Sources of Drinking Water Drinking Water: Protecting the ...nie.goerie.com/wp-content/uploads/2013/08/Drinking-Water.pdfillustrate how water cycles through the Earth’s environment

Water in your community: Where does it come from? Where does it go? Lesson: 1

Sources of Drinking Water

© 2012 National FFA Organization

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National Science Education

Standards for Grades 9-12

Content Standard C: Life Science: The Interdependence of Organisms

• Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology and consumption.

Content Standard D: Earth and Space Science: Geochemical Cycles

• Each element on earth moves among reservoirs in the solid earth, oceans, atmosphere and organisms as part of geochemical cycles.

Content Standard F: Science in Personal and Social Perspectives: Natural Resources

• Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations.

• The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed.

Student Learning Objectives

1.1 Describe the water cycle from a local perspective.

1.2 Defineanddiagramtheirlocalwatershed.

1.3 Describetheterm“agriculturalarea”asitmightbeappliedlocally,inotherareasoftheirstate,andnationally(e.g.,cropland,dairyfarms,cattleranches,appleorchards,treefarms, etc.).

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Drinking Water: Protecting the Source

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Water in your community: Where does it come from? Where does it go?

Teacher Info Table Time

Instructiontimeforthislesson:65minutesifnoremedialactivitiesused,longerasneeded.

Resources, Tools, Equipment

and Supplies

1.1.RemedialWaterCycleActivity

Resources PRE-TEST:SW.1.1.ASSESS—TheWaterCycle Remedialactivityforwatercyclebackground:

FFAMiddleSchoolFoodandAgriculturalLiteracyCurriculumMS.NR.3.2:My Water’s Been Where? Understanding the Water Cycle http://ffa.learn.com/files/pdf/MS.NR.3.2.pdf

Summary of the Water Cycle – USGS Water Science for Schools: http://ga.water.usgs.gov/edu/watercyclesummary.html

GroundwaterandtheWaterCycle,TheGroundwaterFoundation:www.groundwater.org/kc/gwwatercycle.html

WaterCycleDiagram–AnimatedfromEarthguide http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

Equipment OverheadprojectororLCDprojector

SuppliesGlassofdrinkingwater

1.2.a.MapYourWatershedActivity

Resources SW.1.2.TM.A:PowerpointSlides–Watersheds SW.1.2.AS.A:ActivityWorksheet–MappingYour

Watershed

Equipment OverheadprojectororLCDprojector

SuppliesTopographicmapormaps,whichincludeyoursiteandanyothermapsyouhavecollectedofthearea.CopiesoftopographicmapforeachstudentPencils

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Resources, Tools, Equipment

and Supplies

1.2.b.BuildYourOwnWatershedActivity

Resources SW.1.2.AS.B:ActivityWorksheet–BuildYourOwn

Watershed

Supplies1largeplasticcontainer(about1.5’Wx3’Lx1’H)2lbs.ofmodelingclay3lbs.ofsand(anytypeofsandwilldo)2 lbs. of aquarium gravel 1rollofwaxpaper(oranyotherimpervious,waterrepellant

surface, tin foil, plastic wrap, etc.) 1/4cupofcocoamix,icedteamixorotherflavoreddrinkmix(torepresentchemicals)1 spray bottle or bucket full of water

Key Terms Aquifer

Condensation

Discharge

Evaporation

Evapotranspiration

Groundwaterflow

Infiltration

Percolation

Precipitation

Recharge

Runoff

Topographic

Transpiration

Watershed

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Summary of Content and teaChing StrategieS:

WATERCYCLE1

Waterisanaturalresourcethatisfoundthroughouttheearth.Itisaresourcethatisconstantlyrecycledthroughouttheearthinaprocesscalledthewatercycle.Thewateryoudrink,usetowashacar,orgivetoyouranimalsathomehasgonethroughthisrecyclingprocess.Thewatercycleisimportantbecauseithelpsfilterandrefreshthatwaterforfutureuse.Thereis,however,afiniteamountofclean,freshwateronearth.Ifwedon’ttakepropercareofourwater,especiallyourverylimitedamountoffreshwater,itcanbecomecontaminatedandunsafeforusebypeopleandanimals.

A. What is the water cycle?

1.Watercontinuallymovesthroughouttheearthandisalwayschangingstates(liquid,vapor,ice).

2.ThewatercyclehasbeenworkingforbillionsofyearsandalllifeonEarthdependsonitcontinuingtowork.

3.Waterisfiltered,recycledandrefreshedbymovingthroughtheEarth’senvironmentandthewatercycle.

B. Howdoeswatermovethroughthewatercycle?ThesixfollowingstepsillustratehowwatercyclesthroughtheEarth’senvironment.Waterdoesnot,however,alwayscycleinthisorder.Forinstance,surfacewatermaymovethroughthegroundtoreplenishorrechargegroundwaterresources.Groundwatercanreplenishsurfacewatersourcessuchaslakesorrivers.Thisisparticularlyimportantunderdroughtconditions.

1.WatertravelsfromtheEarth’ssurfacetotheatmospherethroughevaporation.Evaporationistheconversionofwaterfromliquidtogasformbytheexposuretoheat.

2.Waterisreleasedaswatervaporbyplantsintotheatmospherethroughtranspiration. Transpiration is the process of plants releasing water from their leaves.

3.Aswatervaporrisesintheatmosphere,itbeginstocoolandturnbackintowater.Thisprocessiscalledcondensation.(Watermaystillneedtreatmentbeforeuseasdrinkingwater.)

4.Aswatervaporcondenses,cloudsareformed.Asthevapordropletsbecomelarge,rainisformedandfallstotheearth’ssurfaceasprecipitation.

1 Adaptedfromhttp://ffa.learn.com/files/pdf/MS.NR.3.2.pdf

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5.Whenwaterreachestheground,itenterswaterwayssuchasrivers,lakesandoceansoritpercolatesthroughthegroundandbecomespartofgroundwater.

6.WateristhenbroughttotheEarth’ssurface,andtheprocessisstartedagain through evaporation or transpiration.

WATERSHEDS

1.Definition a.Landareafromwhichsurfacerunoffdrainsintoastream,channel,

lake,reservoir,orotherbodyofwater,orrechargesgroundwater b.Includeseverything(plants,animals,structures)withintheland

area c.Mayalsobecalledadrainagebasinoracatchment

2. Basic components

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a.Headwaterofthebodyofwater b.Watersheddivide(boundary;hills,mountains,etc.) c.Tributaries(smallerbodiesofwater) d.Lowpoint(stream,lake,river,etc.) e.Allshapesandsizes;crosscounty,stateandnationalboundaries

f.Asmallerpartofawatershedmaybeasourceofdrinkingwaterfromsurfacewaterorgroundwater

3.Basicfunctionsofawatershedforhumans a.Supplydrinkingwater b.Providerecreationandrespite c. Sustain life

4. Aquifer a. A geological formation or structure that is water bearing b.Storesand/ortransmitswater,suchastowellsandsprings c.Useofthetermisusuallyrestrictedtothosewater-bearing

formationscapableofyieldingwaterinsufficientquantitytoconstituteausablesupplyforpeople’suses

5.Groundwaterrechargearea a.Alandareawherepermeablesoilorrockallowswatertoseep

intothegroundtoreplenishanaquifer b.Partofawatershed;foundbelowgroundlevel

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USINGTOPOGRAPHICMAPS2

Topographicmapsdepictanaerialviewofland.Theyusecontourlinestoshowtheelevationoflandareas.Theselinesaresometimescalledlevellinesbecausetheyshowpointsthatareatthesameleveloraltitude.Thetop drawingbelowisacontourmapshowingthesamehillswhichareillustratedinprofileinthebottom drawing.Onthisparticularmap,theverticaldistancebetweeneachcontourlineis10 feet.

Linesthatareclosetogethershowsteeperslopes.Linesthatarefarapartshowflatterterrain.Riversandstreamsontopographicmapsareoftenfoundwithinthebroaderspacesbetweenlines,whichindicatetheflat,floodplainareascreatedbymovingwaters.Hilltopsarewherecontourlinesconnecttoformcirclesorovals.Theyareillustratedasthesmallestcentercircle.

U.S.GeologicalSurvey(USGS)mapsusebrowninkfortopographiclines.Everyfifthlineisanindexlinewhichisbolderandgivesanumberindicatingitsaltitudeabovesealevel.Waterbodiesareinblue.Buildingsandotherhuman-madestructuresareinblack.Greenshadingindicateswoodedareas.Importantroadsandsurveysystemmarksareinred.Purplefeatureswereaddedfromaerialphotographsduringmaprevisionandhavenotyetbeenfieldchecked.

2 MapYourWatershed[fromGWAHhttp://www.uwex.edu/erc/gwah/pdf-files/leadguide/9-18.pdf]

With Credit To: The Give Water a Hand Program, Environmental Resources Center, University of Wisconsin, www.uwex.edu/erc/gwah

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Eachmaphasascale,whichistherelationshipbetweendistanceonamapandthecorrespondingdistanceontheground.Thescaleisexpressedasaratio,suchas1:24,000.Thesmallerthesecondnumber,themoredetailthemaphas.Youneedtomakesureyouhaveatopographicmapwithasmallenoughscalesothatyouwillbeabletofindspecificstreams,buildingsandhillsonyoursite.AgoodchoiceforlocalwatershedmappingusingUSGSmapscalesis1:24,000(alsoknownas7.5minutequadranglemaps).Yoursitemaybeontheedgeofamap,oryourwatershedmaycrosstwomapsheets,inwhichcaseyoumayneedtwoormore maps.

Checkthedateonyourtopographicmaptoseehowrecentlyitwasmade.Acurrent,detailedstreetmapcanhelpyoufillinnewconstructionandotherchangesasyoumapyourwatershed.Youwillalsoneedastreetmaptofillindetailsthatareofftheedgeofyourmap.USGSalsosellsaerialphotographsofmostareas,andtheymaybehelpfulinlocatinglandmarks(suchasyourschool,apatchofwoods,oraroad).FindandorderUSGSmapsathttp://topomaps.usgs.gov/ordering_maps.html

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intereSt approaCh:

Studentsapplycontenttolearnaboutlocalsourceandgroundwaterresources.Theyparticipateinhands-onactivitiestobuildcuriosityandscienceskills.

Here are some ideas for introducing this lesson:

Hold up clear glass of water.

Thislooksprettygood,doesn’tit?Iwanttodrinkit,butisitsafetodrink?

Howdoweknowourwater,whetherit’sfromataporbottle,issafetodrink?Wearetakingforgrantedthatbecauseitcomesfromataporbottlethatit’ssafetodrink,right?

Why is it safe to assume our water in the U.S. is safe for consumption? Is it reasonable toassumethatwhenyouturnonthetapforaglassofwatertheglasswillfillquicklyandcompletely?

One of our basic resources necessary for life is water. We have a number of uses for waterinourlivesandeverytimeweturnonthefaucet,wetakethisresourceforgranted.Weassumethiswaterisplentifulandsafetodrink,butisit?

Wheredoesourwatercomefrom?Wherehasitbeen?Whatisinourwaterandwhatistakenoutofit?Waterissuchanimportantpartofourlivesandanimportantpartofoursociety.Ascitizensandagriculturalists,itiscriticalweunderstandwhereourwatercomesfrom,howweuseit,andhowavailableitwillbeinthefuture.

Thewatercycleisthefoundationonwhichourknowledgeofdrinkingwatersourcesandavailabilityisbuilt.Thewatercyclefiltersandrefresheswater.(Watermaystillneedtreatmentbeforeuseasdrinkingwater.)TheEarth’swatercycle,andthewatercycleinthecontextofourlocaltopographyorourwatershed,arethetopicsfortoday’slesson.

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objeCtive by objeCtive:

Activity Outline and Teacher Support Information:

Water in your community: Where does it come from? Where does it go? –Thislessonreviewsbasicwatershedconceptsandengagesstudentinterestbyinvolvingtheminapplyingtheknowledgetotheirlocalwatersheds.Students’sciencebackgroundsmayvary,sothelessonoffersremedialactivitiestobuildacoreconceptualframeworkforachievingtheobjectives.Youwillhavetoaddanadditionalclassperiodifyouchoosetohaveyourclassparticipateinaremedialactivity.

1.1. Describe the water cycle from a local perspective.

Pretest:Assessyourstudents’knowledgeofwatershedswithaquickpretest,“TheWaterCycle.”(SeePRETEST:SW.1.1.ASSESS,p.13.)IfstudentscananswerthreeofthefourquestionsinPartIcorrectlyandcangiveareasonableshortanswerinPartII,theyarereadyforaquickreviewofthismaterialinparta.below.Ifyoufeelyourstudentswouldbenefitfrommorereview,seetheactivityinpart1.1.b.

1.1.a.Evenifyourclasshasagoodbasicunderstandingofthewatercycle,doashort overview with one of these quick primers:

Summary of the Water Cycle – USGS Water Science for Schools: http://ga.water.usgs.gov/edu/watercyclesummary.html

or

GroundwaterandtheWaterCycle,TheGroundwaterFoundation(5mins) http://www.groundwater.org/kc/gwwatercycle.html

or

WaterCycleDiagram–AnimatedfromEarthguide(5mins)http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

or

Earth’sWaterDistribution—USGSWaterResourcesofGeorgia— http://ga.water.usgs.gov/edu/waterdistribution.html

1.1.b.StudentsneedingmorebackgroundinformationwillbenefitfromcompletingtheactivitiesinSW.1.1B.TM.A,theFFAMiddleSchoolFoodandAgriculturalLiteracyCurriculumMS.NR.3.2:My Water’s Been Where? Understanding the Water Cycle.(http://ffa.learn.com/files/pdf/mS.NR.3.2.pdf)

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annamccartney

Text Box

The Water Cycle Rap http://mbc.sandi.net/library/items/the-water-cycle-rap-with-lyrics---1663024v22dd3760-4715-012f-5166-569eeb3c0b2d

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Askstudentstodescribethetopographyinthewatercyclediagram

Whatarethemainlandfeatures(mountains,streams,lake,ocean)?Doesthisdiagramremindyouofthelandsandbodiesofwaterinyourcommunity?Whyorwhynot?Ifthisdiagramdepictedhumaninfluencesonthelocalcommunity,howwouldweneedtochangeit?

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1.2.Defineanddiagramtheirlocalwatershed.

ReviewwatercycleandwatersheddefinitionsusingSW.1.2.TM.A,“WaterCyclesandWatersheds.”

Selectoneofthefollowinglocalwatershedactivitieswhichbestsuitstheskillandbackgroundofyourstudents:

1.2.a. Map Your Watershed Activity,SW.1.2.AS.A,inwhichstudentsworkwithatopographicmaptoplottheirwatershed.Ifyourclasshasnoexperienceworkingwithtopographymapsyoumightfindthisinformationhelpful.

ExplainthatUSGSmapsaremadefromaerialphotographs.Imaginewhatitwouldbeliketoflyinaplaneoveryoursite.Whatwouldyousee?

Onewaytoexplaindifferentelevationsshownonatopographicmapistopretendtowalkalongaroadonamap(oratrailifthereisone).Lookatyourtopographicmapanddeterminewhereontheroadtheslopewouldbesteepest.Figureouthow high a particular hill is. Relate that height to something familiar such as a tall building,whichistenfeetperfloor.Arethereanycliffsonalongtheroad?Whichpartoftheroadwouldyoufindthemostinterestingscenery?Whichpartofthewalkwouldbethehardest?Ifyourgroupneedshelpreadingcontourlines,see“Using Topographic maps” on p. 6.

1.2.b. EPA’s Build Your Own Watershed,SW.1.2.AS.B,forstudentswhowouldbenefitfromthethree-dimensionalmodelinwhichtheycanphysicallyexperiencetheirwatershed.

1.3.Describetheterm“agriculturalarea”asitmightbeappliedlocally,inotherareasoftheirstate,andnationally(i.e.,cropland,dairyfarms,cattleranches,appleorchards,tree farms, etc.).

Whenwethinkofthetermagriculture,weoftenpictureadairyfarm,beeforporkoperation,orfieldsofcorn,soybeansandalfalfa.Studentsmightnotbeawareofthevarietyofagricultural-relatedbusinessesthereareintheircountyorstate.Havestudentsworkinsmallgroupstocreatealistofdifferenttypesoflocal,stateandnationalagriculturalproducers.

Studentsshouldlocateandlabelagriculturalareasonthetopographicwatershedmaporwatershedmodelthattheyproducedinactivity1.2.Labelsshouldincludeentriessuchas:dairyfarms,vineyards,orchards,hogfarmsormaplesugaringoperations.

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review / Summary:

Askstudentstocreateajournalentrythatdiagramstheiryardsathomefromtheperspectiveofsomeonestandingonthestreet.Theyshouldincludeallman-madestructuresandallthetreesandlargeshrubs.Havethemincludeelevationdifferencesintheirdiagramsaswell:Istheentireyardflat?Doesthelandslopedownhillfromtherightsideofthelawntotheleft?Doesthelandslopeawayfromthedrivewayortowardthedriveway?AskthemtoputanHatthehighpoints,andLatthelowpoints.Theyshouldusearrowstodescribehowwatermovesover,under,andthroughtheiryardstohelpthemreflectonthewatercycleandwatershedconceptscoveredinthislesson.Stressthatyou’remoreconcernedwiththelatterobjectivethanwiththedetailsorartistryoftheirdiagrams.

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EvALuATION AND ANSWERS:

PRE-TEST: SW.1.1.ASSESS

The Water Cycle

Name___________________________________________

Part I: Fill in the Blank

Directions:Completethefollowingstatements.

1.Theconversionofwaterfromliquidtogasformedbytheexposuretoheatisknownas________________________.

2. The process of plants releasing water from their leaves is known as ________________________.

3.During________________________,watervaporrisesintheatmosphere,andasitbeginstocoolitturnsbackintowater.

4.___________________________occurswhenvapordropletsbecomelarge,rainformsandfallstotheearth’ssurface.

5.Makeadiagramofthewatercycleonthebackofthispaper.Makesureyoulabelthecomponentsofyourwatercyclediagramtoincludetermsusedin#1-4above.

Part II: Short Answer

5.Explaintheimportanceofthewatercycle.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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PRE-TEST: SW.1.1.ASSESS Answers

Part I: Fill in the Blank 1. Evaporation 2. Transpiration 3.Condensation 4. Precipitation 5.Diagramofwatercycleshouldhavecomponents1-4aboveillustratedand

labeledcorrectly.


5.Thewatercycleisimportantbecauseithelpsfilterthewatertorefreshandrenewitforfutureuse.(Watermaystillneedtreatmentbeforeuseasdrinkingwater.)(Answersmayvary.)

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aCtivity workSheet(S) – aS needed:

SW.1.1.B.TM.A

A REvIEW OF THE WATER CYCLE

Part I: LabeltheWaterCycle

Directions:Lookatthefollowingillustration.Determinewherethefollowingtermsbelong:precipitation,transpiration,groundwater,evaporation,lakesandstreams,andclouds(orwatervapor).Onceyouhaveplacedallthewordsinthecorrectplaces,placearrowsshowinginwhichdirectionwatertravels through the water cycle.

Part II: match the Term

Directions:Choosewhichdefinitionbestsuitsthevocabularytermlearnedtoday.

a.Condensationb.Evaporationc.Precipitationd.Transpiration

1._________Theconversionofwaterfromliquidtogasformbytheexposuretoheat

2._________Theprocessofplantsreleasingwaterfromtheirleaves.

3._________Duringthisprocess,watervaporrisesintheatmosphere,andas it begins to cool it turns back into water.

4._________Thisprocessoccurswhenvapordropletsbecomelarge,rainformsandfallstotheearth’ssurface.

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aCtivity workSheet(S) – aS needed:

Sw.1.1.b.tm.a

Name____________________________________________

Part I: Fill in the Blank

Directions:Completethefollowingstatements.

1.Theconversionofwaterfromliquidtogasformedbytheexposuretoheatisknownas________________________.

2. The process of plants releasing water from their leaves is known as ________________________.

3.During________________________,watervaporrisesintheatmosphere,andasitbeginstocoolitturnsbackintowater.

4.___________________________occurswhenvapordropletsbecomelarge,rainformsandfallstotheearth’ssurface.


5.Explaintheimportanceofthewatercycle.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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ACTIvITY WORKSHEET SW.1.2.AS.A

Mapping Your Watershed

INTRODUCTION:USINGTOPOGRAPHICMAPS3

Topographicmapsdepictanaerialviewofland.Theyusecontourlinestoshowtheelevationoflandareas.Theselinesaresometimescalledlevellinesbecausetheyshowpointsthatareatthesameleveloraltitude.Thetop drawingbelowisacontourmapshowingthesamehillswhichareillustratedinprofileinthebottom drawing.Onthisparticularmap,theverticaldistancebetweeneachcontourlineis10 feet.

Linesthatareclosetogethershowsteeperslopes.Linesthatarefarapartshowflatterterrain.Whencrossingavalleyorgully,acontourlinemakesa“v”or“u”pointinguphill.Whencrossingaspuroraridgerunningdownthesideofahill,acontourlinemakesa“v”or“u”pointingdownhill.Hilltopsarewherecontourlinesconnecttoformcirclesorovals.Theyareillustratedasthesmallestcentercircle.

U.S.GeologicalSurvey(USGS)mapsusebrowninkfortopographiclines.Everyfifthlineisanindexlinewhichisbolderandgivesanumberindicatingitsaltitudeabovesealevel.Bodiesofwaterareinblue.Buildingsandotherhuman-madestructuresareinblack.Greenshadingindicateswoodedareas.Importantroadsandsurveysystemmarksareinred.Purplefeatureswereaddedfromaerialphotographsduringmaprevisionandhavenotyetbeenfieldchecked.

3 MapYourWatershed[fromGWAHhttp://www.uwex.edu/erc/gwah/pdf-files/leadguide/9-18.pdf]

With Credit To: The Give Water a Hand Program, Environmental Resources Center, University of Wisconsin, www.uwex.edu/erc/gwah

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ACTIvITY WORKSHEET SW.1.2.AS.A (continued)

Eachmaphasascale,whichistherelationshipbetweendistanceonamapandthecorrespondingdistanceontheground.Thescaleisexpressedasaratio,suchas1:24,000.Thesmallerthesecondnumber,themoredetailthemaphas.Youneedtomakesureyouhaveatopographicmapwithasmallenoughscalesothatyouwillbeabletofindspecificstreams,buildingsandhillsonyoursite.AgoodchoiceforlocalwatershedmappingusingUSGSmapscalesis1:24,000(alsoknownas7.5minutequadranglemaps).Yoursitemaybeontheedgeofamap,oryourwatershedmaycrosstwomapsheets,inwhichcaseyoumayneedtwoormore maps.

Checkthedateonyourtopographicmaptoseehowrecentlyitwasmade.Acurrent,detailedstreetmapcanhelpyoufillinnewconstructionandotherchangesasyoumapyourwatershed.Youwillalsoneedastreetmaptofillindetailsthatareofftheedgeofyourmap.

GETTING STARTED:

A.Collectthefollowingmaterials:

• Topographicmapormapswhichincludeyoursiteandanyothermapsyouhavecollectedofthearea(providedbyyourteacher)

• Aclearsheetofplasticasbigasyourtopographicmap(thisplasticiscalledmylaroracetateandisavailableatartsupplystoresorofficesupplystoresforafewdollars)

• Apieceofcardboardasbigasyourmap • Thumb tacks • Dry erase markers • Tissues

B.Yourteacherwillprovideacopyofatopographicmapofyourcounty.Youwilloutlineawatershedonyourmapusingthedirectionsprovidedbelow.

C.Mapyourwatershed:

1.Onthetopographicmap,findandmarkfamiliarlandmarkssuchasyourschool,ahospital,themall.Aroadmapcanhelpyoufindthings.

2.Findthestreams,ditches,marshes,lakes,oceansorriversclosesttoyoursiteandmarktheminblueonthemap.

3.Usethecontourlinesandnumbersonthetopographicmaptofindthehighestandlowestpointsaroundyoursite.Linesthatareclosetogethershowsteeperslopes.Linesthatarefarapartshowflatterterrain.Markallthehilltops with an “X.”

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ACTIvITY WORKSHEET SW.1.2.AS.A (continued)

4.Fromthese“Xs”,drawarrowsonyourmaptoshowtheflowofrunoff.Which

directionwillrainorsnowflowwhenitfallsonyourschool?Wheredoesrunoffflowintobodiesofwater?Lookatthecompletedwatershedmaponpage18.Ithastheoutlinesofwatershedsalreadydrawn.Lookatthearrowsshowingwherewaterflows.Theoutlineofeachwatershedisbetweenbodiesofwater,mostlyalongthetopsofridgesorhills.

5.Onyourownmap,findthehighestground(thehillsandridges)betweentwobodiesofwater.Drawalinealongthehighestpoints(connectingthe“Xs”onhilltops)completelyaroundyourstream,includingitsmouth—thebottomendwhereitdrainsintoanotherbodyofwater.Youhavenowoutlinedyourwatershed.Inwhatwatershedisyoursite?Thenameusuallycomesfromthemainstreamorriverinthewatershed.Twosmallstreamscanbepartofalargerwatershed.Writethenameonyourmap.

Build Your Own Watershed[FromEPA810-F-98-003June1998:http://water.epa.gov/learn/kids/drinkingwater/activity_grades_9-12_buildyourownwatershed.cfm]

BACKGROUND:

Thelandweliveonisdividedintowatersheds.Awatershedisalandareawhoserunoffdrainsintoanyriver,stream,lakeorocean.Itcanalsoseepdownthroughthesoilandrechargegroundwater.Smallwatersheds,suchasthewatershedforthecreekbehindyourhouse,orthewatershedfortheponddowntheroad,drainintosmallbodiesofwaterandcoversmalllandareas.Therunofffromsmallwatershedsjointogether,andtheircombinedareasbecomeanew,largerwatershed.Largewatersheds,suchastheMississippiBasinandtheChesapeakeBaywatershed,drainintolargebodiesofwater,andcoverimmenselandareas.Despitetheirdifferencesinsizes,allwatershedssharecommonproperties.TheyallperformthesamefunctionoftransportingwaterovertheEarth’ssurface.Thewatershedsencompassagriculturalfields,suburbanlawns,parkinglotsandcitystreets.Waterrunsoffthesesurfacesintorivers,lakesandstreams.Italsoseepsdownthroughthesoiltoaquifers,whichareundergroundformationsinrockandsoilthatcontaingroundwatertosupplywellsandsprings.

Manyhumanactivitieshaveaneffectonwatersheds.Constructionprojectslikedamscanlimittheflowofwater;constructionofroadsandbuildingscandivertandevenincreasetheflowofwater.Agriculturalfertilizerscanrunoffofcropfieldsandinadvertentlycontaminatedrinkingwatersourcesandpromotethegrowthofalgaeinriversandlakes,havinganadverseeffectonwaterquality,humanhealth,

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ACTIvITY WORKSHEET SW.1.2.AS.B (continued)

andmarinelife.Theirresponsibledisposalofagricultural,household,andindustrialchemicalscanbeharmfulbecausethesechemicalstravelthroughthewatershed,poisoninglifeanddamagingnaturalecosystems.

Watershedscanalsohaveaneffectonhumans.Communitiesuserivers,streamsandaquifersastheirsourcesofdrinkingwater.Watertreatmentpreparesthiswaterforhumanconsumption,butifthewaterisladenwithchemicals,fertilizersandmicroorganisms,itcanbedifficultandexpensivetotreateffectively.Floodsareoneofthemajoreventsinawatershed.Homesbuiltonfloodplains,lowlyingareasadjacenttorivers,aresusceptibletofloodingconditionswhenheavyprecipitationexceedsthewatershed’scapacitytoabsorbwater.Rivers,streamsandlakesoverflow,threatenhumanlives,anddamageordestroyroads,buildings,andfloodcontrolmeasures.Watershedscanalsobecomedry,causingwatershortagesforthosewhodependontheirlakesandriversfordrinkingwater.

Itisclearthathumanshaveacloserelationshipwithwatersheds.Theresponsibleplanningofwatersheduseanddevelopmentisimportanttoensurethattheecosystemssustainedbythewatershedsarenotdestroyedandtoprotectthehealthandsafetyofourcommunities.Communitiescanhelpprotectwaterqualitybyprotectingwetlandsandrequiringriparianbuffersofnativeplantsandtreesalongrivers,lakesandstreams.Wetlandsandbuffershelpfilterpollutionand slow runoff.

NOTE:Priortothedemonstration,theteachershouldengagethestudentsinactivitiesinvolvingidentificationofalocalwatershed.Mapscanbeusedtofacilitatethisactivity,andafieldtriptoalocalriverorpondcanservetodemonstratetheconceptofawatershed.Askstudentstoidentifywherethewateriscomingfrom.Howfardoesthewatershedextend?Forasmallstream,theanswermaybeseveralhundredfeet;butforalakeorriver,thewatershedmaybemuchlarger.VisitEPA’s“SurfYourWatershed”forlocalwatershedinformation(http://cfpub.epa.gov/surf/locate/index.cfm).

OBJECTIVES:

Thisexperimentillustratesthebasicpropertiesofawatershed:Howwaterflowsfromhigherelevationstolowerelevations,andhowwatershedsareinterconnected.Thestudentswillunderstandhowtheplacementofbuildings,roads,andparkinglotscanbeimportanttowatershedrunoff,andhowcarelessuseanddisposalofharmfulcontaminantscanhaveaseriouseffectondownstreamwatershedresidents.

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MATERIALSNEEDED: •1largeplasticcontainer(about1.5’Wx3’Lx1’H) •2lbs.ofmodelingclay •3lbs.ofsand(anytypeofsandwilldo) •2 lbs. of aquarium gravel •1rollofwaxpaper(oranyotherimpervious,waterrepellantsurface,tinfoil, plastic wrap, etc.) •1/4cupofcocoamix,icedteamix,orotherflavoreddrinkmix(torepresent chemicals) •1 spray bottle or bucket full of water

PROCEDURE: (Note:Preparesteps1to4beforestudentsarepresent

1.Washtheaquariumgravelcarefullytoremoveanypowderyresiduethatmayaddcloudinesstothewater.Fillthecontainertoabout2inchesfromthebottomwiththegravel.Slopethegravelslightlyso,thatatoneend(downslope),thegravelisonlyaboutaninchdeepand,attheotherend(upslope),thegravelisabout3inchesdeep.Thisgravellayerwillrepresent the aquifer.

2.Mixtheclayandthesand.Theconsistencyofthismixshouldbegritty,withslightlymoreclaythansand.Thismixtureshouldallowwatertorunfreelyoverit,butifleftstanding,thewatershouldslowlypermeatethesurface.Addthismixturetothecontainercarefully,soasnottodisturbtheslopeoftheaquiferalreadyplaced.Theslopesshouldbesimilar,withabout2inchesofsand/claymixoverlyingthegravelalreadyplaced,andonthedownhillendthereshouldbeabout3inchesofgravelleftexposed.

3.Carveachannelinthemiddleoftheclay/sandlayer,about1/2inchdeepandabout1inchwide.Thischannelwillrepresentthemainriverofthewatershed.Near the top of the slope, split the channel into two or three separate channels torepresenttributaries.Youmaywishtoaddothertributariesalongthemainbranchofthe“river”tofurtherillustrateotherwatersheds.

4.Withsomeextraclay/sandmix,buildlittlehillsbetweenthetributaries.Thesehillsseparatethesmallerwatersheds,butwhenlookedatasawhole,theentire“river”systemisonewatershed.Youmayalsowishtoaddsomesmallmodeltreesorgreenfelttorepresentforestsorfields.Buildingscanberepresentedwithsmallblocksofwood.

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5.Alongthemainriver,flattenoutanareathatisabout8inchesby3inches.Cutoutapieceofwaxpapertobeabout4inchesby3inchesinsize.Stickthisdownontotheclaysandmix,slopingitslightlytowardstheriver.Ifnecessary,usesomeclaytoholdtheedgesdown.Explaintostudentsthatthiswaxpaperrepresents the impervious surface of a parking lot.

6. Fill the bottom of the aquarium up to about 2 inches from the bottom with water.Thewatershouldfillalloftheaquariumgravel“aquifer”area,andshouldjustreachuptothelowestextentoftheclay/sandmixture.Explaintostudentsthattheaquifercapturesandtransportswaterthatseepsdownthroughthesoil.

7.Usingthespraybottle,simulaterainovertheflattenedsoilareaandtheparkinglot.Askthestudentstonotethatthe“rain”soaksthroughthesoil,butrunsofftheparkinglottotheriver.Askthemwhattheeffectwouldbeiftheentirewatershedwas“paved”.

8.Sprinklesomecocoamixoverthesidesofoneofthesmallerwatersheds.Tellthestudentsthatthecocoarepresentspollution.Overoneoftheunpolluted“watersheds,”createsomerainwiththespraybottle(*itmaybenecessarytocreate more rain by pouring water). Note that the runoff from the rain is clean. Now,makeitrainoverthepollutedarea.Askthestudentstonotehowthepollutiontravelsdownthroughthewatershed,contaminatingalldownstreamareas.Discusswiththestudentswhythepollutionisaproblem,andwhatcanbedonetofixtheproblem.

9.Whataresomepossiblesourcesofwatershedpollutioninyourcommunity?

10.Whatpracticesortechniquesmighthelppreventwaterpollutioninthefirstplace?HerearetwoWebsiteswithsomeideas:http://www.epa.gov/owow_keep/NPS/whatudo.htmlandhttp://water.epa.gov/infrastructure/drinkingwater/sourcewater/protection/whatyoucando.cfm

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powerpoint SlideS – aS needed:

SW.1.2.TM.A

WATERCYCLESANDWATERSHEDS

What is the water cycle?

• Watercontinuallymovesthroughouttheearthandisalwayschangingstates(liquid,vapor,ice).

• The water cycle has been working for billions of years andalllifeonEarthdependsonitcontinuingtowork.

Why is the water cycle important?

• Waterisfiltered,recycledandrefreshedbymovingthroughtheEarth’senvironmentandthewatercycle. (Watermaystillneedtreatmentbeforeuseasdrinkingwater.)

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SW.1.2.TM.A (continued)

Definitionofwatershed

• Landareafromwhichsurfacerunoffdrainsintoastream,channel,lake,reservoir,orotherbodyofwater,orruns downthroughthesoilandrechargesgroundwater.

• Includeseverything(plants,animals,structures)withinthelandarea.

• Mayalsobecalledadrainagebasin.

Basic components

• Headwaterofthebodyofwater

• Watersheddivide(boundary;hills,mountains,etc.)

• Tributaries(smallerbodiesofwater)

• Lowpoint(stream,lake,river,etc.)

• Allshapesandsizes;crosscounty,stateandnationalboundaries

Functions of a watershed

• Supplydrinkingwater

• Providerecreationandrespite

• Sustain life

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SW.1.2.TM.A (continued)

Definitionofaquifer

• A geological formation or structure that is water bearing.

• Storesand/ortransmitswater,suchastowellsandsprings.

• Useofthetermisusuallyrestrictedtothosewater-bearingformationscapableofyieldingwaterinsufficientquantitytoconstituteausablesupplyforpeople’suses.

Definitionofgroundwater recharge area

• Alandareawherepermeablesoilorrockallowswatertoseepintothegroundtoreplenishanaquifer.

• Part of a watershed;foundbelowgroundlevel

Documents

Sources of Drinking Water Drinking Water: Protecting the ...nie.goerie.com/wp-content/uploads/2013/08/Drinking-Water.pdfillustrate how water cycles through the Earth’s environment