaterwastedwas144gallons.
Water in Action:CapturetheWaterCycleinaBag
Background: Youhavelearnedthatwatertakesseveralpathsasitmovesthroughtheenvironment.Inthisactivity,youwillcapturethewatercycleinabag.Theillustrationbelowshowsthehydrologiccycleinactionandwillbeusedintheprojectdescribedonthenextpage.
CONDENSATION
PRECIPITATION
LAKE
EVAPORATION
The Hydrologic CYcle
SOLARENERGY
PERCOLATION
TRANSPIRATION
CU
T ALO
NG
DAS
HED
LIN
E
Parts of the Hydrologic Cycle
evaporation vaporcreatedwhenthesunheatswaterinlakes,streams,rivers,oceans, puddles,etc. transpiration vaporcreatedwhenplantsandtreesgiveoffmoisture condensation tinydropletsofwaterformedwhenwatervaporrisesintotheairandcools precipitation moisturereleasedfromcloudsintheformofrain,snow,hail,etc. percolation thedownwardmovementofwaterthroughtheground
Materials: • illustrationofhydrologiccycle(page4) •coloredmarkers •tinyplants(optional) •scissors •handfulofsmallpebbles •spraybottleofwater •plasticquart-sizesealablebag andgravel •blackpermanentmarker •handfulofsoil
Directions: 1. Cutouttheillustrationofthehydrologiccycleandplaceitinsidethebag. 2. Usingablackpermanentmarker,tracetheoutlineoftheillustrationontothebag.Use coloredmarkerstofillinthedesignasdesired.Selectadarkcolortolabelthedifferent partsofthecycle.Whenyouhavefinishedcoloring,removethepicturefromthebag. 3. Placeahandfulofsmallpebblesandgravelinthebottomofthebagtorepresenttheaquifer. 4. Placeahandfulofsoilontopofthepebblesandgravel. 5. Placeafewtinyplantsinthesoil,ifdesired. 6. Gentlyspraywateroverthesoilandrockmixtureuntilitismoist. 7. Zipthebagshutandplaceituprightinanareathatreceivesindirectsunlight. 8. Afterafewdays,checktoseeifyouhavecapturedthewatercycle!
WATER POINT
WATER APPLICATION
WATER QUEST
Nearlythree-fourthsoftheearth’ssurfaceiscoveredwithwater.Approximately97%issaltwater.Approximately2%isfreshwaterthatisfrozeninglaciers.Oftheremaining1%,muchofitispollutedorunavailableforuse.Drawacircleandshowthedifferenttypesandpercentsofwateronearth.
Withoutthesun,thehydrologiccyclecouldneverhappen.Itistheenergyprovidedbythesunthatcauseswatertomoveinanever-endingcyclethroughourenvironment.
Describehowyoucanusewhatyoulearnedaboutwaterinthisclue.
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Water User Groups
Water in Action:TrackDownWaterUsage
Directions: Youhavelearnedthatwaterisusedbyavarietyofgroups.Eachgroupuseswaterfordifferentpurposes.Readthelistofwater-usergroupsanddiscusssomegeneralwaysinwhicheachgroupuseswater.Thenmatchthewayspeopleusewaterwiththeappropriatewater-usergroup.
A. Public Supply/Domestic Self- Supply/Small Public Supply Waterisusedinhospitals, schoolsandotherpublicplaces, aswellasinourhomes.
B. Agriculture Waterisusedtoproducefood andfiberproducts.
C. Industrial/Commercial/Mining/ Dewatering Waterisusedtoprocessand manufacturegoods.Also,wateris usedtoextractandprocessraw materials.
D. Recreational Businessesproviderecreational activitiesforpeopletoenjoyinand aroundwater.
Ways People Use Water
Machinesusingwatertoprocessrawmaterials.
Peopleusingwaterinkitchenareasandbathrooms.
Waterthemeparksusingwatertocreatefunactivities.
Residentsusingwatertoirrigatelawnandgardenareas.
Farmersusingwatertoirrigateavarietyofcrops.
Powerplantsusingwatertogenerateelectricity.
Ranchersprovidingdrinkingwaterforcattleandotheranimals.
Golfcoursesusingirrigation.
(Answers:C,A,D,A,B,C,B,D)
WATER POINT
WATER APPLICATION
WATER QUEST
Applyyourproblem-solvingskillstofigureoutasolutiontothefollowing: Studythechartaboutcurrentwateruserspresentedonpage5inthebooklet.Foreachofthefourusercategories,computethedifferenceinmillionsofgallonsofwaterusedperdayfrom2010to2030.Thencomputethedifferenceforthetotalamountusedfrom2010to2030.
Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.
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AgriculturehashistoricallybeenthegreatestwateruserwithintheSWFWMD.However,advancesinwaterconservationtechniques,suchasdripirrigationsystems,helpfarmersconservebyapplyingwaternearaplant’sroots.That’sgoodforallofus!
Water in Action:ArrestThoseDrips
Background: Adrippingfaucetcanwastealotofwaterovertime.Inthisexperiment,youwilldeterminehowmuchwatercanbewastedwhensomeoneforgetstoshutoffafaucetcompletely.Duringtheexperiment,besuretoreusethewaterforatreeorplantsoYOUarenotguiltyofbeingawaterwaster!
Materials: •bucket •measuringcup •pen/pencil •faucet •recordsheet(below)Directions: 1. Turnthefaucetsoithasaveryslowdrip. 2. Recordthedateandstarttimeontherecordsheet. 3. Placeabucketunderthefaucet. 4. Afteronehour,usethemeasuringcuptodeterminetheamountofwatercollected. 5. Recordyourdata. 6. Reusethewaterbygivingadrinktoaplantortree. 7. Repeattheexperimentforlongerperiodsoftimeandrecordyourdata. 8. Discusstheresultsoftheexperiment.
Questions: 1. Howmuchwaterdrippedafter1hour? 2. Howmuchwaterdrippedafter8hours? 3. Howmuchwaterdrippedafter24hours? 4. Whatwouldbetheestimatedamountofwaterwastedafter1week?
Record SheetDate Start Time Time Lapsed Amount of WaterEnd Time
ARREST THOSE DRIPS
WATER POINT
WATER APPLICATION
WATER QUEST
Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.
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Applyyourwaterconservationskillstofindasolutiontothefollowingproblem: Kimhasneighborswhodon’tconservewaterverywell.Theywatertheiryardseveraltimesaweek,soit’snosurprisethat60%oftheirwaterisusedontrees,plantsandgrass.Iftheiraveragewateruseisatotalof200gallonsofwaterperday,howmanygallonsofwaterisusedontheiryardperweek?
Overwateringlandscapeareascanbeharmfultotrees,shrubs,plantsandgrass.Wateringtoomuchcanproduceshallowrootsystems,makingareasmuchlessdrought-resistant.Overwateringcanalsocausefungusandotherplantdiseasestodevelop.
Water in Action:DemystifyDesalination
Background: Youhavelearnedaboutseveralalternativesourcesforwater,includingreservoirsandreclaimedwater.Anotheralternativesourceisdesalination.Desalinationisaprocessthatmakessaltyorbrackishwaterdrinkablebyremovingthesalt.Thisactivityshowsyouoneexampleofhowdesalinationworks.
Materials: •two2-literbottles •blackspraypaint •water •pitcher •salt •onefootof1/2”diameterclearplastictubing •ducttape Directions: 1. Sprayoneofthebottlesblack. 2. Pour1quartofwaterinapitcherandstirin1/2cupsalt. 3. Pourthesaltwatermixtureintotheblackbottle. 4. Attachtubingtobothbottlesandsecurewithducttape. 5. Setbothbottlesinasunnywindow.Besuretoplacetheblackbottlehigherthantheclear bottle. 6. Examinethebottleseachdayandtakenotesaboutanychanges. 7. Answerthequestionsbelowanddiscusstheresults.
Howlongdidittakeforwatertomovethroughthetubeandintotheclearbottle?
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_____________________________________________________________________________ Howlongdidittakeforallthewatertomoveintotheclearbottle?
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Describethesubstancethatremainedintheblackbottle.
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duct tapeblackspraypaint
tubing
saltwatermixture
WATER POINT
WATER APPLICATION
WATER QUEST
Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.
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Anotherdesalinationmethodiscalledreverseosmosis(RO).ROuseshighpressuretoforcesaltywaterthroughsemi-permeablemembranes.Thesemembranesfilteroutsaltandothermineralsfromthewater,producinghigh-qualitydrinkingwater.
Applyyourproblem-solvingskillstofigureoutasolutiontothefollowing: Aseawaterdesalinationplantcanproduce25milliongallonsaday(mgd)ofdesalinatedwater.Astoragesystemcanholdupto12.5mgdofdesalinatedwater.Whatfractionshowshowmuchoftheproducedamountcanbeinthestoragesystem?
Water in Action:CreateaWaterAlbum
Background: Nowthatyouhavelearnedhowimportantprotectingourwaterresourcesisforallofus,it’stimeforyoutoputyourcreativeskillstoworkandmakeawateralbum.Thisisaprojectyoucandobyyourself,withyourfamilyorfriends,orevenwithyourentireclass.Materials: •photoalbumorscrapbookcontainingseveralblankpages(ormakeyourown) •coloredpensandmarkers •pen/pencil •writingpaper •avarietyofitemsaboutwater,includingpictures,songs,advertisements, newspaperarticles,poems,stories,conservationtips,pamphlets,drawings,etc.
Directions: 1. Lookthroughyourblankalbumtodecidehowmuchmaterialwillfitinside.Besuretosave spaceinthefrontofyouralbumforthetitleandatableofcontents.Youmayalsowantto saveafewpagesatthebackforanyitemsyoudecidetoincludelater. 2. Makealistoftheitemsyouwanttoinclude. 3. Placeyouritemsinthealbum.Besuretolabelthemwithtitles,captionsordescriptionsto maketheminteresting. 4. Thinkofagoodtitleandplaceitonthetitlepage,alongwithsomedecoration. 5. Writeyourtableofcontentsandinsertitafterthetitlepage. 6. Shareyouralbumwithothersandspreadtheimportantmessagesaboutourwater resources.
WATER POINT
WATER APPLICATION
WATER QUEST
Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.
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ThousandsofstudentsthroughouttheSouthwestFloridaWaterManagementDistricthavebeenactivelyinvolvedinavarietyofprojectsthathelptoprotectandconserveourwaterresources.Areyouoneofthem?
Applyyourproblem-solvingskillstofigureoutasolutiontothefollowing: Theplumberataschoolrepairedthreefaucetsthathadbeenleakingforfourdays.Ifeachfaucetleaked12gallonsofwaterperday,whatwasthetotalamountofwaterwastedafterfourdays?
Water Mystery Challenge
Directions:Thisisyouropportunitytodemonstratewhatyouhavelearnedaboutwaterconservation,ourcurrentwaterconditionsandalternativesources.ItisalsoanopportunityforyoutopracticeansweringquestionssimilartothosefoundontheFloridaComprehensiveAssessmentTest.Doyourbestandmeetthechallenge!
For each multiple-choice item, select the best answer.
7. WhichstatementbelowisTRUEabout reservoirs?
a.TherearenoreservoirsintheTampaBay area. b.Reservoirsareaneffectivewaytocollect andstoresurfacewaterforfutureuse. c.TheC.W.BillYoungRegionalReservoircan hold1billiongallonsofwater. d.Reservoirwatercanonlybeusedfor irrigationpurposes.
8. Watercanbeappliedtothesurfaceofwell fieldsandwetlandstoincreasetheamountof waterenteringtheaquifer.Whatisthis processcalled?
a.Florida-FriendlyLandscaping™ b.rehydration c. stormwater d.conservation
9. WhichstatementbelowisTRUEabout reclaimedwater?
a.Itcanbeusedfordrinkingandother personaluses. b.Itcontainsasaltyconcentrateusedfor cooking. c. Ithasbeenchemicallytreatedandfiltered forirrigationpurposes. d.Itisinjectedintoundergroundaquifers forstorage.
10.Thefutureofourwaterresourcesdependson allofusworkingtogether.Howcancitizens getinvolved?
a.byteachingothersabouttheimportance ofwaterconservation b.byvolunteeringtheirtimeatacommunity event c. byhelpingorganizeaneighborhoodproject d.alloftheabove
1. Whilediscoveringafewbasicsaboutwater, youlearnedabouttheearth’ssurfacewater. WhichonebelowdoesNOTrepresentabody offreshwater?
a.ocean c. lake b.river d.creek
2. MostofFlorida’swatersupplycomesfrom groundwater.Wheredowefindgroundwater?
a.inoceans b.inrivers c. inundergroundsoilandaquifers d.alongthehighways
3. Whichformofprecipitationdowetypically experienceinFlorida?
a.snow c. rain b.transpiration d.evaporation
4. Floridahashadoneoftheworstdroughtson record.Whataretheeffectsofadroughton theenvironment?
a.waterlevelsofstreams,creeksandrivers fall b.survivalismoredifficultforwildlife c. soilbecomesdry d.alloftheabove
5. Basedoninformationyoulearnedwhile investigatingwaterconservation,whereis themostwaterusedinyourhome?
a.inthegarage c. inthebathroom b.inthekitchen d.inthelaundryarea
6. WhichonebelowdoesNOTbelonginalist oftipsforconservingwater?
a.Hoseoffdrivewaysandsidewalksto keepthemclean. b.Checkfaucetsandpipesforanyleaks. c. Turnoffthewaterwhilewashingyour hands. d.Useanautomaticdishwasherforfull loadsonly.
ExplainwhyprotectingFlorida’swaterresourcesmustdependoneveryone.Supportyour answerwithdetailsandinformationyoulearnedfromSolving Florida’s Water Puzzle.
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Pretendthatyourschoolisplanningawaterconservationfestival.Describethreeideasfor boothsandactivitiesthatcouldbepartofthefestival.
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1
2
Read Think
Explain
Read Think
Explain
COM rev 11-12
The Southwest Florida Water Management District (District) does not discriminate on the basis of disability. This nondiscrimination policy involves every aspect of the District’s functions, including access to and participation in the District’s programs and activities. Anyone requiring reasonable accommodation as provided for in the Americans with Disabilities Act should contact the District’s Human Resources Bureau Chief, 2379 Broad St., Brooksville, FL 34604-6899; telephone (352) 796-7211 or 1-800-423-1476 (FL only), ext. 4702; TDD 1-800-231-6103 (FL only); or email [email protected].
Activities in Solving Florida’s Water Puzzle address the following Common Core State Standards and Next Generation Sunshine State Standards for grades 6–8:
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards
Writing: Text Types and PurposesW.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content. Writing: Production and Distribution of WritingW.CCR.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. Speaking and Listening: Comprehension and CollaborationSL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Speaking and Listening: Presentation of Knowledge and IdeasSL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Reading Standards for Literacy in History/Social Studies
Reading: Key Ideas and DetailsRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements,
or performing technical tasks.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Writing: Production and Distribution of WritingWHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently. Writing: Range of Writing WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Common Core State Standards for Mathematics
MP.6: Attend to precision.
Next Generation Sunshine State Standards for Science
SC.6.E.6.2: Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
SC.6.E.7.2: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
SC.6.E.7.5: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.
SC.6.E.7.6: Differentiate between weather and climate.SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among
groups of students conducting the same investigation.SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization,
desertification, erosion, air and water quality, changing the flow of water.SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation,
parasitism, competition and commensalism.SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on
native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.8.P.9.1: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.