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Water Quality Lesson 5

Michigan Environmental Education Curriculum Support Lesson 5 Water Quality 89

Subject/Target GradeScience and Social Studies/Middle School (6-8)

Duration50 minutes – Classroom setting

Materials per teacher• Groundwater Model in a Cup (answer key) • Non-edible or edible groundwater model for

demonstration

per class• self-adhesive notes • computer projector • overhead projector • Groundwater: Michigan’s Hidden Resource

PowerPoint presentation (on MEECS Water Quality CD) or make transparency masters

• What Do You Know About Michigan’s Hidden Resource? (answer key)

• pollutants with plastic spoons – fertilizer = green drink powder – oil and gas contaminants = blue drink powder

or soy sauce – pesticide = red drink powder – Superfund hazardous wastes = orange drink

powder – leaking underground storage tanks = maple/

chocolate syrup or molasses– leakinglandfillleachate=yellowdrink

powder • Porosity and Permeability of Earth Materials

(transparency master) • map of Michigan’s 83 Counties (transparency

master) • 6 Michigan Groundwater Contamination maps

(transparency masters) OR on MEECS Water QualityCD:(1)ContaminatedLandfills, (2)LeakingUndergroundStorageTanks, (3) Nitrate Contamination in Michigan Drinking WaterWells,(4)SitesContaminatedbyOilandGasDrilling,(5)SuperfundSitesinMichigan,(6) Contaminated Pesticide and Herbicide Storage Facility Sites

• Michigan Groundwater Use in 2004 (transparency master)

per student• What Do You Know About Michigan’s Hidden

Resource? (student activity)• Groundwater Model in A Cup (student activity)

(continued on next page)

Lesson OverviewBuildingupontheirpriorknowledgeofthewatercycle,students explore how groundwater moves and how it interacts with surface water in a watershed. Using Michigangroundwaterwaterqualitydata,studentsconsider how groundwater can be contaminated and whether groundwater cleanup is feasible. The importance of groundwater to Michigan and how groundwater is used in Michigan are also discussed.

Focus QuestionsStudents answer these essential questions: How is groundwater connected to surface water? How does groundwater move? How can groundwater become polluted? Is there enough groundwater for all Michigan uses?

Objectives Students will be able to:1. Defineandapplythefollowingterms:permeability,

porosity, aquifer, aquiclude, recharge, saturated, unsaturated, and water table.

2. Describe how groundwater is connected to surface water.

3. Explain how groundwater is used in Michigan. 4. Describehowvariouslanduseactivitiescan

contaminate groundwater or reduce groundwater availability,howgroundwatercontaminationcanbeprevented,andwaysthatgroundwatercanbecleaned up.

Why Care About Groundwater?

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Lesson 5 Why Care About Groundwater?

90 Water Quality Lesson 5 Michigan Environmental Education Curriculum Support

Materials (continued)

per studentChoose one: • Non-edible Groundwater Model

– 4-oz.water(1c.)– 8-oz. clear plastic cup– 3-oz. paper cup – 1 straw OR dropper– 2” x 2” screen– 4oz.gravel(1/2c.)OR

• Edible Groundwater Model– 4-oz.milk– 8-oz. clear plastic cup– 3-oz. paper cup– 1 plastic spoon – 1 straw – ¼ cup each of 3 kinds of

(unsweetened) cereal:• clay (Rice Krispies or Grape Nuts) • sand (Kix)• gravel (Chex)

Note: If you make the edible groundwater model,inquireaboutpossiblefoodallergies(peanuts,lactoseintolerance,etc.).

Michigan Grade Level Content Expectations

Science Gr. 6-7:• Explain how human activities change the surface

of the earth and affect the survival of organisms. E.ES.07.41

• Describe the origins of pollution in the atmosphere,geosphere,andhydrosphere(carexhaust,industrialemissions,acidrainandE.ES.07.42

• natural sources) and how pollution impacts habitats,climaticchange,threatensorendangersspecies

• Explain the water cycle and describe how evaporation,transpiration,condensation,cloudformation,precipitation,infiltration,surfacerunoff,groundwater,andabsorptionoccurwithinthe cycle. E.ES.07.81

Social Studies Gr. 6-8:• Explain that communities are affected positively

or negatively by changes in technology. 6 - G2.2.2• Describe the environmental effects of human

actionontheatmosphere,biosphere,lithosphereand hydrosphere. 6 - G5.1.1

• Contemporary investigations – Conduct research oncontemporaryglobaltopicsandissues,composepersuasiveessays,anddevelopaplan for action. SS 6 - G6.1.1

• Describe the environmental effects of human actionontheatmosphere,biosphere,lithosphereand hydrosphere. 7 - G5.1.1

• Describe how variations in technology affect humanmodificationsofthelandscape.7 - G5.1.2

• Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g. cutting forestsupstreamcancausefloodingdownstream).7 - G5.1.3

• Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change. 7 - G5.2.1

• Participate in projects to help or inform others (e.g. service learning projects). 8 - P4.2.3

HS Earth Science:• Compare and contrast surface water systems and

groundwater . E4.1A• Explain the features and processes of groundwater

systems and how the sustainability of No. American aquifers has changed. E4.1B.

• Explain how water quality in both groundwater and surface systems is impacted by land use decisions. E4.1C

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Why Care About Groundwater? Lesson 5


Advance Preparation 1. Label container of pollutants (see labels

onMEECSWaterQualityCD):fertilizer,pesticides,hazardouswastes,landfillleachate,leakingundergroundstoragetanks,oilandgasdrilling contaminants.

2. Choose whether to have students make the Non-edible Groundwater Model or the Edible GroundwaterModel,andmakeasamplefordemonstrations during the lesson.

3. Make copies of What Do You Know About Michigan’s Hidden Resource? and Groundwater Model in a Cup (student activity).

4. MakeanoverheadtransparencyofMichigan’s 83 Counties map.

Background Information(Optional Student Reading)Groundwater is one of the nation’s most valuable natural resources. It is the source of about 40percentofthewaterusedforallpurposesintheUnitedStates,exclusiveofhydropowergeneration and electric powerplant cooling. There isapproximately40timesmoregroundwaterthansurface water. Groundwater occupies the pore spaces between soil or rock earth particles. The saturated zone is where all of the pore spaces are filledwithwater. Incontrast,theunsaturated zone,whichliesabovethesaturatedzone,doesnothavealloftheporespacesfilledwithwater.Theimaginary line separating the unsaturated upper layer from the saturated lower layer is called the water table. Rain,snowmelt,andsurfacewaters

(lakes and streams) seep downward from the ground surface to replenish or recharge groundwater supplies. Porosity is a measure of the water-bearing capacityofsubsurfacerock,duetothenumberandsizeofporespaces,similartothetinyspacesinasponge.Porositymaybeupto40percentofanearthmaterial’svolume,asinbeachsand,orlessthan 10 percent in bedrock composed of basalt. Permeability is how quickly water moves through the interconnected pore spaces between the particles of earth materials. (See Porosity and Permeability of Earth Materialstransparency.)Groundwaterflowis very slow compared to surface water movement. Anapproximateaveragerateusedfornaturalflowinanaquiferisonefootperday.Thisrateofflowisthousandsoftimesslowerthanriverflow(typicallymeasured in feet per second). This means that a

5. Make overhead transparencies of these Michigan Groundwater Contamination Maps or use PowerPoint on MEECS Water Quality CD.

• ContaminatedLandfills• Leaking Underground Storage Tanks • Nitrate Contamination in Michigan Drinking

Water Wells • Sites Contaminated by Oil and Gas Drilling • Superfund Sites in Michigan • Contaminated Pesticide and Herbicide Storage

Facility Sites

6. Post a 2 x 2 table on the board (print from Lesson 5 folder on CD) and post this question: Where does your drinking water come from: surface water or groundwater? City (public) water or a private water well? Label the rows surface water and groundwater,andlabelthecolumnscity/public water system and private water system.

Publicly Owned

Privately Owned

Surface water

Groundwater

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“parcel” of groundwater takes over a decade to move a mile and about a century to cross beneath a township. Aquifers are large underground water-bearing formations capable of storing (high porosity) and transmitting (high permeability) sufficientquantitiesofwatertomeetpeople’sneeds.Sand,gravel,andsandstonemakethebestaquifersbecause of their moderate to high porosity and permeability.

An aquiclude is composed of rock or sediment that actsasabarriertogroundwaterflow.Anaquicludeisasolid,impermeableareaunderlyingoroverlyingan aquifer. If the impermeable area overlies the aquifer,pressurecouldcauseittobecomeaconfinedaquifer and create an artesian well at the ground surface. Aquicludes may be shale or clay.

Groundwater Quantity in Michigan 53%ofU.S.residentsand45%ofMichigan’sresidents get their drinking water from groundwater; the remainder get their drinking water from surface water sources—lakes and rivers. All Michigancounties,exceptWayneandBay,haveone or more communities supplied by municipal (city) groundwater wells. Of the approximately 12,000publicandprivatewatersupplysystemsinMichigan,morethantwo-thirdsdrawfromgroundwater sources. (MDEQ 2003) http://michigan.gov/documents/deq/deq-wd-gws-wcu-groundwaterstatistics_270606_7.pdf).

Urbanization can alter groundwater recharge. A2002report,titledPaving Our Way to Water Shortages: How Sprawl Aggravates the Effects of Drought,byAmericanRivers,NaturalResourcesDefenseCouncil,andSmartGrowthAmerica,foundthat our groundwater supplies are being impacted as lands that had served as groundwater recharge areas—wetlands,meadows,andforests—arepaved for development. Impervious surfaces do not allow rain and snowmelt to seep into the ground to replenish (recharge) aquifers that supply public and private drinking water systems and other uses. Instead,rainwaterrunsoffintosurfacewaterbodies,

carryingpollutants.InMichigan,landisbeingpaved at a greater rate than population growth. The MichiganLandResourceProject,a2001studythatprojectedthefutureofagriculture,forestry,tourism,andminingifpresentlandusetrendscontinue,found that Michigan’s land is being developed at a rate eight times faster than Michigan’s population isincreasing.From1978to1995,thestate’spopulation rose 2.6% while the built environment increased 25%. The American Rivers report found that,inDetroit,thepotentialamountofwaternot infiltrated to groundwater increased annually from 7.8billiongallonsin1982,to18.2billiongallonsin1997.

In Michigan (and other parts of the United States),groundwaterpumpingfromonewellcanaffect the water available from a nearby well. As groundwaterisremovedbyapumpingwell,a“coneof depression” forms around the well. As the rate and durationofpumpingincreases,theconeofdepressionextendsdeeper,anditsouterboundarymovesfartheraway from the well. A high capacity well has a larger cone of depression than a small capacity well of the same depth and withdraws groundwater from a larger area of the aquifer. When the cones of depression of twoormorewellsoverlap,theresultiscalled“wellinterference.”Ifthewellinterferenceissignificant,thewellusersnolongerhaveasufficientsupplyofwater to satisfy their needs.

Groundwater can seep upward to replenish rivers,lakes,andwetlands.Likewise,surfacewater can move downward into the groundwater. Surface water is almost always connected to groundwater,andviceversa.Anexampleinwhichan understanding of this interconnection is critical isthenatureofstreamflowduringdriertimesoftheyear.Whenprecipitationisloworabsent,themajorityofflowsinmanystreamscomefromgroundwater seeping into the bed of the stream. Thus,ifsignificantquantitiesofgroundwaterareremovedbypumpingnearthestream,theflowinthestream can be reduced to the point of impacting the stream’s ecosystem.

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MichiganisatthecenteroftheGreatLakes,thelarg-estsourceofclean,freshwaterinourcountry.Michi-gan’s freshwater is an economic asset more valuable than oil is to Saudi Arabia or timber is to Canada.

Groundwater Quality in MichiganThe quality of groundwater and surface water also isinterconnected.Ifeitheriscontaminated,itislikely the other will become contaminated. Land use activitiesincludingfarming,lawncare,livestockproduction,mining,residentialsepticsystems,landfills,hazardouswastedisposal,gasstations,industry,andurbanstormwaterrunoffcanintroducefertilizers(nitrates),pesticides,animalwastes,toxicmaterials,humanwastes,petroleumproducts,petwastes,andsaltstosurfacewaterorgroundwater,and be transferred between the two.

Superfund sites threaten groundwater quality. As of2012,thereare86SuperfundSitesinMichigan(http://www.epa.gov/R5Super/npl/michigan/index.html). A Superfund site is an uncontrolled or abandonedplacewherehazardouswasteislocated,possibly affecting local ecosystems or people. Sites are listed on the National Priorities List (NPL). View a map showing the locations of Michigan Superfund Sites on EPA’s Superfund website: http://www.epa.gov/superfund/sites/query/queryhtm/nplmapsb.htm.

The water quality of public water supplies is regulated by the U.S. Environmental Protection Agency and the Michigan Department of Environmental Quality. Public water supply system operators are required to conduct regular testing for the 80 federally and state-regulated contaminants and issue an annual Water Quality Consumer ConfidenceReport(discussedinLesson6.)Contaminants that may be present in groundwater includemicrobes,pesticides,fertilizers,radioactivematerials,petroleumproducts,andotherindustrialchemicals or wastes. It is recommended that owners of private drinking water wells bring their drinking water samples to their local health department for water quality testing every one or two years.

Protecting the quality and quantity of groundwater supplies is important for protecting the health andwelfareofMichigan’scitizens.Business,industry,andagricultureallrequirehighquality groundwater for sustainable economic development.Tourism,animportanteconomicactivityinMichigan,demandshighqualitygroundwatersinceitreplenishesthestreams,rivers,andlakesthatresidentsandtouristsenjoy.

Procedure

1. Hook Your Students: Where does your drinking water come from?

Asstudentsentertheroom,havethemrespondto the following question posted on the board:

Where does your drinking water come from: surface water or groundwater? City (public) water or a private water well? Students record their response with a self-adhesive note or “X” in the appropriate square. Compare students’ responses after watching the PowerPoint presentation Groundwater: Michigan’s Hidden Resource.

Publicly Owned Privately Owned

Groundwater

Surface water (river or lake)

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a. Explain how to assemble the non-edible or edible groundwater model.

Non-edible groundwater model:• Give each student an 8-oz. clear plastic

cup,4-oz.gravel,2”x2”windowscreen,dropper,and3-oz.cup.

• Have students roll the screen around the dropper and hold upright in the center ofthecup,sothatthescreentouchesthebottom of the cup.

• Pour the gravel around the screen and dropper so that they become stable and self-supporting. Leave the screen in place. This is your well. The dropper will be used to “pump” your well.

Edible groundwater model:• Give each student an 8-oz. clear plastic

cup,2-oz.eachofthreedifferentcereals,plasticspoon,3-oz.cup(optional),anda straw or dropper. (If students are not goingtosipthemilkduringtheactivity,then they will need a 3 oz. cup in which to place their ‘groundwater’ when they “pump” with their dropper or straw.)

• Have students place the cereal in layers in their cup (order does not matter as long as there are layers).

• Discuss what type of earth material each cereal represents. Ask students to draw a diagram of the model on the Groundwater Model in A Cup student activity page.

• Drill a well using a straw or dropper by pushing it down through the cereal layers (earth materials).

2. Explore Michigan’s groundwater quantity and quality.

Toassesspriorknowledge,askstudents:What do you know about Michigan’s groundwater?

Distribute What Do You Know About Michigan’s Hidden Resource? student activity PowerPoint study guide to each student to complete as you showthe15-minutePowerPointpresentation,Groundwater: Michigan’s Hidden Resource. Discuss students’ responses.

Optional (in a computer lab or as homework): Introduce students to groundwater quantity and quality using the online web modules on groundwater supply and groundwater contamination developed by Michigan Technological University for this lesson: http://www.techalive.mtu.edu/meec.htm.

3. Make a groundwater model in a cup.

Each student will make a ground water model using cereals (edible version) or earth materials (non-edible version) to show how groundwater is recharged and how it can be pumped and removed for a variety of uses. Students will record their observations on the Groundwater Model in A Cup student activity page.

Teacher Tip: Efficientdistributionofmaterials is key to making this activity runsmoothly.Ifstudentsareseated4-6toatable,theteachercouldplaceresealablebagsofeachcerealtype,eachwithasmall3oz.cup,ateachtable.LabelthebagsClay,

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b. Tell students to “make it rain’” by pouring milk/water over the earth materials/cereal in the cup. Students should observe how the rainwater percolates downward until all of the pore spaces between the particles are filledwithwater.What does this simulate? [Groundwater recharge.] What do we call the zone where all of the pore spaces between the particles are filled with water? [Saturated zone.] What do we call the zone above where the pore spaces are not all filled with water? [Unsaturated zone.] What do we call the “line” between the saturated and unsaturated zones? [Water table.]

c. Tell students to “pump their wells” by placingtheirfingerovertheendofthestraw,usingthedropper,orsippingonthestraw(edible models only!) to remove the milk/water. Place the milk/water into the 3-oz. cup to observe its color. Notice the water table (the top of the milk/water) going down. How does the groundwater look and taste? [No change in color; no taste.] Remind students that groundwater can move up,down,andsideways(verticallyandhorizontally) at a rate determined by the size ofthespacesbetweentheparticlesofclay,sand,gravel,orbedrock,andtheamountof

recharge. Have students complete Parts I-III of Groundwater Model in A Cup student activity page.

4. How can groundwater become polluted?

We know from the groundwater PowerPoint presentation that some land use activities have the potential to pollute groundwater. Ask students to list examples of pollutants that could result from different activities. (See Table of Maximum Contaminant Levels in Lesson 6)• Fertilizersappliedtolawns,golfcoursesand

croplandmaycausenitratepollution,whichcan be fatal for infants.

• Herbicidesandpesticidesappliedtolawns,golfcourses,andcroplandmaycontaminategroundwater and are toxic to humans. (chlordane,toxaphene)

• Used motor oil poured on the ground may contaminate groundwater and is toxic to humans. (benzene)

• Gasoline leaking from underground storage tanks at gas stations may contaminate groundwater and is toxic to humans. (benzene)

• Human wastes from septic systems too close togroundwater,orimproperlysizedorpoorlymaintained may contaminate groundwater with bacteria and nitrate pollution.

• Superfund sites containing hazardous wastes could contaminate groundwater and are toxic to humans.

Theteachershouldfirstdemonstratehowgroundwater pollution may occur by sprinkling one of the following “pollutants” on the surface of the earth materials/cereal in a demonstration cup. • “fertilizer” = green drink powder • “nitrates” = blue drink powder • “pesticide” = red drink powder • “Superfund hazardous wastes” = orange

drink powder • “used motor oil or leaking underground

storage tanks” = maple/chocolate syrup or molasses

• “landfillleachate”=yellowdrinkpowder

Sand,Gravel.Alternatively,placeeachtype of cereal into 3 large plastic labeled containers on a side table. Have students take turns getting their 2 oz. of each type of cereal and placing it into their clear cup.Studentscanworkindividually,orin pairs to reduce amount of materials needed. Providing each student or pair of students with a carton of milk from the school cafeteria makes the “recharge” go smoothly. Or provide each table of students with a quart of milk to share and pourasneeded.Youwillneedabout4oz.of milk per student.

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Make it rain again by pouring milk/water over the earth materials/cereal in the cup. Teacher pumps the well by sipping on the straw or using the dropper and emptying into a 3-oz. cup.

Now sprinkle one of the contaminants on each student’s earth materials (you may want to assign a student to assist you with sprinkling each contaminant on all of the students’ cups). Have students pour the milk/water on their model. How does their groundwater look and taste now? [Colorchanges,tastechanges.Remember real pollution may be toxic.]

5. Is groundwater pollution a problem in Michigan?

Display the overhead transparency of Michigan’s 83 Counties map and let each student choose a different county that will represent the location of their groundwater well (Hint: its great to have counties selected from all parts of the state).

Next,displayoneatatime,theoverheadtransparencies or PowerPoint slide of each groundwater contaminant listed below. (Note: teachers may use all of the groundwater contaminationmaps,orselecttheonesmostrelevant to their students):

(i)Landfillsmayleakavarietyofpollutantsintothe groundwater. (ii) Leaking underground storage tanks from gas stations.Contaminantsincludebenzene,toluene,and xylenes.

(iii) Groundwater contaminated by oil and gas drilling activities. Contamination may includeheavymetals(barium,chromium,lead,zinc),sodium,salinity,pH,and/orpetroleumhydrocarbons.

(iv) Superfund sites contain hazardous wastes. Superfund sites are designated by the U.S. EnvironmentalProtectionAgency.Asof2012,there are 86 Superfund sites in Michigan.

(v) The map of pesticide and herbicide contamination sites only shows contaminated storage or distribution sites. These are related toapplicationsforagriculturalpurposes,golfcourses,orlawns.

(vi) Drinking water wells with nitrate contamination. Nitrates can come from fertilizer applicationsoncrops,golfcourses,orlawns,or from human and animal wastes from septic systems,wastewateroverflows,orfeedlots.

Eachtimeanewmapisdisplayed,studentswhose selected counties are shown to have contaminated groundwater should sprinkle that pollutant on the surface of their groundwater models. All students will recharge the groundwater with milk or water after each contaminantisapplied,followedbypumpingtheir wells either by using their straw or a dropper toremovethegroundwater.Eachtime,ask:How is your groundwater quality? Can you see the contamination? Can you taste the contamination?

Foreachmap,discusswhysomecountieshavecontaminated groundwater sites and others do not.It’sfinetosimplybrainstormexplanations.Ifyouwanttoknowdefinitively,thenencouragestudents to conduct independent research online or call the Michigan Department of Environmental Quality to inquire.

Did anyone have a well that was not affected by any of the contaminant sources? [No.]

Why is there more nitrate contamination in southwest Michigan? [More farming and greater use of fertilizers occurs in southwest Michigan.]

Why does Wayne County have more leaking underground storage tanks?[Largerpopulation,moregasstations,especiallyolderstationswithoutdated underground storage tanks.]

What other patterns of contamination do students observe?

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6. How can future groundwater contamination be prevented?

Landfills–Newlandfillsarerequiredtobelinedon top and bottom using impermeable plastic liners overlying two feet of clay to prevent water frompassingthroughthelandfillandreachingthe groundwater. Monitoring wells must be placedaroundlandfillstosampleforpotentialoff-site contamination.

Pesticides – Best management practices

recommend the correct amounts and timing for application of pesticides and herbicides to reduce surface and groundwater contamination. Never apply when it is windy or rain is predicted.

Underground Storage Tanks–Asof1999,all gas stations are required to follow Michigan Department of Environmental Quality (MDEQ) guidelines and install a double-walled underground storage tank to prevent leakage. Gas stations must also monitor for leakage so it canbecaughtquickly.Asof1998,theMDEQrequires monthly monitoring for leak detection. (http://www.epa.gov/oust/states/mi.htm.

Hazardous Wastes – Water quality regulations are designed to prevent or greatly reduce the chance of hazardous materials entering the environment.However,illegaldumping,humanerror,andnegligencestillresultinsoilandwater contamination occurring (see Kalamazoo River oil spill in 2010 described in Lesson 7 Background).

7. How can contaminated groundwater be cleaned up?

How much rain will it take to wash away the

contamination? Have students make it rain again by pouring milk/water into their cups. Is it possible to remove all of the contamination? [It will take many recharges and pumping to removethecontamination,anditwillneverbepossible to remove all of the contaminant.]

Environmental engineers have designed a variety of clean-up methods:

• Pump out and treat contaminated groundwater and soil.

• Usebioremediation,inwhichthegrowthof naturally-occurring microorganisms that break down organic matter is enhanced with nutrients,oxygen,andotherconditions,orspecialized microbes are added to degrade the contaminants. Bioremediation is used to help clean up oil and other toxic spills. Bioremediation does not work if chemicals toxic to the microorganisms are present. Bioremediation has the advantage of treating the contamination in place so that large quantitiesofsoil,sediment,orwaterdonot have to be dug up or pumped out of the ground for treatment.

• Add oxygen to cause a chemical reaction that will make the contaminant no longer harmful.

• Add air to change the contamination from a liquid into a gas (volatilization).

Remember,it is not possible to fully remove all contaminants from groundwater. Groundwater contaminationisverydifficulttocleanupbecause you cannot see the geology beneath theEarth’ssurface,thecontaminant,orthegroundwater. Groundwater cleanup is usually done by environmental engineers who are trainedinhydrology(watermovement),geology(theundergroundrockformations),chemistry(toxicityofthecontaminant),biology(effectofthecontaminantonplants,animals,humans),and public health (potential for the contaminant to harm the public). Research is still needed to design effective groundwater cleanup methods.

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8. Tying it all together.

Summarize what students have learned regarding groundwater and apply that knowledge to their local area. Ask: Is there groundwater contamination in my county? The Michigan Department of Environmental Quality posts lists of known contamination sites in Michigan on their website. Students can investigate the three websites below to answer the following questions:

How many contaminated sites are in my county?

What is the most common cause of groundwater contamination in my county—gas stations, industry, agriculture?

Note: This research may be assigned as homework or teacher may print out results for the county to show students.

Search for Contaminated Sites in Michigan:

Brownfield/USTfieldSitesDirectory– Searches for sites by county or DEQ district. There are 1878 sites listed as of July 2011 (http://www.deq.state.mi.us/ustfields/).

Part201SiteSearch–Searchbycounty,city,pollutant,orsource.Thereareare4,117sitesofenvironmental contamination listed (excluding USTsandLUSTs)asofJuly26,2011.Retrievedfrom http://www.deq.state.mi.us/part201/).

Leaking Underground Storage Tank Sites List–Identifies10,144since1998.Somehavetaken corrective action and others have not. Searchbycity,countyorMDEQdistrict: (http://www.deq.state.mi.us/sid-web/LUST_Search.aspx).

Ask students:

Why is groundwater important to Michigan? [It provides drinking water for one-half of Michigan residents and it is used extensively for irrigation and industrial purposes.]

How can groundwater quality be protected? [Monitoring,wellheadprotection,education,notpouring potential contaminants on the ground.]

What are some challenges facing Michigan’s groundwater quantity? [Urban sprawl that increases pavement and reduces groundwater recharge,over-pumpingofgroundwaterwellscanimpactnearbywells,pumpingofgroundwaternearstreamscanimpactstreamflows.]

What can impact groundwater quality? [Pesticides,fertilizers,herbicides,leakingundergroundstoragetanks,hazardouswastereleases,etc.]

Why is it important to understand that groundwater and surface water are interconnected? [Pollution of surface water can impact groundwater quality and polluted groundwatercanseepintostreamsandlakes,pumping of groundwater near streams can lower streamflows.]

Restate the key concepts:• Groundwater is important to Michigan.• Groundwater moves through earth materials. • Groundwater is recharged (replenished) by

rain and snow melt. • Groundwater and surface water are

interconnected.• Groundwater may be polluted by

contaminants placed on the surface of the ground.

• It is cheaper to prevent groundwater contamination than to clean it up.

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Extensions1. Have students access the interactive web

modules on Groundwater Supply and Groundwater Contamination produced by Michigan Technological University for this lesson: http://www.techalive.mtu.edu/meec.htm.

2. Demonstrate groundwater movement and contamination using a groundwater model available from your intermediate school district,countyextensionoffice,oraMichiganDepartmentofEnvironmentalQualityoffice.Groundwater models can be purchased from [email protected] or http://www.enviroscapes.com/.

3. Have students debate: Should groundwater withdrawals be regulated by the State of Michigan?

4. Studentswhogettheirwaterfromprivate wellsandwhoknowtheirtownship,range, and section can download their well log at http://www.deq.state.mi.us/well-logs/. This website will provide the scanned well log for everywelldrilledinthepast30-40yearsinMichigan.Welllogsstatethedepthofthewell,thedepthtothewatertable,andthegeologyalong the length of the well.

5. Engage students in creating a “well log” in “Get the Groundwater Picture” from Project WET (Water Education for Teachers) Curriculum & Activity Guide. (See Additional Resources)

6. Visit a local well driller to watch a well being drilled.

7. Install a shallow groundwater monitoring well at yourschooltomonitorwatertablefluctuations.

8. Digintosepticsystemeducation,especiallyifyour students live in rural areas with their own wells,withtheMichigan4-HSeptic Educational Program to Instill Conservation (SEPTIC) curriculumavailableonlineat:http://4h.msue.msu.edu/4h/resources/septic_edoronMEECSWater Quality CD.

9. Conduct a porosity demonstration. Using two 1000-mlbeakers,fillonebeakerwith1000-mlof sand and the other beaker with 500 ml of water.Pourwaterintothesand-filledbeakeruntil the sand is saturated and the water is at the surface of the sand. If the water level in the water-filledbeakerdeclinedfrom500mlto150ml,thenthedifference(350ml)isinthesand-filledbeaker.This350mlofwaterisfillingtheporespacesbetweensandgrains.Therefore,theporosity of the sand is 350 ml/1000 ml or 35% of the total volume of sand (including the pore spaceandsolidmaterial).Repeatusinggravel,clay,andotherearthmaterials.SeePorosity and Permeability overhead transparency.

10. Demonstrate permeability. Poke holes in the bottom of three 12-oz. clear plastic cups. Place apieceofcoffeefilterpapercuttosizeonthe bottom of each cup. Place one-half cup of gravel,sand,andclayintoonecupeach.Placethese cups inside of a larger clear plastic cup and use a binder clip to attach the two cups together at the top. Pour ½ cup of water into each cup simultaneously and time how long it takes until the water comes through the bottom of each cup. Through which earth material did the water travel most quickly? The slowest? See Porosity and Permeability overhead transparency.

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Additional ResourcesGeology in Michigan,awebsite,oftheMichiganDepartmentofEnvironmentalQualityLandDivision,providesawidearrayofmaps,posters,lessonsandotherresourcesincludingtheRock Cycle in Michigan CD. Search using “Geology in Michigan” (www.michigan.gov/deq). RetrievedJuly22,2011.

GroundwaterandDrinkingWater,aU.S.EPAsite,describeswheredrinkingwatercomesfrom,potentialcontaminants,howitistreated,whoisresponsiblefordrinkingwaterquality,andhowtoprotectdrinkingwater. RetrievedJuly22,2011,from http://www.epa.gov/safewater/dwhealth.html. A map of major aquifers in the United States is available at http://www-atlas.usgs.gov/Images/20maquifer.gif.

Groundwater Contamination: Trouble in Fruitvale module contains a series of 12 activities taught over2-3weeksforgrades6–12studentsthatinvestigategroundwatercontaminationinthefictionalcityofFruitvale. Students design and carry out a plan for testing water from different parts of the city to determine thecontamination’ssource,severity,extent,rateofmovement,andrisktoFruitvale’swatersupply.PartoftheLawrenceHallofScience,ScienceEducationforPublicUnderstandingSeries.RetrievedJuly22,2011,from http://www.lhs.berkeley.edu/sepup/currmat/middle/modules/groundwater/.

The Groundwater Foundation website,containsdiagrams,lessons,publications,models,resourcesforeducators,gamesaboutgroundwaterincludingDripial PursuitTriviaGame,andtwobooksthatdescribehowtoputonawaterfestival,Making Waves and Making More Waves,foryourschoolorcommunity.RetrievedJuly27,2011,fromhttp://www.groundwater.org/.

MagnificentGroundwaterConnection,fromtheU.S.EPA:Region1NewEngland,containsmanylessonsforteachingelementary,middle,andhighschoolstudentsaboutgroundwater.RetrievedJuly22,2011,fromhttp://www.epa.gov/region01/students/teacher/groundw.html.

Michigan Groundwater Mapping Project website,providedbytheMichiganDepartmentofEnvironmentalQuality,containsaninteractivemapthatcanbequeried,alongwithreportsspecifictotheGreat Lakes basin and excellent background materials and links. RetrievedJuly22,2011,from http://gwmap.rsgis.msu.edu/.

Michigan’sDrinkingWaterwebsite,fromtheInstituteforWaterResearch,MichiganStateUniversity,providesawealthofusefulmaterials,includingagroundwatertutorial,groundwaterdataforMichigan,classroomlessons,informationforlocalofficials.RetrievedJuly22,2011,fromhttp://www.gem.msu.edu/.

NotaDroptoDrink,America’sWaterCrisis discusses the current condition of major groundwater supplies,privatization,agriculturalproductionissuesandeffectofglobalclimatechangeonfuturewatersupplies.Midkiff,Ken(2007).California:NewWorldLibrary.

PavingOurWaytoWaterShortages:HowSprawlAggravatestheEffectsofDrought looks at what happenstowatersupplieswhennaturalareasaredeveloped.Otto,Betsy.et.al.(2002).Washington,DC:AmericanRivers,NaturalResourcesDefenseCouncil,andSmartGrowthAmerica.RetrievedJuly27,2011,from http://www.smartgrowthamerica.org/research/paving-our-way-to-water-shortages.

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PetroleumBrownfieldsProgram is a U.S. EPA grant program that allows abandoned gas stations with leaking underground storage tanks to go from blighted eyesores to successful businesses. See descriptions and photos of reclaimed Michigan sites. RetrievedJuly27,2011,from http://www.epa.gov/reg5rcra/wptdiv/tanks/brownfieldspetro/.

Septic Educational Program to Instill Conservation (SEPTIC) containsfun,educationalactivitiescreated by young people aged 13 to 19 who worked in partnership with teachers and environmental professionals.Youthwilllearnwhatsepticsystemsare,howtheyfunction,whysepticsystemsfail,howperiodicmaintenancecanpreventsepticsystemfailures,andwhateffectfailingsepticsystemshaveongroundwater. RetrievedJuly26,2011,fromhttp://4h.msue.msu.edu/4h/resources/septic_ed.

University of Wisconsin-Stevens Point American Water Resources Association (AWRA) sells groundwaterflowmodels.RetrievedJuly26,2011,from http://www.uwsp.edu/stuorg/awra/h2omodel.html.

Water Science for Schools,fromtheU.S.GeologicalSurvey,providesoutstandingdiagramsandexplanationsofgroundwaterporosity,permeability,use,quality,wells,andmore.RetrievedJuly26,2011,from http://ga.water.usgs.gov/edu/earthgw.html.

Curriculum ConnectionsThe Project WET Curriculum and Activity Guide 2.0 contains64watereducationactivitiesforK-12students described on 590 pages. Activities are organized into seven broad categories about water including itsuniquephysicalandchemicalcharacteristics,howitishowitintegratesallearthsystems,itslimitedavailability,waterresourcesmanagement,andsocialandculturalvalues.Helpfulcrossreferenceandplanningchartshelpeducatorstoquicklyfindthe“right”activityforanagegroup,setting,concept,etc.Inaddition,WETeducatorsmayaccessanewcompanionPortalthatcontainssearchabledatabases,discussiongroups,stateeducationcorrelations,andsomuchmore.TheGuidecanonlybeobtainedbyattendingaworkshop(contacttheMichiganProjectessentialforalllife,WETcoordinatorforinformation).ProjectWETFoundation(2011)Bozeman,MT.www.projectwet.org

Literature Connections WhereDoesYourWaterComeFromhelpsstudentsdiscoverthesourceoftheirdrinkingwater,Colorfulphotographsdescribethewatercycle,watersheds,surfacewater,groundwater,sourcesofpollutionandways to prevent degradation of water supplies.

One Well: The Story of Water on Earth tells how water is a necessity of life on Earth. The reader will learnwaystoprotectitwhilelearningwater’sstory.Strauss,Rochelle(2007).KidsCanPress.

Multi-Media Connections“The Story of Groundwater”(4minutevideo)isamusicalanimationabouttheimportanceofgroundwatertolivingthings,includingpeople,andhowtohelpprotectthishiddenresource. The Groundwater Story is designed for kids and adults who like watching funny cartoons while learning.Flashanimationrequired.TheGroundwaterFoundation.RetrievedJuly27,2011,from http://www.groundwater.org/kc/kc.html.

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What Do You Know About Michigan’s Hidden Resource?

1. Whatisgroundwater?________________________________________________________________

2. Defineporosity._____________________________________________________________________

3. Howisgroundwaterrecharged?________________________________________________________

4. Definepermeability. _________________________________________________________________

__________________________________________________________________________________

5. Throughwhichmaterialwillgroundwatermovefastest?(circleone)GravelSandClay

6. Throughwhichmaterialwillgroundwatermoveslowest?(circleone)GravelSandClay

7. Howcancontaminatedgroundwaterreachsurfacewater? ___________________________________

8. Whatarethetworequirementsofanaquifer?

i.________________________________________________________________________________

ii._______________________________________________________________________________

9. ListthreewaysgroundwaterisusedinMichigan.

i._______________________________________________________________________________

ii._______________________________________________________________________________

iii. ______________________________________________________________________________

10.Listthreewaysthatgroundwatercanbecontaminated.

i._______________________________________________________________________________

ii._______________________________________________________________________________

iii. ______________________________________________________________________________

11.Listonewaytoprotectgroundwaterfromcontamination.

_________________________________________________________________________________

12.Listtwowaystocleanupcontaminatedgroundwater.

i._______________________________________________________________________________

ii._______________________________________________________________________________

Name______________________________________

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What Do You Know About Michigan’s Hidden Resource?

1. Whatisgroundwater? Groundwateristhewaterfoundintheporespacesbetweenrockandsoilparticles.

2. Defineporosity. Porosityistheopeningsorporespacesbetweenearthparticles.

3. Howisgroundwaterrecharged? Groundwaterisrechargedwithrainorsnowmeltthatseeps,orinfiltrates,downintotheground,fillingthe

porespacesbetweenearthparticles.

4. Definepermeability? Thespeedatwhichgroundwatermovesthroughearthmaterialsorsoilparticles.

5. Throughwhichmaterialwillgroundwatermovefastest?gravel

6. Throughwhichmaterialwillgroundwatermoveslowest?clay

7. Howcancontaminatedgroundwaterreachsurfacewater? Groundwatercanmoveupwardandseepintowetlands,streams,lakes,andtheoceanwhereitthen

becomessurfacewater.

8. Whatarethetworequirementsofanaquifer? i. Permeableenoughtotransmitwaterataratesufficienttosupplyawellforhumanuse. ii. Containsasufficientsupplyofwater

9. ListthreewaysgroundwaterisusedinMichigan. i. Drinkingwaterfor50%ofMichiganresidents(privateandpublicwells) ii. Agriculturalusestoirrigatecrops,waterlivestock.sprayorchardstopreventfreezing iii. Industrytomakepharmaceuticals,disposeofwastes,processfood

10.Listthreewaysgroundwatercanbecontaminated. i. Usedmotoroilpouredontheground ii. Bacteriainhumanwastesfromfaultysepticsystems iii. Nitratesfromfertilizerapplications iv. Bacteriaandnitratesfromanimalfeedlotswhereconcentratedanimalwastesseepintotheground v. Industrialwastesinjectedintothegroundwater vi. Leakinglandfills

11.Listonewaytoprotectgroundwaterfromcontamination. i. Donotpoursubstancesthatcancausecontamination(i.e.usedmotoroil)ontheground. ii. Educatethepublicabouthowgroundwatercanbepolluted. iii. Establishawellheadprotectionareaaroundapublicwatersupplywelltolimitorpreventcontamination. iv. Applypesticidesandfertilizersinverylimitedquantitiestoresidentiallawnsandfarmfields. v. Preventlandfillandlivestockwastesfromreachinggroundwaterbyusinganimpermeableliner.

12.Listtwowaystocleancontaminatedgroundwater. i. Pumpoutandtreatcontaminatedgroundwater. ii. Addbacteria(andoxygentohelpthebacterialive)toeatthecontaminant(oil,gasoline,etc.) iii.Addoxygentocauseachemicalreactionthatwillmakethecontaminantnolongerharmful. iv. Addairtomakethecontaminantchangefromtheliquidphasetothegasphase(volatilization.)

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EarthMaterial Porosity Permeability

Clay High(48%) Slowtonone

Sand Moderate(20%) Moderate

Gravel Moderate(25%) Rapid

Bedrock*

Low(1%)(exceptforlimestoneandsandstonewhichhavesignificantquantitiesofgroundwater.)

None(exceptforlimestoneandsandstonewhichcanmovesignificantquantitiesofgroundwater.)

*Bedrockisthesolidrockthatunderliesanyunconsolidatedsedimentorsoil.Sandistheunconsolidatedformofsandstonebedrock.Duetooverlyingweightandmetamorphosis,therearefarfewerporespacesinbedrockcomparedtounconsolidatedmaterial.

IllustrationsbyLitoMantofromWhatisGroundwater?byLyleS.Raymond,Jr.,CenterfortheEnvironment,CornellUniversity,1988.(Usedwithpermission.)

Porosity and Permeability of Earth Materials

Gravel Sand Clay/Bedrock

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GroundwaterModelinACup

Thegoalofthisactivityistocreateamodelthatshowswhathappenstoprecipitationwhenithitstheground,infiltratesandbecomesgroundwater,andhowgroundwatercanbecomepolluted.Hopefully,youwillberemindedofthisactivityinthefuturewheneveryouenjoyabowlofcereal!

Part I. Describe the Earth materials in your groundwater model .

TypeofCereal EarthMaterialRepresented

1.

2.

3.

Part II. Sketch a picture of your groundwater model. Labelthesepartsofyourpicture:sand,gravel,clay,recharge,well,watertable,saturatedzone,unsaturatedzone,groundwater,surfaceoftheground.Labelsshouldbeneatandreadablewithoutspinningthepaper.

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Part III. Groundwater ContaminationAftereachpollutantisaddedandit“rains’”pumpyourwell.Doyouseeortasteanything?

EdibleMaterialAdded:TypeofPollutionRepresented:

Whathappenswhenitrains?

1.

2.

3.

Part IV. Read the steps we do in the lab below. What do these steps represents on the Earth?

1. Weplacedifferentkindsofcerealintothecup.

2. Weobserve:thebottomofthecupdoesnotleak!

3. Wepourmilkontothecereal.

4. Themilkfillsinthespacesbetweenthecerealpieces.

5. Weplacethestrawinthecereal.

6. Wepumpthemilkfromthecup.

7. Wesprinkleacoloredpowderontopofthecerealinyourcup.

8. Afterpouringmoremilkontothecereal,themilkatthebottomofthecupisnolongerwhite.

Part V. How could we clean up this groundwater pollution in your cup?

Groundwater Model in A Cup,Page2 ST

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GroundwaterModelinACup

Thegoalofthisactivityistocreateamodelthatshowswhathappenstoprecipitationwhenithitstheground,infiltratesandbecomesgroundwater,andhowgroundwatercanbecomepolluted.Hopefully,youwillberemindedofthisactivityinthefuturewheneveryouenjoyabowlofcereal!

Part I. Describe the Earth materials in your groundwater model.

TypeofCereal EarthMaterialRepresented

1.GrapenutsorRiceKrispies Clay

2.Kix Sand

3.Chex Gravel

Part II. Sketch a picture of your groundwater model. Labelthesepartsofyourpicture:sand,gravel,clay,recharge,well,watertable,saturatedzone,unsaturatedzone,groundwater,surfaceoftheground.Labelsshouldbeneatandreadablewithoutspinningthepaper.

clay

sand

watertable

gravel

saturatedzone

unsaturatedzone

groundsurface

groundwater

recharge

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Part III. Groundwater ContaminationAftereachpollutantisaddedandit“rains’”pumpyourwell.Doyouseeortasteanything?

EdibleMaterialAdded: TypeofPollutionRepresented:Whathappenswhenit

rains?

1.greendrinkmix Fertilizer Milkturnsgreen

2.maplesyrup Usedmotoroil Milkturnsbrown

3.reddrinkmix Pesticides Milkturnsred

Threeotherspossible

Part IV. Read the steps we do in the lab below. What do these steps represents on the Earth?

1. Weplacedifferentkindsofcerealintothecup. Torepresentearthmaterialsfoundinlayersundertheearth’ssurface

2. Weobserve:thebottomofthecupdoesnotleak! Toshowthatgroundwatercannotgothroughanimpermeablelayer(=aquiclude)

3. Wepourmilkontothecereal. Torepresentprecipitationorsnowfallontotheearth’ssurface

4. Themilkfillsinthespacesbetweenthecerealpieces. Toshowhowwaterfillsthespacesbetweenearthparticles

5. Weplacethestrawinthecereal. TorepresentawellbeingdrilledintotheEarth

6. Weputourfingeroverthetopofthestrawandpumpthemilkfromthecup. Topumpthewateroutoftheground

7. Wesprinkleacoloredpowderontopofthecerealinyourcup. Pollutionoccurs

8. Afterpouringmoremilkontothecereal,themilkatthebottomofthecupisnolongerwhite. Groundwaterhasbecomepolluted

Part V. How would you clean up this groundwater pollution?PossibleanswersarelistedintheprocedureunderStep7.Rememberitisnotpossibletofullyremoveallcontaminantsfromgroundwater.Toremovepollutantsfromyourgroundwatermodelinacup,wouldrequirenumerous“rainfalls”andpumping.

Groundwater Model in A Cup,Page2

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Michigan’s83Counties

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1 2

8 9

14

22

7

13

19

12

6543

10 11

15 16 17

2321

29

24

18

2526 27

28

20

3433

41

32

4039

3130

38

80

81

82

83

78

79

77

76

75

74

7372

7170

69

4746454443

373635

42

48 5352515049

595857565554

6061 62

65

6866

67

63 641. Berrien2. Cass3. St.Joseph4. Branch5. Hillsdale6. Lenawee7. Monroe8. VanBuren9. Kalamazoo10. Calhoun11. Jackson12. Washtenaw13. Wayne14. Allegan15. Barry16. Eaton17. Ingham18. Livingston19. Oakland20. Macomb21. Ottawa22. Kent23. Ionia24. Clinton25. Shiawassee26. Genesee27. Lapeer28. St.Clair

29. Muskegon30. Montcalm31. Gratiot32. Saginaw33. Tuscola34. Sanilac35. Oceana36. Newaygo37. Mecosta38. Isabella39. Midland40. Bay41. Huron42. Mason43. Lake44. Oscoda45. Clare46. Gladwin47. Arenac48. Manistee49. Wexford50. Missaukee51. Roscommon52. Ogenaw53. Iosco54. Benzie55. Grand Traverse

56. Kalkaska57. Crawford58. Oscoda59. Alcona60. Leelanau61. Antrim62. Otsego63. Montmorency64. Alpena65. Charlevoix66. Cheboygan67. PresqueIsle68. Emmet69. Mackinac70. Chippewa71. Luce72. Schoolcraft73. Alger74. Delta75. Menominee76. Dickinson77. Marquette78. Baraga79. Iron80. Gogebic81. Ontonagon82. Houghton83. Keweenaw

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Part213LeakingUndergroundStorageTanks

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SuperfundSitesinMichiganFo

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NitrateContaminationinDrinkingWaterWells

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