1

Introduction

The Teacher’s Guide to

Water1der

Groundwater, it’s the water we drink, the water that grows

our food, and the water that supports our industries.

Water1der, an app developed

by the Groundwater

Foundation, helps teach

students the vital role

groundwater plays in our daily

lives while also exhibiting the

many ways groundwater is

utilized, showing the link

between surface and

groundwater and highlighting

the importance of conservation

and pollution prevention to our

water supply.

This teacher’s guide will help

lead teachers through each section of the Water1der app

by giving an introduction on each topic, providing an

answer key to the questions, and offering suggested

activities to do to complement each section.

Additional information, materials and activity suggestions

can be found at www.groundwater.org.

Index

Introduction 1

Basics 7

Recycle 14

Watershed 20

Wells 25

Aquifer 32

Pollution Prevention 40

Irrigation 47

Conservation 56

Water Use 60

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Groundwater Basics

Concept In this section of Water1der, students will learn about the basics of groundwater.

Some concepts to discuss prior to this section include:

Groundwater is water that exists below the land’s

surface. It fills the spaces between soils, sand grains

and cracks and crevices in rocks. Groundwater

often moves very slowly, sometimes only moving a

few feet per year.

Over 70% of the Earth’s surface is covered in

water. Of that water, only 1% is readily available for

human use. Of that 1% of readily available water,

99% comes from groundwater.

Seawater is toxic to humans because our bodies

will eventually fail if they have to try to get rid of

the salt that comes from seawater. Our bodies need

freshwater to dilute the salt, which means seawater cannot be a source of

drinking water for humans.

Water is essential to our daily lives because it

is in every cell, tissue, and organ of our bodies.

Water keeps our body temperature normal,

lubricates and cushions our joints, protects our

spinal cord and other tissues, and gets rid of

wastes through urination, perspiration, and

bowel movements.

Humans are made up of mostly water. We are

born at about 78% water and as we get older,

that amount decreases slightly. In adult men, about 60% of their bodies are

water. In adult women, about 55% of their bodies are made of water.

Image courtesy of U.S. Geological Survey

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1. What percentage of the Earth’s surface is water?

10%

20%

5%

2. Seawater is considered undrinkable because our bodies cannot get rid of the salt

that comes with seawater without freshwater to dilute the salt.

False

3. How much of the Earth’s water is readily available for human use?

10%

20%

5%

4. Of the 1% of water on Earth that is readily available for human use, how much

of that water comes from groundwater?

12%

85%

70%

5. Groundwater exists below the land’s surface and fills spaces between soils, sand

grains and cracks and crevices in rocks.

False

70%

True

1%

99%

True

Questions and Answers Groundwater Basics

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Questions and Answers Groundwater Basics 6. What is the main source of groundwater?

Magmatic Water

Fossil Water

Condensational Water

7. A person can live without water for a month.

True

8. Most groundwater in the Northern United States comes from Canada.

True

9. What is the most common substance found on Earth?

Soil

Plastic

Metal

10. Water is the only substance found on Earth naturally in three forms.

False

11. When a baby is born, what percentage of their body is made of water?

34%

93%

12%

Rain and Snowmelt Water

False

Water

False

True

78%

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Earth Parfaits Background: This activity will provide students with a fun and easy way to understand the

geology of an aquifer. As students build their own edible aquifer, they learn about confining

layers, contamination, recharge and water tables.

Duration: 25-30 minutes

Materials Needed:

Blue or red food coloring

Vanilla ice cream

Clear soda pop

Crushed ice

Variety of colored cake decoration sprinkles and sugars

Straws

Clear plastic cups

Objective: To teach children about the geologic formations in an aquifer, how pollution can

get into groundwater and how pumping can cause a decline in the water table.

Activity Steps:

1. Begin with an explanation of groundwater including aquifers, confining layers,

contamination, recharge, the water table and aquifer depletion.

2. Each student will construct an aquifer.

3. Fill a clear plastic cup one-third full with crushed ice (represents gravel and soils).

4. Add enough soda to just cover the ice.

5. A layer of ice cream is added to serve as a “confining layer” over the water-filled “aquifer.”

6. Crushed ice is added on top of the “confining layer.”

7. Colored sugars and sprinkles represent soils and should be sprinkled over the top as the

porous top layer.

8. Blue or red food coloring is added to the soda. This colored soda represents contamination

and is poured on the top of the “aquifer.”

Suggested Activities Groundwater Basics

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Suggested Activities Groundwater Basics 9. As students watch the colored soda infiltrate the “confining layer” (ice cream), discuss

contaminant movement and the overall vulnerability of aquifers to spills upon the earth’s

surface.

10. Straws can be used to drill a well into the aquifer. Pumping (sucking) the well

demonstrates a decline in the water table.

11. Students should also notice that contaminants can get sucked into the well area and end up

in the groundwater by leaking through the confining layer.

12. The aquifers can be recharged with additional soda “rain” and re-polluted with more

colored soda.

13. Students can then enjoy their aquifers.

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The Water Cycle

Concept In this section of Water1der, students will learn about the water cycle. Some

concepts to discuss prior to this section include:

Definitions:

Condensation—Condensation is the process by which water vapor in the air is

changed into liquid water. Condensation is very important to the water cycle

because it is what forms clouds.

Evaporation—Evaporation is the process by

which water changes from a liquid to a gas or

vapor. Evaporation is the primary pathway that

water moves from the liquid state back into the

water cycle as atmospheric water vapor. Oceans,

seas, lakes, and rivers provide nearly 90 percent

of the moisture in the atmosphere through

evaporation. The remaining 10 percent is

contributed by plant transpiration.

Evapotranspiration—Evaptranspiration is

when water is lost to the atmosphere from the

ground surface, evaporation from the capillary fringe of the groundwater table,

and the transpiration of groundwater by plants whose roots tap the capillary

fringe of the groundwater table.

Precipitation—Precipitation is water released from clouds in the form of rain,

freezing rain, sleet, snow or hail. It is the primary connection in the water cycle

that delivers atmospheric water to the Earth.

Transpiration—Transpiration is the water vapor released when plants

“breathe”. When plants bring up water to their stems and leaves from their

roots, some of the water is returned to the air by transpiration.

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Concept The Water Cycle Additional Information:

The water cycle is a process where the water in the ocean evaporates, is carried

over land, falls as rain, and then travels back to the ocean through rivers.

The full water cycle actually takes a long time. Water starting in the Antarctic

may take over 250 years to travel along the bottom of the Pacific Ocean before

it re-surfaces near Alaska. Water can also remain frozen in glaciers or ice sheets

for thousands of years before re-melting.

Water also goes back and forth between states, from a liquid, gas and solid, as it

travels through the cycle.

Part of the water cycle

involves water traveling

underground as

groundwater.

Groundwater seeps

through the spaces

between grains of soil and

sometimes coming to the

surface as a spring.

All organisms need

water to live. Water is either directly consumed as liquid or extracted from

food. It leaves organisms as a gas during respiration, or may be excreted and

evaporate from the skin as perspiration.

Plants are major movers of water. Their roots collect water for distribution

throughout the plant. Much of the water used by plants travels to the leaves

where it is easily evaporated.

Water vapor is invisible, but fog and clouds do give some indication where

water vapor is in the atmosphere. When clouds form, water molecules condense

and collect on microscopic dust particles until they become heavy enough that

gravity pulls the water down in the form of rain, snow, sleet or hail.

Image credit: The Clean Water Campaign

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Questions and Answers The Water Cycle 1. What are the key components in the water cycle?

Starting with the cloud on the right hand side going clockwise:

2. How much water does an acre of corn give off per day in evaporation in gallons?

200

25

1,000

3. Water that falls on the ground and flows to a stream or lake.

4. When water sinks into the ground and becomes groundwater.

5. Groundwater can be connected to rivers and lakes. True or False?

False

6. About what percent of all United States rainfall becomes groundwater?

70

55

40

15

5

Condensation; Evaporation; Groundwater; Infiltration; Precipitation

Runoff

Recharge

True

4000

25

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Questions and Answers The Water Cycle 7. Groundwater can become surface water. True or False?

False

8. When water leaves the ground and flows to a lake or river.

9. What percentage of the earth’s surface is water?

100

85

50

25

0

True

Discharge

70

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Growing with Groundwater

Duration: 20 minutes

Objectives: Create a miniature terrarium that demonstrates the different phases of the water

cycle. Identify the four basic elements, soil, water, sunlight, and air, needed for plant and

animal survival. Stress the importance of water as one of the four elements and the importance

of having healthy water, soil, and air.

Materials Needed:

Plastic cups and lids

Soil

Gravel

Spray bottles

Rubber Bands (if lids are not available)

Plastic Wrap (if lids are not available)

Seeds

Water

Large Spoons or small scoops

Small jar filled with soil (optional)

Small jar filled with air (optional)

Small jar filed with light (optional)

Activity Steps:

1. Discuss the four essential elements or pass around four jars with water, soil, air, and light.

If using the four jars, ask students what are in the jars. When a student answers, discuss

that element. (See detailed discussion section.)

2. After all the elements have been discussed and all the students have seen the containers, tell

the students they are going to be planting their own seeds and will be able to watch them

grow into plants.

Suggested Activities The Water Cycle

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3. First, have each student add gravel to the plastic cup (about an inch of gravel.)

4. Add a little water—watch as the water trickles down through the gravel layer. This is a

simple model of groundwater.

5. Cover the gravel with soil so that the cup is about 3/4 full.

6. Pass out seeds for each student.

7. Read the seed packet for planting instructions, typically the seeds do not need to be planted

deep.

8. Water the seeds. Again, watch how the water moves down through the soil. This is how

rain and snow recharge aquifers.

9. Cover each cup with a lid or make a lid with the

plastic wrap and secure with a rubber band.

10. Place in a sunny location.

11. Over the next few days, watch as the sides of

the cup become foggy. This is condensation.

Heat from the warm sun caused water to evaporate

from the soil (become vapor) then cooled when it

touched the side of the cup and condensed

(became liquid again). As the water on the sides

and lid of the cup becomes heavy, it will fall back

to the soil and will water the seeds. Some of the

water will move deeper into the soil and reach the

gravel layer in the cup, becoming groundwater.

This is the same process as the water cycle. Water

on the surface evaporates and moves into the

atmosphere. When it cools, it forms clouds and

eventually falls as precipitation (rain, snow, sleet,

hail, etc.). The water then either runs off to surface

water (streams, rivers, lakes, oceans) or soaks into

the ground and might eventually become

groundwater.

Suggested Activities The Water Cycle

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Discussion:

Soil—Soil is where plants grow. The Earth’s soil is made up of broken down rock through

weathering (physical or chemical process) and organic matter from decomposed plants and

animals. Soil has nutrients and minerals in it which are used by plants to grow. Soil also helps

plant roots to receive water. Sometimes water washes away the rich soils (river, floods, heavy

rain) needed to grow plants. This is called erosion. Plants are important because many serve

as food and shelter for animals and humans. Many products we use are made from plants.

Can you think of materials or products that are made from plants? (Wood, paper, cotton, food,

etc.)

Air—Air is a mixture of many gasses in the Earth’s atmosphere. Oxygen, carbon dioxides,

nitrogen, hydrogen, argon, neon, and helium.

Sunlight—Sunlight is a source of energy known as solar energy. Sunlight helps to warm the

Earth’s surface. The temperature of the Earth’s surface is dependent on how much sunlight is

able to reach the Earth. Plants use the energy from the sun, combined with carbon dioxide

(air) and water to create sugar. This process is called photosynthesis, and it helps plants grow.

Water—Water travels in a cycle called the water cycle. Water can be found in this cycle in

three forms: liquid, solid (ice/snow), and gas (water vapor). Water is also known as H2O

because it is made up for the elements Hydrogen and Oxygen. Water is a vital resource to

plants, animals and humans.

How do plants, animals and people use water?

Suggested Activities The Water Cycle

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Recycling

Concept In this section of Water1der, students will learn about recycling and how it affects

our groundwater. Some concepts to discuss prior to this section include:

Recycling is when we take materials we have finished using and make new

products using them.

It is important to recycle because when we make new things from recycled ones

we are using less money, less energy, and less resources from the Earth.

Recycling also helps save water since it takes less water to make products from

recycled materials than it does to make products from virgin materials.

Composting is another way to recycle organic materials such as yard trimmings,

food waste, and manures. These materials are mixed together in a compost pile

that when mature can be used as a natural fertilizer for plants and agriculture

crops. This process helps our groundwater because it reduces the need for

chemical fertilizers that can end up in our groundwater supply via storm water

runoff.

What is Recyclable:

Plastics marked #1-#7

Newspaper

Cardboard

Paper grocery bags

Magazines, junk mail,

stationery and envelopes (even

envelopes with windows are

ok)

Glass bottles and jars

Aluminum/tin cans, foil, trays

Microwave food trays

What is not Recyclable:

Plastic wrap

All wax laminated cartons

and containers

Styrofoam

Pizza boxes with grease

stains

Wax box liners

Paper towels, napkins, and

tissue paper

Paper plates, soiled paper

Aluminum foil boxes

Fast food wrappers

What is Compostable:

Food scraps

Vegetable trimmings

Bones

Egg shells

Meat

Food soiled paper (coffee

filters, stained pizza

boxes, uncoated paper

cups and plates, etc)

Napkins and paper towels

Yard waste

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Questions and Answers Recycling

The following questions require students to move the shown item on the left side

of the screen to the correct disposal method on the right.

Plastic water bottle—recycling bins

Glass bottle—recycling bins

Grass clippings—compost

Newspaper—recycling bins

Styrofoam cup—landfill

Apple core—compost

Cardboard box—recycling bins

Wax laminated milk carton—landfill

Coffee grounds—compost

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Gooey Garbage Background

Humans have always produced garbage. Prehistoric cliff dwellers in Colorado used the back

rooms of their cliff homes to dump waste. Around 500 B.C., the first known regulations

against throwing waste in the streets were issued in Greece. Archaeologists explore the waste

of prehistoric people to better understand their society, culture and the way they lived. What

will archaeologists learn about us thousands of years from now?

Ancient landfills were often places of continuous burning fires. People began covering their

waste with soil because of the unpleasant odor and the attraction of rodents and flies. In 1916,

“sanitary landfills” were developed by placing soil on top of the waste each day.

Growing populations and the great number of new products have increased the problems with

landfills. When rain, snow, or runoff water soaks into and through a landfill, it can dissolve

some of the landfill’s contents and carry it on down to the groundwater. This is a problem

especially if the landfill is unlined or if the landfill is not located over impermeable soils. This

mixture is called leachate. As the amount of waste increases, the potential for leachate to enter

the groundwater increases.

Groundwater supplies vary around the world. When groundwater is the only source of water,

it is an especially valuable resource. Clean water is essential for the existence of life.

Contamination of groundwater by landfill leachate is difficult and expensive to reverse and

may remain for a long time. In various parts of the world, including the U.S., regulations are

established to protect groundwater. Barriers such as

plastic or clay layers must be installed in new landfills

today. Double liners are presently installed in new

landfills. Permits are required to open and close

landfills. Research is continuing to determine even

more efficient ways of preventing pollution of our

groundwater.

Many people believe that once they have taken their

trash to the curb, dumpster, or landfill, they no longer

need to be concerned with it. Naturally, most people

don’t spend their time thinking or worrying about their

garbage, but what they send to the landfill can have a

profound effect on the quality of groundwater.

Suggested Activities Recycling

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Duration: 20-25 min.

Grade Levels: 3-5

Materials Needed: [Will be enough for one workstation with 4-7 students]

Objectives:

This activity is designed to demonstrate what happens to groundwater when leachate is

allowed to contaminate the area around a landfill. This is a small group activity (4-7 children

per group) where each group constructs a lined landfill then gets to discover what happens to

their water supply when the lining leaks.

Activity Steps:

ADVANCE PREPARATION

1. Set up the appropriate number of workstations. Each station can accommodate 4 to 7

students. Cover each workstation with newspaper to make cleanup easier.

2. Cut milk jug about 3-4 inches from the bottom. The bottom becomes the aquifer tray and

the top (with the lid still on) becomes the landfill.

3. Using the three 8 oz. cups, fill one cup with Cereal A, the second with Cereal B, and the last

with soil.

4. Fill the 3 oz. cup with vegetable oil.

Suggested Activities Recycling

3 cups (8 oz. )

Cereal A

Cereal B

Soil

1 bottle of ketchup (each group will only

need a couple of squeezes)

1 bottle of food coloring

1 bottle of water (approximately 8 oz.)

1 gallon-sized baggie (NOT a Ziploc)

Vegetable oil1 bottle of syrup (each group

will only need 2 or 3 tablespoons of syrup)

1 bottle of syrup (each group will only need

2 or 3 tablespoons of syrup)

1 roll of bathroom tissue

1 gallon size milk jug with cap

1 wooded spatula

Alka-Seltzer tablet

Pencil

Modeling Clay

Pitcher full of water

Tablespoon

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ACTIVITY

1. Begin with a discussion of drinking water and ask the students if they know where their

water comes from. Tell students that landfills may contaminate groundwater, which is

many people’s source of drinking water.

2. Explain that the history of garbage and landfills goes back to the beginning of time. (See

background information).

3. Explain that a landfill (commonly but incorrectly referred to as a dump) is similar to the

milk jug container in front of them. The earth has a hole dug into it (the milk jug); a liner

(the baggie) is placed in the whole with solid waste (the items to be put into their landfill)

and with rain (water from the bottle) falling on it.

4. Show samples of clay and plastic if available and explain what the liners are and why they

are used. Pour water into a bowl lined with modeling clay. Ask students where the water

went. Show that the water sits on top of the clay.

5. Have a student in each group secure the lid on the bottle and place the baggie into the jug

(you may need to demonstrate this step).

6. Begin to fill the landfill. Ask students for some types of waste disposed of in landfills. Use

supplies provided to represent items the students suggest. Add each item to the landfill.

THE SOIL IS ADDED LAST. Not every student-suggested waste will have a

corresponding supply item.

7. When a supply item is added to the landfill, ask students if there is a better way to dispose

of it. Other means of disposal may include: recycling center, composting, or reusing.

Suggested Activities Recycling

Student suggested waste

Paint

Oil products

Cleaners

Gasoline

Paper products

Plant waste

Food waste

Batteries

Soil

Supply Item

Food coloring

Vegetable oil

Ketchup

Syrup

Bathroom tissue

Cereal A

Cereal B

Alka-Seltzer

tablets

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8. Students must now “bulldoze” the landfill. They need to stir the waste

WITHOUT TOUCHING THE BOTTOM OF THE LANDFILL.

9. Ask students how the landfill smells now. Tell them that prehistoric landfills were

continual fires and “sanitary landfills” were introduced in the early 1900s to reduce rodents,

smells and insects.

10. Let it rain (add 8 oz. of water.) Discuss precipitation, percolation, and leachate.

11. Discuss what will happen when the lid is taken off the landfill (nothing, unless a hole was

poked in the liner.)

12. Instruct students to remove the lid while the landfill is over the aquifer (the bottom of the

jug.) Why did nothing happen to the aquifer? (the liner) What happens to rainwater if the

clay or plastic liner does not leak? Where does it go? (Collects in the garbage and on top

of the liner. Leachate collection systems help reduce the amount of leachate sitting on top

of a liner). What happens to the rainwater if the liner does have a leak? Where does the

dirty water go? (It follows the path of water already in the ground and ends up in the

aquifer.)

13. Use the pencil to poke a hole in each liner so that the water flows into the aquifer. Would

you like to drink this water? (Hopefully, no.)

14. What happens if there are toxic substances in the landfill? (They can be carried by water

that goes through the waste. If the liner leaks, they can be carried into the groundwater

under the landfill.)

15. Discuss the following questions if time permits:

Where is your community landfill?

Who has been there?

Can you describe what it looks like?

Suggestions:

Use food that stinks! The food listed in the materials is only a suggestion. You

could also try canned spaghetti, cat food, canned tuna, etc. The more it smells,

the more the students seem to enjoy it!

Source: Ecology Center of Ann Arbor and the East Dakota Water Development District

Suggested Activities Recycling

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Concept

In this section of Water1der, students will learn about how different water sources are connected through watersheds. Some concepts to discuss prior to this section include: Watershed refers to the land which water flows over and through to reach a

water body. Physical barriers such as ridges and hills separate watersheds, but larger watersheds can be made up of many smaller watersheds.

Watersheds consist of surface water—lakes, streams, reservoirs, and wetlands—and wetlands—and groundwater.

Watersheds are the source of all the water we use. Water enters the watershed as rain or snowmelt. Then it soaks into the ground to replenish aquifers, ponds, creeks, streams, rivers, and lakes.

We all live in watersheds, so it is easy for human activity to pollute watersheds. There are two ways in which watershed pollution occurs: point source and nonpoint source. Point source pollution is pollution that can be traced to a specific point such as a pipe, ditch, tunnel, vessel, etc. Nonpoint source pollution comes from any source that is not a point source. Nonpoint source pollution occurs from land runoff, precipitation, drainage, seepage, or hydrologic modification.

Above: An example of a watershed. (Image from prairierivers.org.)

Watershed

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Questions and Answers Watersheds 1. What is the land that water flows over and through to reach a body of water?

Water puddle

Water drain

Waterway

2. Groundwater that flows naturally from rock or soil onto the land surface or into

a body of water is called:

Recharge

Stream Flow

Concrete

3. Any material that does not allow fluid to pass through it (something that doesn’t

leak)

4. What percentage of the Earth’s surface is water?

10

20

5

5. Pollution that can be traced to a specific point such as a pipe, ditch, or tunnel.

Watershed

Spring

Impermeable

70

Point source pollution

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Nonpoint source pollution

Questions and Answers Watersheds 6. Pollution that comes from any source that is not a point source.

7. Contaminated surface water can eventually enter groundwater and contaminate

it. True or False?

False

8. How many millions of gallons of water would it take to cover one square mile

with one foot of water?

10

53

500

True

219

23

Suggested Activities Watersheds

Totally Topography Background: This activity will show students what topography is and how watersheds are

determined. Students learn to read topography maps and then create the land relief using play

dough. Once they have created their landscape, a rain colored water is used to demonstrate the

properties of runoff and watershed basins.

Duration: About 30 minutes

Materials Needed:

Homemade play dough:

2 cups flour

1 cup salt

4 tsp. cream of tarter

2 cups water

4 Tbsp. oil

Food coloring

Combine flour, salt, cream of tarter, water and oil into a heavy pot. Stir more constantly on

law heat until the dough comes away from the edge of the pot and makes a soft ball.

Additional flour

Disposable aluminum pans (about 1” deep)

Topographical maps

Objective:

Students will learn about the topography of watersheds and how this determines surface runoff.

Activity Steps:

1. Make enough play dough for the number of students participating in the activity.

2. Find a topographical map that shows interesting landscapes—we use Hawaii. Make copies

of the map for each group. Groups of 4-6 works well.

3. Find a small watering can and make a supply of colored water to use as rain. We

recommend that when the time comes, the leader of this session become the “rainmaker”.

When left to their own devices, students usually cause flood conditions.

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Suggested Activities Watersheds 4. Prepare for each session by laying out a pan, map and a big ball of play dough for each

group. Carving and shaping tools such as plastic silverware are also helpful. If the play

dough is gooey from previous sessions, have extra flour on hand to work into the dough.

5. Teach students how to read a topographic map.

6. Have the students create what they see on their map with the play dough.

7. Ask students what they think will happen if it rains. Where will the water go? Why?

8. Use the watering can to make it “rain”.

Additional Resources:

The U.S. Geological Survey (USGS) has topo maps available.

Source: Tri-County Regional Planning Commission and USGS-Washington State

25

In this section of Water1der, students will learn about how get water through wells

for municipal, agricultural, and industrial use. Some concepts to discuss prior to

this section include:

A well is a hole drilled into the ground to access water contained in an aquifer. A

pipe and a pump are used to pull water out of the ground, and a screen filters out

unwanted particles that could clog the pipe. Wells come in different shapes and

sizes, depending on the type of material the well is drilled into and how much

water is being pumped out.

More than 42 million people in the United States use individual or private wells

to supply water for their families.

Above is a map from USGS showing groundwater withdrawals by state. How many gallons of

groundwater does your state withdrawal per day?

A well can easily be contaminated if it is not properly constructed or if toxic

materials are released into the well. Toxic material spilled or dumped near a

well can leach into the aquifer and contaminate the groundwater drawn from

that well. Contaminated wells used for drinking water are especially dangerous.

Wells can be tested to see what chemicals, pathogens and other contaminants

may be in the well and if they are present in dangerous quantities.

Wells

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1. What is a hole or shaft drilled into the earth to pump water to the surface?

Center Pivot

Hydrant

Faucet

2. How much water does it take to:

Take a five-minute shower? 30 gallons

Brush your teeth with the water turned off? Less than one gallon

Take a full-sized bath? 36 gallons

3. What withdrawals the most total groundwater in millions of gallons per day in

the United States?

Community? 14.6

Industry? 3.1

Irrigation? 53.5

4. How often should I have my private well water tested?

Once a week

Once a month

Once every 5 years

5. How many million private household wells are there in the United States?

2

9

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Questions and Answers Wells

Well

Once a year

13

27

Questions and Answers Wells 6. Tube or pipe sunk into the ground to get water.

7. How many billions of gallons of groundwater are withdrawn in the United States

each day?

120

100

60

40

20

8. If a well reaches groundwater, an unlimited amount of water can be pumped.

True or False?

True

Well

80

False

28

Suggested Activities Wells Background:

Groundwater makes up 96% of the world’s total fresh water resources. Approximately 118

million Americans, half the country, depend on groundwater for their drinking water. This is a

good activity to introduce information about groundwater. The presenter should have some

knowledge of the local area or do some research on the groundwater and wells in the area.

Duration: 25 minutes

Materials needed:

2 10 oz. clear, flexible plastic cup for each group (we suggest Solo TP10—other brands

may also work.)

1 lid to fit cup (Solo 600)

1 Pencil

1 2x3 inch piece of metal window screen

Pea-sized road gravel to fill cup

1 container of clear water

1 container of water dyed blue with food coloring

2 syringes with long tips (found at a veterinary clinic or farm supply store) or pumps from

hand soap dispensers

1 can of powdered drink mix (preferably lime flavored) with a new label wrapped around

the can that says “Fertilizer—Directions: Follow Carefully”

Objectives:

Students will learn what an aquifer is, where groundwater is, how a well works, that

groundwater is a limited resource, how nitrate contamination can occur and how it can be

prevented.

Activity Steps:

Building the wells:

1. Each student group needs 2 10 oz. clear, flexible plastic cup (rigid plastic cups will break

when the students squeeze them), a wooden pencil (unsharpened) and a piece of the metal

window screen, 2x3 inches.

29

Suggested Activities Wells 2. Have students roll the screen around 2 pencils (one for each cup), starting with the long side

of the rectangle so the screen cylinder is as tall as it can possibly be. The screen is the well.

Do not make a short, stubbly well. It is ok that the screen is loose on the pencil. Leave the

well on the pencil and place one pencil in the center of each cup. Let the screen slide to the

bottom of the cup.

3. With the pencil and screen in the cup, have the students fill the cup with gravel, leaving

about one inch of screen sticking above the gravel. The screen must not stick out above the

top of the cup.

4. Use the blue water to make it “rain” on the surface of the gravel in one the cups. Tell

students that when rain on the surface of the ground soaks down to the aquifer, we call it

recharge or recharging the aquifer.

5. Tell them the gravel in their cups is just like the gravel underground. In fact, it once was

underground. Ask them where the aquifer is. (The aquifer is the space between the gravel

where the groundwater is.)

6. Have the students stick a syringe with a long tip down the well to pump water (as an

alternative, use a liquid soap dispenser pump with a clear cup to catch the water). Point out

how much water each group got out of the well.

7. Tell the students to pump the well again. This time they will get less water. Ask them why

this happened. (You pumped out water but none was going back in.) Now, recharge the

aquifer by “raining” more blue water on the surface of the gravel. Ask the students what

will happen when you pump the well now. ( You will get more water than the second time

you pumped your well.) Have the students pump the well to confirm the answer.

8. At this point you are ready to discuss groundwater quality and use. Ask if anyone used

groundwater today and how they used it. You’ll get lots of different answers. Point out that

many of their answers like drinking cooking, clothes washing and toilet flushing are

personal uses. Ask what the largest use of groundwater is in your state (for example, in

Nebraska, it is irrigation).

9. Recap that you’ve discussed four categories of groundwater use: personal use, economic

use, safety, and recreation. Research groundwater use in your area for the discussion part of

this activity.

30

Suggested Activities Wells Discussions of Groundwater Quality:

1. Using the second well, tell the students that they are going to learn about groundwater

quality. Show the powdered drink mix can with the fertilizer label and ask them what it is.

Tell them that it is really drink mix but that you are going to pretend that it is fertilizer. Ask

someone to read the directions on the fertilizer can out loud. Directions should be followed

carefully; the manufacturer provides directions on how to use the fertilizer properly.

2. Sprinkle the drink mix on the

surface of the gravel in each of

the wells. Tell the students that

you did not follow the directions

and used much more than you

were supposed to. Tell the

students that it doesn’t matter if

it’s a corn field or a lawn that you

are fertilizing, the principle is the

same. If you use more fertilizer

than the plants can use, some will

make it into the groundwater.

Stress that fertilizer is safe if used

correctly.

3. Next, make it “rain” on the surface of the gravel using uncolored water. Tell the students to

pump their wells. The water will take on the color of the drink mix. Ask the kids what is in

their water (fertilizer).

4. Tell the students that another way to say we have fertilizer in our groundwater is that we

have nitrate contamination. In the “real world” nitrate does not have any color, taste or

smell. How can we tell if we have nitrates in our water? (test it)

5. Discuss where the students’ drinking water comes from and who is responsible for having it

tested for nitrates. Tell the students where they can send samples to be tested if they get

their water from a private well.

6. Ask the students what they can do after a well has already been contaminated. After you

have received all reasonable answers, tell them they are all correct, but many methods for

cleaning groundwater are difficult and expensive. What should have been done in the first

place? (follow the directions, use fertilizer property, and keep the water clean)

31

Suggested Activities Wells 7. If appropriate in your area, stress that you are lucky to have a good, safe, clean source of

drinking water and it is important to keep it that way.

8. Below are some probable examples kids will come up with to clean up the nitrate

contaminated groundwater and why they may not work:

Boil it—boiling concentrates nitrates and makes them worse.

Pump it out—you will run out of water.

Dilute it with rain—it will take a long time before the water will be clean.

Drill a new well—demonstrate that the water will not be clean in a new well by sticking

your syringe in the gravel near the well. Ask if the water there will be clean. No because

you’ve contaminated the whole aquifer.

Move—explain that whoever wants to buy your property must get a loan from the bank

who will insist they test the water supply, discovering the contamination.

Buy bottled water or install a treatment system—explain that in the real world this is often

an option, but it is expensive and not realistic for most communities.

Extensions:

If you have time, discuss how over irrigation or over watering a lawn can push nitrogen

beyond the roots of the plants so it cannot be recovered, eventually entering the groundwater.

Adapted from: Stop, look and Learn about Our Natural World, Volume 3 Nebraska Natural Resources

Commission Lincoln, NE and Groundwater: A Vital Resource Tennessee Valley Authority Knoxville, TN

32

Concept In this section of Water1der, students will learn about aquifers. Some concepts to

discuss prior to this section include:

An aquifer is an underground geological formation able to store and yield water.

A water table is the top of an unconfined aquifer. This is the area that indicates the

level below which soil and rock are saturated with water.

Rocks have varying porosity and permeability characteristics, meaning the water

moves differently depending on the type of rocks that surround the water. Sometimes

there is a confining layer of less porous rock both above and below a porous layer.

This is called a confined aquifer.

Water movement in aquifers depends on the permeability of the aquifer material. The

permeable materials contains cracks or spaces that are connected. These cracks and

spaces are numerous and large enough to allow water to move freely.

With some permeable materials, the groundwater may move several meters in a day;

in other places, the water may only move a few centimeters in a century.

Groundwater moves more slowly through relatively impermeable materials such as

clay and shale.

Source: http://www.centralbasin.org/groundwater.html

Aquifer

33

1. About how many square miles does the High Plains Aquifer cover?

250,000

8,500

350,000

2. Where does water usually move the slowest?

River

Precipitation

Faucet

3. Underground layers of sand, gravel and rock that contain water.

4. Groundwater can be connected to rivers and lakes. True or False?

False

5. Depending on the type of solid or rock, groundwater will flow at different rates.

True or False?

False

6. What happens when more water is taken out of an aquifer than is put back in?

Runoff

Flooding

Saturated

Questions and Answers Aquifer

175,000

Aquifer

Aquifer

True

True

Depletion

34

Questions and Answers Aquifer 7. If spread across the surface of the United States, the High Plains/Ogallala

Aquifer’s groundwater would cover all 50 states with how many feet of water?

10

16

100

8. When more groundwater is being pumped out of an aquifer than is returning to

the aquifer.

9. The earth (soil and gravel) can act as a natural filter preventing some potential

contaminants from reaching groundwater. True or False?

False

1.5

Depletion

True

35

Suggested Activities Aquifer

Porosity and Permeability Background:

There is over 66 times more water in the

ground than there is in all the lakes, rivers and

streams on earth. Groundwater is a vital part of

the water cycle. As precipitation replenishes

groundwater sources, the water flow is affected

by the soil and rock layers through which it

must filter. Soil and rock layers have two basic

characteristics that determine their effect on

water flow: porosity and permeability.

Porosity refers to how much space there is in a

volume or formation of rock or soil. The more

space between particles, the more water the

formation is able to hold. For example, loosely

packed soil can hold more water than soil with different-sized particles because smaller

particles fill the spaces between the larger particles, leaving less space for water to occupy.

Permeability is a measure of how well soil or rock allows water to move through it.

Formations with large, interconnected pores usually transmit water more quickly. Rock

formations with large cracks, like fractured limestone, also allow water to move through more

quickly. Less permeable materials, such as clay, may allow water to move less than an inch

per year.

These two characteristics affect groundwater in important ways. For example, the rate at

which an aquifer regains and retains water depends on both porosity and permeability.

Movement of contaminants such as septic seepage or spilled or leaked gasoline also depends

upon the porosity and permeability of soil and rock layers.

Terms:

Porosity: The property of being porous, having pores.

Permeability: The ability of a material to allow the passage of liquid, such as water moving

through rocks.

Duration: 20-25 minutes

36

Materials:

3 paper or plastic cups (8-10 oz.)

3 plastic container lids (such as coffee can

lids)

Water

Thumbtack

Watch or clock

Sand

Topsoil

Modeling clay

Pencil

4-250 ml beakers or measuring cups

Scissors

Chalkboard or large paper

Blue crayons, colored pencils or markers

Suggested Activities Aquifer

Objectives:

The students will discover that the more open space in rock or soil (porosity), the more water it

can hold. Students will also find that soil with the same size particles will hold more water (is

more porous) than soil with different sized particles. Finally, students will identify the

characteristics that make certain soil types permeable, or better able to transfer water, than

others.

Activity Steps:

Advance preparation:

1. Obtain the clay, topsoil, and sand. NOTE: Avoid using commercial potting mix. For best

results, use topsoil.

2. Make copies of the student sheet (p. 39).

3. Prepare the cups for the experiment in advance:

Using a thumbtack, punch several small holes in the bottom of the 3 cups. Be sure to punch

the same number of holes in each cup.

Using 3 cups, fill one with sand, one with clay, and one with topsoil. Leave 1 inch of space

at the top of the cups.

Using scissors, cut a hole in each plastic container lid so that a cup can be inserted and

lodged in the hole. Put the lids (with the cups stuck in them) on the beakers or measuring

cups.

37

Suggested Activities Aquifer Activity:

1. Explain to the students that while soil has many uses, two often-overlooked uses are

filtering water (that becomes groundwater) and acting as a conduit for recharge water to

enter aquifers.

2. Explain that there are many types of soil. Some soil is mostly sand, some mostly clay, and

some is a mixture of sand, clay, rock, and other things, like dead plants. The composition

of soil determines its ability to absorb water and to allow water to move through it.

3. Permeability Experiment: (NOTE: May be performed as a demonstration, as illustrated, or

as a small team activity.)

Distribute copies of “Porosity and Permeability Experiment” sheet found on page 39.

Have the students examine the samples and hypothesize which type of soil will allow water

to pass through the most quickly. Point out that a soil type’s ability to let water move is

called permeability. Students should record their hypothesis on the handout.

Pour 1/4 cup (63 ml) of water into the first cup. Have the students record the time the water

was poured. Have the students record the time the first water drips from each cup. Repeat

this procedure for the second cup, then for the third. Compare each time. Have students

rank the times in order from fastest to slowest.

Ask the students to explain why each permeability rate was different and write their

conclusions on the space on the worksheet.

Explain that soils with larger, interconnected spaces tend to allow water to move more

quickly. (NOTE: Your results will depend somewhat on what kind of topsoil you use. You

may, however, expect the sand to be most permeable and the clay to be least permeable.)

4. Conduct the porosity test.

Explain to the students that soil and rock also have differing ability to hold water. This

depends on how much of the sample is made of empty spaces between the particles and

how large the spaces are. This is called porosity.

Have the students record their hypotheses about which soil type will hold the most water on

their worksheets.

Allow water to drip for another 10-15 minutes

38

Measure and record the amount of water in each beaker or measuring cup.

Have the students record this on their sheets. Instruct them to subtract this amount from the

starting amount to determine the total amount of water held for each soil type. Have them

record this information.

Using the total amount of water held, have students rank in order the porosity of the soil

types and write a conclusion on the worksheet.

Ask the students to explain why the highest-ranking soil held the most water.

Variation/Extension:

Contact your local cooperative extension office or your state conservationist at the Natural

Resources Conservation Service office for information about soil in your area.

Have the students gather different samples around their homes and perform the experiment,

reporting on the results.

Source: The Water Source Book, Grades 3-5, Water Environment Federation.

Suggested Activities Aquifer

39

Porosity and Permeability Experiment

Permeability of soil or rocks: The ability of soil or rock to let water pass or move.

Hypothesis: Which soil type do you think will allow the water to pass through it most quickly?

Explain why:_______________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Conclusion: Which soil allowed water to move through the most quickly? Explain why:__________

__________________________________________________________________________________

__________________________________________________________________________________

Porosity of soil or rock: The ability of soil or rock to hold water.

Hypothesis: Which soil type do you think will hold the most water? Explain why:_______________

__________________________________________________________________________________

__________________________________________________________________________________

Conclusion: Which soil held the most water? Explain why:__________________________________

__________________________________________________________________________________

__________________________________________________________________________________

SOIL TYPE CLOCK TIME OF

WATER IN

CLOCK TIME OF

WATER OUT

TIME (SECONDS)

Sand

Topsoil

Clay

Sand 63 ml (1/4 cup) poured in

-___________ amount that passed through

=___________ amount held in soil

Topsoil 63 ml (1/4 cup) poured in

-___________ amount that passed through

=___________ amount held in soil

Clay 63 ml (1/4 cup) poured in

-___________ amount that passed through

=___________ amount held in soil

40

Suggested Activities Aquifer Pollution Prevention

Concept In this section of Water1der, students will learn about pollution prevention and why it is

important to our groundwater supply.

Over 50% of the United States population depends on groundwater for drinking

water. Groundwater is also one of our most important sources of water for irrigation.

Unfortunately, groundwater is susceptible to pollutants.

Groundwater contamination occurs when man-made products such as gasoline, oil,

road salts and chemicals get into the groundwater and cause it to become unsafe and

unfit for human use.

Materials from the land's surface can move through the soil and end up in the

groundwater. For example, pesticides and fertilizers can find their way into

groundwater supplies over time. Road salt, toxic substances from mining sites, and

used motor oil also may seep into groundwater. In addition, it is possible for

untreated waste from septic tanks and toxic chemicals from underground storage

tanks and leaky landfills to contaminate groundwater.

Because groundwater is so susceptible to pollutants, it is important to dispose of

materials correctly and recycle all the materials we can.

41

Questions and Answers Pollution Prevention

The following questions require students to move the shown item on the left side

of the screen to the correct disposal method on the right.

1. Banana—Compost pile

2. Leaves—Compost pile

3. Batteries—Recycling bins

4. Grass—Compost

5. Lawn mower—Landfill

6. Soda can—Recycling bins

7. Something in the water that makes it unclean and unsafe to use.

8. Contaminated surface water can eventually enter groundwater and contaminate

it? True or false?

False

Pollution

True

42

Suggested Activities Pollution Prevention

The Story of Freddie the Fish Background:

Trout, like Freddy, need cool, clear streams to live in. This story is a good visual activity to

show students—especially young ones—how different sources of pollution can affect a clear

stream and eventually make it unsuitable for wildlife such as a trout.

Duration: 30-45 minutes

Materials:

Freddie - a fishing lure - one that looks like a fish, with hooks removed, preferable

weighted or sinking lure that is colorful. Freddie is on a fishing line suspended in a gallon

jug or fish bowl of clear water.

Gallon jar or fish bowl or small fish aquarium

Gravel for the bottom of the bowl/aquarium (optional)

Pencil or ruler placed of the top of jar to hold Freddie suspended halfway in the jar,

underwater

10 small containers or plastic bags to hold contaminants

1. Sediment Potting soil, sand and gravel mix

2. Manure Raisins, dry beans, chocolate-puff cereal

3. Fertilizer Green powdered drink mix

4. Industrial Waste Liquid dish/hand soap/lotion and nails/screws/bolts/

gravel

5. Road Salt Denture cleaner or antacid tablet

6. Acid Rain Cider vinegar or white vinegar tinted orange/pink with

food dye

7. Litter Torn paper and plastic bits

8. Motor Oil Vegetable oil or baby oil (float)

9. Leaking Storage

Tank

Film canister (crack lid) filled with red/blue food dye

and water

10. Pesticides Baking soda or salt mixed with instant coffee or tea

43

Activity Steps:

Introduce Freddie.

Use as much humor and animation as possible. Make Freddie the same age as your audience

and get the students to appreciate how bored Freddie is stuck up in the headwaters of a clean,

cold stream and how he wants to go on an “adventure.” Ask the students if Freddie should go

exploring, etc. Make him into a lively, adventurous, frisky little fish.

Talk about Freddie’s home.

Use a local river or stream as Freddie’s home to make the story more real to the students.

The students will love Freddie and be motivated to keep his home clean!

Sample Intro:

“This is my friend Freddie. Can everyone say hi to Freddie? Today I am going to help tell

Freddie’s story. He doesn’t talk very loud and sometimes the words are hard to understand

through the water. Freddie is 7 years old and sometimes he gets bored in his home, Holmes

Lake. Do you guys ever get bored and wish you could go some place else? Well, Freddie

thought he should go on an adventure. Let’s go along with Freddie on his adventure.”

Begin Freddie’s Adventure!

Freddie leaves his shady, cool pool and heads downstream on his adventure.

After a little while, Freddie noticed that the sun was shining and the stream was no longer as

cool and dark. He looked out of the water and noticed that all the trees had been cut down and

sediment (soil) from the banks was washing into the water.

Add first item to bowl – sediment: Sprinkle some sediment over the water and allow it to

slowly settle over Freddie.

Topics to discuss:

Do you like to get sand in your gills…eyes? Fish breathe through gills. The sandy grit from the

soil can hurt fish gills. The sediment can also cover rocks where fish lay their eggs, making it

difficult for new fish to hatch.

“Oh no! Poor Freddie!” (The students can repeat this every time something “bad” happens to

Freddie.)

Suggested Activities Pollution Prevention

44

Suggested Activities Pollution Prevention After a while Freddie poked his nose out of the water and do you know what he saw? Big

black and white animals coming down to visit him. Cows. As they walked in the water they

stirred up mud and left some smelly “presents.”

Add second item to bowl – manure: Sprinkle some raisins and let them sink in the water.

Topics to discuss:

Animal waste can be harmful to aquatic life. Decomposing animal waste uses up oxygen and

releases pollutants (nutrients, phosphorous, and ammonia) in the water. Fish like Freddie are

not able to survive without enough oxygen and cannot survive with the added pollutants in the

water.

“Oh no! Poor Freddie.”

Freddie continued to swim downstream, but was no longer feeling very well.

Add third item to bowl – fertilizer: Sprinkle green powdered drink mix into the bowl.

Topics to discuss: Did you know, fertilizers can wash off the grass from rain or watering and run off into the

stream? Fertilizer is food for plants, it is often given to plants so they can grow bigger and

faster. Fertilizer will also make plants and algae in the water grow. Too many plants in the

water can be bad for fish like Freddie.

“Oh no! Poor Freddie.”

Freddie wasn’t ready to go home and continued to swim downstream.

Freddie noticed that the river had a salty taste.

Add fourth item to the bowl – road salt: Dump in some salt.

Topics to discuss:

Road salt can help melt ice and is good for traffic safety but bad for wildlife, trees, and water

under the ground. Have you ever got salt in a cut? Ouch! Have you ever drank salt water? Did

you like it?

“Oh no! Poor Freddie.”

Freddie began to swim faster to escape the salt.

45

Suggested Activities Pollution Prevention Downstream Freddie passed a picnic site. Some one left their trash behind. What is a more

responsible action you would do? Right then, a big gust of wind came and pushed most of the

trash right into the stream. Freddie doesn’t like this mess at all! Freddie tried to push the litter

out of the stream but couldn’t get it all with his little flippers.

Add fifth item to bowl – litter: Add the litter into the bowl with Freddie.

“Oh no. Poor Freddie!”

He continued to swim downstream. Determined to continue his adventure.

Freddie heard a lot of commotion up on the bank of the stream. He peeked out of the water and

saw an overturned oil truck. Some of the oil from the truck had spilled into the stream! Freddie

could get his gills clogged with oil, if this happens he would have trouble breathing.

Add sixth item to bowl – oil: Pour in the vegetable/baby oil or syrup.

“Oh no. Poor Freddie.”

As Freddie continued to swims away from the oil spill, he noticed storm clouds overhead. The

rain that began to fall into the stream from the storm clouds wasn’t clean water. Freddie’s

scales begin to itch!

Add seventh item to bowl – acid rain: Pour vinegar dyed with food coloring into the bowl.

Topics to discuss:

When air pollutants attach to water drops this can cause rain to be polluted, this is called, acid

rain.

“Oh no! Poor Freddie.”

Freddie passed a leaky, rusty old barrel. An unknown substance was leaking out. An old

factory dumped the tank into the river many years ago. But now the barrel was leaking. As

Freddie swims by he takes in a gulp of water.

Add eighth item to bowl – leaky storage tank: Add a small container with a cracked lid, filled

with colored water to the bowl.

“Oh no! Poor Freddie.”

46

Suggested Activities Pollution Prevention Freddie started coughing from the gross taste left in his mouth. Then he noticed some items

floating down the stream. This waste made the water murky. A hard piece of metal almost hit

him!

Add ninth item to bowl – industrial waste: Add some soap/detergent and wood or metal items

to the bowl.

“Oh no! Poor Freddie.”

At this point, Freddie was getting a little tired but decided to continue to swim downstream.

He yawned and tasted something, “Yuck what is that?” Freddie looked out of the stream and

noticed that the area had been recently sprayed for bugs. Some of the bug spray, called

pesticides, had gotten into the stream.

Freddie did not like the way these chemicals tasted and they made his eyes itch!

Add tenth item to bowl – pesticides: Pour baking soda mixed with coffee into the bowl.

“Oh no! Poor Freddie.”

Freddie was exhausted from his wild day. He was ready to go back home to his cool clear

pond!

Fish, especially Freddie and his other aquatic friends like cool, clean water to live and play in.

They like vegetation along the bank to shade the water and keep it cool. The cooler the water

the more oxygen for him to breathe. Plus, insects and leaves from vegetation fall into the water

providing food for Freddie and his friends.

What can you do (with the help of friends and family) to help keep Freddie’s home and all

water clean?

47

Irrigation

Concept In this section of Water1der, students will learn about irrigation and how it can

impact groundwater. Some concepts to discuss prior to this section include:

Irrigation is the use of water for agriculture, or growing crops.

Almost 60 percent of all the word’s freshwater withdrawals are used for

irrigation.

Irrigation has made many advances over the last few decades. One of the most

popular irrigation methods is the center-pivot system. The center-pivot system

uses moving spray guns or dripping faucet heads on wheeled tubes that pivot

around a central water source. The center-pivot system can easily be seen in the

air as green circles.

About 90 percent of the water we use in our homes is eventually returned to the

environment to replenish water sources. Only about 50 percent of the water

used for irrigation is recovered because much is lost through evaporation into

the air and evapotranspiration from the plants.

48

Questions and Answers Irrigation 1. What were the first water pipes made from?

Copper

Plastic

Metal

2. How much water does an acre of corn give off per day in evaporation in

gallons?

200

25

1000

3. Putting water on our crops or plants.

4. If a well reaches groundwater, an unlimited amount of water can be pumped.

True or false?

True

5. How many billions of gallons of groundwater per day are used for agriculture

(to grow our food)?

10

22

82

Logs

4000

Irrigation

False

53

49

Suggested Activities Irrigation

Goin’ With the Flow Background:

Since the beginning of civilization, people have transported water into dry areas for the

production of crops. Irrigation allowed people to expand gardens into large crop fields. With

such a large increase in production, it took fewer farmers to feed the community, allowing

human resources to be used for other purposes. Most great cultures have been served by the

use of irrigation. Agriculture accounts for 70 percent of global water use. In many places in

the world, much of the water used for agriculture is groundwater.

Overuse of water can, however, consume groundwater supplies more quickly than they can be

naturally replaced. This problem is widespread throughout the world. It is evident in the U.S.

by the depletion of some parts of the Ogallala Aquifer, which supplies irrigation water to

portions of eight states on the Great Plains. Irrigation can also hurt the soil by concentrating

minerals such as salts, eventually making the land unproductive. After periods of intensive

irrigation, the land may become “waterlogged,” or oversaturated, making the land an

unproductive bog.

Fortunately, many of these problems can be corrected or prevented by using new technologies

and agricultural methods. Efficient drip irrigators, using surface water when available, and

irrigating during optimum times helps to make better use of our groundwater supplies.

Objective:

Define irrigation and investigate problems and possible solutions related to modern irrigation

techniques.

Materials:

1 Small potted plant

2 Wrapping paper tubes

Aluminum foil (optional)

Utility knife

Container of water

Spray bottle(s)

2 Graduated measuring cups or beakers

2 Milk cartons

Topsoil

Small section of old garden hose or plastic

tubing

Clay

Ice pick or awl

Liter bottle with the bottom cut off

Duct tape

50

Suggested Activities Irrigation Terms:

Irrigation—Transporting water into dry areas for the primary purpose of growing crops.

Irrigation canal—a constructed waterway (similar to a large ditch)

Waterlogged—saturated with water

Procedure:

In advance:

1. Gather needed materials.

2. Make drip irrigation units (Note: “Drip vs. Spray” experiment may be performed as a class

demonstration or as a team project.)

A. Cut off the end of a liter bottle so that you have a section (with the bottle’s neck) that is

about 4 inches tall.

B. Cut a section of old hose or plastic tubing about 5 inches long and cut a hole in the

center big enough to fit the neck of a liter bottle in it. Use an ice pick or awl to poke

holes in the piece of hose as shown. Plug hose ends with clay.

C. Insert the bottle into the hose and secure it in place with duct tape.

D. Cut side out of milk carton as shown. Put 1 cup of topsoil in the carton and shake down

until the surface is even.

51

Suggested Activities Irrigation 3. Prepare the second milk carton the same way.

4. Use the teacher sheet “Irrigation: Problems and Solutions.” and the student sheet “Drip vs.

Spray Experiment. (found on pages 55 and 56)

Activity:

1. Place a container of water on one end of a table and a potted plant on the opposite end.

A. Ask, “What do these two things have in common?” (both containers contain water—

water in a glass and water in the plant and soil.)

B. Ask, “What would happen to the plant if it went without water?” (It would die.)

C. Explain that there are places in the world that face the problem of getting water to land

so that it will grow crops.

2. Have students brainstorm ways to get the water to the plant without moving either item.

A. Use a wrapping paper tube cut in half lengthwise; join the two pieces with duct tape (ask

shown). Place one end into the pot while pouring water into the other end. (Note: you

may want to line the

tube with aluminum

foil if you plan to

repeat the

demonstration

because the

cardboard will get

soft after you pour

water on it.)

B. As the water is

flowing, explain that

getting water to a dry

place that needs it to

grow is called

irrigation. The

cardboard tube is a

model irrigation

canal.

52

Suggested Activities Irrigation 3. Explain that while irrigation has been a great benefit to humans by helping us produce more

crops, its use has also created problems where it has used too much groundwater.

A.Show the teacher’s sheet “Irrigation: Problems and Solutions.” Discuss each item briefly.

B.Point out that although the problems can be severe, they can be prevented or slowed

down by simply irrigating more efficiently.

4. Conduct a drip irrigation vs. spray irrigation experiment as a demonstration.

A. Explain that the most popular method of irrigating land is using the pivot sprayer. A

large sprayer (some 1000’ or 300 m long) turns in a circle, spraying water on the plants.

It is like a gigantic lawn sprinkler. This experiment is designed to compare two ways to

distribute irrigation water.

B. Distribute the student sheets.

C. Place the milk cartons on several newspapers or towels. Point out that they contain

equal amounts of soil.

D. Fill the sprayer with 1 cup (250 mL) of water. This water will be used to simulate spray

irrigation.

E. Fill another container with 1 cup (250 mL) of water. This water will be used with the

drip irrigation unit.

F. Have students formulate a prediction of which method will use the most water to

saturate the soil. They are to record this on the student sheets.

G. Using student assistants, spray water into one carton while pouring water into the drip

system.

1. Sprayers are usually located in the center of the field and spray as they turn in a

circle. Have the students simulate this. Allow the sprayer to “overspray” as this will

visually demonstrate how the water sometimes misses its intended destination.

2. Continue until both pans of soil are saturated. (Note: You may need to add more

water to the sprayer or the container. Keep track of exactly how much water is used.)

Consider them saturated when a small amount of water is standing on the soil. Watch

carefully for this.

H. Carefully pour the remaining water out of the sprayer bottle into a measuring cup or

beaker and have the students record the amount on the student sheet. Repeat for the drip

supply. Instruct the students to subtract the remaining amount of water from the starting

amount (1 cup or 250 mL) to find the total amount used by each irrigation device.

53

Suggested Activities Irrigation

I. Have the students compare the results of the experiment and record their conclusions

Ask “Which was the most efficient method? Why?”

Ask “If this experiment were held outside in a hot and dry region, how would the

conditions affect the outcome?” (the water would evaporate more quickly from the

sprayer)

Follow-up:

1. Have students brainstorm other ways to make irrigation more efficient.

2. Have students or teams of students write a narrative describing how the world would be

different without irrigation.

3. Have each student write a definition of irrigation in his/her own words.

Extensions:

Write your local or state agriculture extension office for more information about irrigation.

Have the students research the engineering aspects of irrigation, using diagrams and/or

models to display their findings.

Have the students look through magazines and newspapers for articles relating to food

supply and irrigation.

54

Irrigation Problems & Solutions (Teacher Sheet)

Problems:

Water either evaporates or is lost by soaking into the ground in the canals.

Water carries concentrations of salt, pesticides, and fertilizers into the ground.

The continuous irrigation of land can cause waterlogging, filling the land so full of water

that it can’t hold any more. Plants can’t grow in these conditions.

Depletion of the groundwater supply. We are pumping out more water than goes back in.

Sooner or later, we will run out.

Solutions:

Use more efficient methods of applying water. The sprayers used currently use a lot of

water to evaporation. New drippers will apply water in more manageable amounts.

Irrigate only when plants need water.

Use surface water to irrigate when possible. These water sources are easier to replenish.

Use urban wastewater for irrigation when possible.

55

DRIP vs. SPRAY EXPERIMENT Student Sheet

Name:__________________________________________ Date:__________________

Hypothesis: I think the____________________________ method will be the most efficient

because_____________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Dropper Sprayer

250 mL starting water 250 mL starting water

- water remaining - water remaining

______ mL water used _____ mL water used

Conclusion___________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

If I were a farmer and I needed to put an irrigation system on my farm, I would choose

a_____________________ irrigation system because_________________________________

____________________________________________________________________________

____________________________________________________________________________

56

\

In this section of Water1der, students will learn about conserving groundwater.

Some concepts to discuss prior to this section include:

We use a lot of water in the United States. A family of four uses 400 gallons of

water EVERY DAY in the United States. You could take up to 10 baths with

400 gallons of water!

Less than 1% of all the water on Earth is usable, so as our population grows

more and more people are using this limited resource.

If we take out more water from the aquifer than is being put back in depletion

happens. When depletion occurs, there is less water to take out of the aquifer.

Below are some ways you can help conserve this limited resource!

Conservation

57

Questions and Answers Conservation 1. How much water does an acre of corn give off per day in evaporation in

gallons?

6,700

5,200

1,700

850

0

2. What happens when more water is taken out of an aquifer than is put back in?

Runoff

Flooding

Saturated

3. If a well reaches groundwater, an unlimited amount of water can be pumped.

True or false?

True

4000

Depletion

False

58

Water Works Background:

Conservation is very important to the future of groundwater. Without intelligent groundwater

conservation methods being practiced, groundwater supplies would rapidly run out.

Objective: To understand the importance of water conservation.

Procedure: In advance

1. Take a nail or other sharp object and

carefully poke 5-9 holes in the bottom

of each 2 liter pop bottle. Cut the neck

off the 2-liter bottle to make a larger

opening.

2. Find a large open area. Place the large

containers on one end of the open area

and fill them with water. At the other

end, place the clear containers. These

containers will hold water for each

team as they play the game. At the end

of the game, the water level in the clear

containers will be measured, so it helps

if they are clear. If you can’t find clear

containers, you could use other open

containers and just tape a rule on the

inside of each one to indicate water level.

3. Put one pop bottle, one cup, one bowl, and one ladle in front of each container of water.

Suggested Activities Conservation

Materials: 1 per team

Large bucket or container filled with water

Identical large transparent container or

clear bucket

Ruler

Ladle

Bowl

Cup

2 liter pop bottle with holes punched in the

bottom

Stopwatch

Whistle

Tape

59

Activity:

1. Divide the students into teams of 3-4 people. Have each team form a line behind the

containers filled with water.

2. The teams are given five minutes to move as much water from the containers filled with

water to the containers with rulers using the items provided. Only one person from each

team may compete at any one time. They may not use the same item as the person in front

of them used.

3. A whistle blow will signify the start and end of the race. As the end of five minutes, the

team that has the most water moved wins. If they are close, measure the water levels using

the rulers.

Suggested Activities Conservation

60

In this section of Water1der, students will learn some interested facts about water

use in the United States.

Americans use more water each day by flushing the toilet than they do by

showering or any other activity.

At 50 gallons per day, residential Europeans use about half of the water that

residential Americans use.

Residents of sub-Saharan Africa use only 2-5 gallons of water per day.

The New York City water supply system leaks 36 million gallons per day.

A running toilet can waste up to 200 gallons of water per day.

More than 25% of bottled water comes from a municipal water supply, the same

place that tap water comes from.

If you drink your daily recommended 8 glasses of water per day from the tap, it

will cost you about 50 cents per year. If you choose to drink it from water

bottles, it can cost you up to $1,400 dollars.

It takes more than ten gallons of water to produce one slice of bread.

Over 713 gallons of water go into the production of one cotton T-shirt.

1000 gallons of water are required to produce 1 gallon of milk.

Roughly 634 gallons of water go into the production of one hamburger.

At 1 drip per second, a faucet can leak 3,000 gallons per year.

It takes six and a half years for the average American residence to use the

amount of water required to fill an Olympic-sized swimming pool (660,000

gallons).

The above facts are courtesy of the EPA. For more information go to: http://water.epa.gov/

learn/kids/drinkingwater/

Water Use

61

1. Approximately how many gallons of water are used to produce a burger, fries

and a soft drink?

35

3,000

250

2. How many gallons of water does it take to grow a pound of wheat?

250

175

100

46

0

3. How much water does it take to:

Take a five-minute shower? 30 gallons

Brush your teeth with the water off? Less than one gallon

Take a full-sized bath? 36 gallons

4. Water makes up how much of these items?

Chicken-75%

Pineapple-80%

Elephant-70%

Questions and Answers Water Use

1,400

155

62

Questions and Answers Water Use 5. What withdraws the most total groundwater in millions of gallons per day in the

United States?

Community? 14.6

Industry? 3.1

Irrigation? 53.5

6. Which state withdraws the most groundwater?

Idaho

Hawaii

Oregon

7. What is the total amount of water used to manufacture a new car, including new

tires?

46,000

27,500

21,000

17,000

5,000

California

39,000

63

Suggested Activities Water Use

Water Uses Background:

No living creature can survive without water, and many plants and animals adapt to their

environment to suit their water needs. For example, koala bears get all of their liquid needs

from the leaves of the plants they eat, and kangaroo rats metabolize about two ounces of water

every five weeks from the dry seeds they ingest. Desert plants have root systems that utilize

their meager water supply, and saltwater creatures have special filtration systems that eliminate

the sale in the water they drink.

Although humans can exist for long periods of time

without food, we can last only a few days without water.

Every system in our body needs water, and water makes

up about 83% of our blood. Water also helps our bodies

transport food and wastes, lubricate joints, digest food,

and keep cool. In fact, the human body gives off about

two and one-half quarts (two liters) of water per day

through breathing, perspiration, and excretion, all of

which is later replaced through the food we eat and the

liquids we drink.

While humans need water to survive, we also use it for

industry and energy. Due to these many uses, everyone

needs to conserve and protect the water supply. Although the amount of water saved by

reducing domestic usage may be small compared to what industry can save through recycling

or changing manufacturing procedures, we need to understand that the water we borrow from

the hydrologic cycle should be returned in the purest state possible.

Materials:

5-gallon jar or container

Small cups (one for each student)

Worksheet (located at the end of this activity)

Scale

Objective:

To understand the uses of water, ways to conserve it, and how much can be saved on a daily

basis.

64

Suggested Activities Water Use Procedure:

1. Fill the 5 gallon container with water and secure it so that students cannot see the amount of

water inside. Pass out a cup to every student and instruct them that the jar is the only place

they will get their drinking water. Keep track of how long it takes before the students take

all of the water from the jar.

2. Once the water is gone, refill the jar, weigh it on the scale and record its weight on the

chalkboard. Again, instruct the students that the jar is their only source of drinking water.

Each time a student takes a glass of water, weigh the glass and subtract the weight on the

chalkboard. Keep subtracting the weight of the water taken from the jar until there is no

water remaining. Keep track of how long it takes before the students take all the water

from the jar.

3. Discuss the concept of the experiment with the students. Point out that the jar represents

the water resources on our planet and the students represent the population. Did it take

longer for the students to use the water when they were keeping tack of how much water

was left? Ask the students why this occurred.

4. Give each student a copy of the “Water Uses Worksheet” to take home and complete

overnight. Go over the worksheets as a class the next day, adding up the totals to determine

the estimated total water usage of the students.

Extension:

Make a list of the following headings on the chalkboard: personal use, recreational use, and

industrial use. Ask students to name ways that water is used for personal, recreational, and

industrial purposes and write their answers under the appropriate heading. After students

are done brainstorming, discuss how some water uses can be wasteful (letting the water run

while brushing your teeth) and how some uses conserve.

Source: Story of Drinking Water, Ecological and Energy Action Pack—McDonald’s Corporation and

Conservation for Children

65

WATER USES WORKSHEET There is little danger of North America running out of water, but there is a danger that we will

run short on pure water. With your help this can be prevented by only using as much water as

your need. If you study how you use water now, you will be able to find ways to use less.

Water You Use

Study the two charts below, then keep this sheet with your for a day. Mark it each time you

use water. You can use the back of this paper to do you calculations. Remember, this is an

estimate so you don’t have to measure the exact amount of water you use. To estimate, you

can use the average amount given in the in the second column when you do your calculations.

For example, if you get six drinks of water a day, you would estimate 6 x 1/4 = 1 1/2 gallons.

Your Share of Your Family’s Water Use

Some water is used for preparing food, cooking, and cleaning. This chart can help you

Water Use Average Amount

Per Use

Number of Uses Total

(multiply amount used by

# of uses) Taking a bath 30 gallons

Taking a shower 20 gallons

Flushing a toilet 3 gallons

Washing hands or face 2 gallons

Drinking a glass of water 1/4 gallon

Brushing teeth 1/4 gallon

Other (specify) Your estimate

Total

Water Use Average Amount

Per Use

Number of Uses Total

(multiply amount used by

# of uses)

Washing dishes for one

meal

8 gallons

Cooking a meal 5 gallons

Using washing machine 3 gallons

Total

66

http://epa.ohio.gov/ddagw/dwgwbasics.aspx

http://ga.water.usgs.gov/edu/drinkseawater.html

http://www.cdc.gov/nutrition/everyone/basics/water.html

http://ga.water.usgs.gov/edu/propertyyou.html

http://www.education.noaa.gov/Freshwater/Water_Cycle.html

http://ga.water.usgs.gov/edu/watercycle.html

http://www.cleanwatercampaign.com/html/481.htm

http://www.portal.state.pa.us/portal/server.pt/community/recycling/13955

http://www.epa.gov/composting/basic.htm

http://carmenbso.edublogs.org/

http://your.kingcounty.gov/solidwaste/garbage-recycling/food.asp

http://ga.water.usgs.gov/edu/watershed.html

http://www.in.gov/idem/nps/3416.htm

http://water.epa.gov/polwaste/nps/whatis.cfm

http://ga.water.usgs.gov/edu/earthgwaquifer.html

http://ga.water.usgs.gov/edu/wuir.html

http://www.epa.gov/WaterSense/kids/hose.html

Resources