Will There Be Enough Fresh Water? - National Geographic Society · 2017-02-04 · 1 of 39 lesson...

lesson

WillThereBeEnoughFreshWater?Howcanwepreservesuppliesoffreshwaterforthefuture?

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Activity1:AvailabilityofFreshWater|45minsDirections1.EngagestudentsinthinkingabouthowwaterisdistributedonEarth.

ShowtheEarthfromSpacephotograph.TellstudentsthatmostofEarthiscoveredwithwater.ShowtheDiagramofWaterDistributiononEarth.(Inmediacarousel;clickthephotographimages.Clicktheimageandcarouseldownarrowstoseethefullimage.)Ask:

Howmuchofthewaterisavailableforustouseforthingslikedrinkingandcropirrigation—thingsthatrequirefreshwater?(Lessthan3%ofthetotalwateronEarthisfreshwater.)HowdoeswatercyclethroughEarth'ssystems?(WatermovesthroughoutEarth'ssystemsthroughprecipitation,runoff,andevaporation,amongotherprocesses.)

2.Discusstheroleofuncertaintyinthescientificprocess.

Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Weseeexamplesofscientists'uncertaintyintheforecastingofprecipitationamounts.HavestudentsgototheNOAANationalWeatherService.Askthemtoinputtheirzipcodesintothe"Localforecastby"City,St"orZIPcode"boxinthetopleft(under"Home"),hit“Go”,scrolldowntothebottomofthepage,andclickonthe“HourlyWeatherGraph”.Thispageshowsthehourlyweatherforecastforyourarea.Thefirstboxshowsthepredictedtemperatureanddewpoint(alongwithwindchillorheatindex,whenapplicable).Thesecondboxshowsthepredictedwindspeedanddirection.Thethirdboxshowsthepredictedskycover(i.e.cloudcover),relativehumidity,andchanceforprecipitation.Theboxesbelowthatlineshowwhethertheprecipitationislikelytoberain,snow,freezingrain,orsleet.Pointoutthelineforprecipitationpotential(thebrownline).Ask:

Whyistheprecipitationshownasa“%”?(Precipitationisdependentonotherfactors,suchasrelativehumidityandtemperature.Itismorelikelytoprecipitatewhenthetemperatureisthe

sameasorlowerthanthedewpoint.)Ifthereisalikelihoodofprecipitation,whyistheamountofrain/snowshownasranges?(Theamountofprecipitationthatwillfallisdependentontheamountofmoistureintheatmosphere.Theatmosphereiscontinuallychanging,sotheamountsareguidelinesforwhatcouldhappenratherthanperfectpredictions.)

Tellstudentsthattheywillbeaskedquestionsaboutthecertaintyoftheirpredictionsandthattheyshouldthinkaboutwhatscientificdataisavailableastheyassesstheircertaintywiththeiranswers.Encouragestudentstodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

3.IntroducetheconceptofsystemsinEarth'swaterresources.

TellstudentsthatforecastingwhatwillhappeninEarth'sclimatesystemisacomplicatedprocessbecausetherearemanydifferentinteractingparts.Scientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofasystem,asdescribedinthescenariobelow.

Onanisland,thereisapopulationoffoxesandapopulationofrabbits.Thefoxespreyontherabbits.Ask:

Whentherearealotofrabbits,whatwillhappentothefoxpopulation?(Itwillincreasebecausethereisanamplefoodsupply.)Ask:Whathappenstothefoxpopulationwhenthey’veeatenmostoftherabbits?(Thefoxeswilldieofstarvationastheirfoodsupplydecreases.)Whathappenstotheamountofgrasswhenthefoxpopulationishigh?(Theamountofgrasswillincreasebecausetherearefewerrabbitstoeatthegrass.)Ifthereisadroughtandthegrassdoesn’tgrowwell,whatwillhappentothepopulationsoffoxesandrabbits?(Therabbitpopulationwilldecreasebecausetheyhavealesserfoodsupply.Thefoxpopulationshouldalsodecreaseastheirfoodsupplydecreases.)

Humansintroducedogstotheisland.Thedogscompetewiththefoxesovertherabbitfoodsupply.Ask:Whatwillhappentothepopulationsoffoxes,rabbits,andgrassafterthedogsareintroduced?(Thefoxeswilldecreasebecausethey’resharingtheirfoodsupply,therabbitswilldecreasebecausethey’vegotmorepredation,andthegrasswilldowellbecauseoftheloweredimpactofthesmallerrabbitpopulation.)

Tellstudentsthatsimplecause-effectrelationshipscanexpandintomorecomplexsystemrelationships.Letstudentsknowthattheywillbeexploringtherelationshipbetweenhowsediments

androcktypesaffectsgroundwatermovement.Encouragestudentstothinkabouthowhumanactionsplayaroleinchangesintheflowofwaterandinfreshwateravailability.

4.Introduceanddiscusstheuseofcomputationalmodels.

Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.Theweatherforecastprovidesagoodexampleofhowmodelinputisusedtopredictfutureconditions.ProjecttheNOAAWeatherForecastModel,whichprovidesagoodexampleofacomputationalmodel.Tellstudentsthatscientistsusedcurrentinformationabouttheenergyandmoistureintheatmosphereasaninputtothemodel,andthatwhattheyseeontheweathermapistheoutputofthemodel'scalculations.

5.HavestudentslaunchtheAvailabilityofFreshWaterinteractive.

ProvidestudentswiththelinktotheAvailabilityofFreshWaterinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentstheywillbeworkingthroughaseriesofpagesofmodelsanddatawithrelatedquestions.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.

LetstudentsknowthatthisisActivity1oftheWillThereBeEnoughFreshWater?lesson.

6.Discusstheissues.

Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthefollowingquestions.Ask:

Whenwaterfallsontheground,whatcanhappentoit?(Waterthatfallsonthegroundcanrunoffintostreamsoritcanbeabsorbedintotheground.Studentsmayalsosaythatwatercanevaporate.)Whyiswaterconsideredarenewableresource?(Waterisconsideredarenewableresourcebecauseitcyclesthroughthegroundandatmosphere.)Whataresomewaysthathumanshaveaffectedthequantityandqualityofwatersuppliesaroundtheworld?(Humanshavechangedthesurface,whichhasallowedlesswatertoinfiltratethesurface.Theyhavepulledwateroutofverydeepaquifersindesertareas.Theyhaveinadvertentlycontaminatedsomewatersupplies.)

TipTosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScience

portalpage.

TipThisactivityispartofasequenceofactivitiesinthelessonWillThereBeEnoughFreshWater?.Theactivitiesworkbestifusedinsequence.

ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents.Itmayalsobemodifiedforawhole-classformat.Ifusingasawhole-classactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.Turnembeddedquestionsintoclassdiscussions.Uncertaintyitemsallowforclassroomdebatesovertheevidence.

InformalAssessment1.Checkstudents'comprehensionbyaskingstudentsthefollowingquestions:

Whenwaterfallsontheground,whatcanhappentoit?Whyiswaterconsideredarenewableresource?

2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.

ObjectivesSubjects&DisciplinesScience

EarthscienceGeneralscience

LearningObjectivesStudentswill:

describethelocationsoffreshwateronEarthexplainwhyfreshwaterisconsideredarenewableresourcedescribehowhumanshaveaffectedfreshwatersuppliesonEarth

TeachingApproachLearning-for-use

TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting

SkillsSummaryThisactivitytargetsthefollowingskills:

21stCenturyStudentOutcomesInformation,Media,andTechnologySkills

Information,Communications,andTechnologyLiteracyLearningandInnovationSkills

CriticalThinkingandProblemSolving21stCenturyThemes

EnvironmentalLiteracyGlobalAwareness

CriticalThinkingSkillsAnalyzingEvaluatingUnderstanding

NationalStandards,Principles,andPractices

NationalScienceEducationStandards

•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardA-2:Understandingsaboutscientificinquiry•(5-8)StandardE-2:Understandingsaboutscienceandtechnology•(5-8)StandardG-1:Scienceasahumanendeavor•(5-8)StandardG-2:Natureofscience•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardE-2:Understandingsaboutscienceandtechnology•(9-12)StandardF-4:Environmentalquality•(9-12)StandardG-2:Natureofscientificknowledge

CommonCoreStateStandardsforEnglishLanguageArts&Literacy

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:

KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1

ISTEStandardsforStudents(ISTEStandards*S)

•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking

NextGenerationScienceStandards

•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice5:Usingmathematicsandcomputationalthinking•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationWatercyclesthroughEarth'ssystems.ItfallsonEarth'ssurfaceasprecipitation.Theprecipitationcanevaporatebackintotheatmosphere,itcanpercolateintotheground,oritcanrunoffintosurfacebodiesofwater.Thecompositionofthelayersofrockandsedimentdeterminewhetherprecipitationcanpercolateintothegroundwater.

PriorKnowledge[]RecommendedPriorActivities

VocabularyTerm Partof

Speech Definition

aquifer noun anundergroundlayerofrockorearthwhichholdsgroundwater.

condensation noun processbywhichwatervaporbecomesliquid.

conservation nounmanagementofanaturalresourcetopreventexploitation,destruction,orneglect.

evaporation noun processbywhichliquidwaterbecomeswatervapor.

freshwater adjectivehavingtodowithahabitatorecosystemofalake,river,orspring.

groundwater noun waterfoundinanaquifer.

model,computationalnoun

amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.

precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.

sustainability noun useofresourcesinsuchamannerthattheywillneverbeexhausted.

system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.

transpiration noun evaporationofwaterfromplants.

watercycle noun movementofwaterbetweenatmosphere,land,andocean.

Partner

FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder

GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.

Activity2:UsingFreshWater|45minsDirections1.Engagestudentsinthinkingabouthowfreshwaterisused.

Tellstudentsinthisactivitytheywillbetakingacloselookathowhumansusewater—bothindirectandindirectways.Theywillexaminetherelationshipbetweenfreshwaterdistributionandpopulations,andtheywillanalyzethecostsandbenefitsofputtingdamsonriversandstreams.Tobegin,ask:Howdoyouusefreshwater?(Studentanswerwillvary,butwillincludeexampleslikethefollowing:Freshwaterisusedfordrinking,bathing,flushingtoilets,andirrigating.Freshwaterisalsousedinelectricityproductionandmanufacturing.)

Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Wecanseeexamplesofscientists'uncertaintyintheforecastingofprecipitationamounts.HavestudentsgototheNOAANationalWeatherService.Askthemtoinputtheirzipcodes,hit“Go”,scrolldowntothebottomofthepage,andclickonthe“HourlyWeatherGraph”.Thispageshowsthehourlyweatherforecastforyourarea.Thefirstboxshowsthepredictedtemperatureanddewpoint(alongwithwindchillorheatindex,whenapplicable).Thesecondboxshowsthepredictedwindspeedanddirection.Thethirdboxshowsthepredictedskycover(i.e.cloudcover),relativehumidity,andchanceforprecipitation.Theboxesbelowthatlineshowwhethertheprecipitationislikelytoberain,snow,freezingrain,orsleet.Pointoutthelineforprecipitationpotential(thebrownline).Ask:

Whyistheprecipitationshownasa“%”?(Precipitationisdependentonotherfactors,suchasrelativehumidityandtemperature.Itismorelikelytoprecipitatewhenthetemperatureisthesameasorlowerthanthedewpoint.)Ifthereisalikelihoodofprecipitation,whyistheamountofrain/snowshownasranges?(Theamountofprecipitationthatwillfallisdependentontheamountofmoistureintheatmosphere.Theatmosphereiscontinuallychanging,sotheamountsareguidelinesforwhatcouldhappen

ratherthanperfectpredictions.)

*Ifthereisnoorlowlikelihoodofprecipitationinyourarea,youmaywanttofindadifferentlocation(intheUnitedStates)thathasahigherlikelihoodofprecipitation.Youcanlookatacurrentweathermap(radar)tofindwhereintheUnitedStatesprecipitationishappeningcurrently.Yourstudentswillthenbeabletoseescientists'forecastsofprecipitationamountsrepresentedasarangeoverlaidonthebargraphs.

Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictionsandthattheyshouldthinkaboutwhatscientificdataareavailableastheyassesstheircertaintywiththeiranswers.Encouragestudentstodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

TellstudentsthatforecastingwhatwillhappentoEarth'sfreshwatersuppliesisacomplicatedprocessbecausetherearemanydifferentinteractingparts.Tellstudentsthatscientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofasystem,asdescribedinthescenariobelow.

Whentherearealotofrabbits,whatwillhappentothefoxpopulation?(Itwillincreasebecausethereisanamplefoodsupply.)Whathappenstothefoxpopulationwhenthey’veeatenmostoftherabbits?(Thefoxeswilldieofstarvationastheirfoodsupplydecreases.)Whathappenstotheamountofgrasswhenthefoxpopulationishigh?(Theamountofgrasswillincreasebecausetherearefewerrabbitstoeatthegrass.)Ifthereisadroughtandthegrassdoesn’tgrowwell,whatwillhappentothepopulationsoffoxesandrabbits?(Therabbitpopulationwilldecreasebecausetheyhavealesserfoodsupply.Thefoxpopulationshouldalsodecreaseastheirfoodsupplydecreases.)

Humansintroducedogstotheisland.Thedogscompetewiththefoxesovertherabbitfoodsupply.Ask:Whatwillhappentothepopulationsoffoxes,rabbits,andgrassafterthedogsareintroduced?(Thefoxeswilldecreasebecausetheyaresharingtheirfoodsupply,therabbitswilldecreasebecausetheyhavemorepredators,andthegrasswilldowellbecauseoftheloweredimpactofthesmallerrabbitpopulation.)

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Tellstudentsthatsimplecause-effectrelationshipscanexpandintomorecomplexsystemrelationships.Letstudentsknowthattheywillbeexploringtherelationshipbetweenhowsedimentsandrocktypesaffectsgroundwatermovement.Encouragestudentstothinkabouthowhumanactionsplayaroleinchangesintheflowofwaterandinfreshwateravailability.

4.HavestudentslaunchtheUsingFreshWaterinteractive.

ProvidestudentswiththelinktotheUsingFreshWaterinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingtoallowgroupstoshareacomputerworkstation.Tellstudentsthattheywillbeworkingthroughaseriesofpagesofdatawithquestionsrelatedtothedata.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.

TellstudentsthatthisisActivity2oftheWillThereBeEnoughFreshWater?lesson.

5.Discusstheissues.

Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:

Evenifyouliveinanareawherefreshwaterisplentiful,whydoyouhavetobeconcernedaboutthefreshwatersupply?(Youshouldstillbeconcernedaboutthefreshwatersupplybecauseitcanbecontaminatedbyhumanactions.Thiswouldmakethefreshwateruselesseveniftherewasalotofit.)

Arethebenefitsofdamsworththecostsofdams?(Answerswillvary.Someofthebenefitsofdamsarefloodcontrol,recreation,andelectricityproduction.Someofthecostsofdamsarehabitatdisruption,sedimentdepletionofriverdeltas,andlossofsurroundingland.)

Whataresomewaysthathumanshaveaffectedthequantityandqualityofwatersuppliesaroundtheworld?(Humanshavechangedthesurface,whichhasallowedlesswatertoinfiltratethesurface.Theyhavepulledwateroutofverydeepaquifersindesertareas.Theyhaveinadvertentlycontaminatedsomewatersupplies.)

TipTosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.

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ThisactivityispartofasequenceofactivitiesinthelessonWillThereBeEnoughFreshWater?.Theactivitiesworkbestifusedinsequence.

InformalAssessment1.Checkstudents'comprehensionbyaskingthemthefollowingquestions:

HowarefreshwaterresourcesdistributedonEarth?Whataresomedirectandindirectusesofwater?

2.Usetheanswerkeytocheckstudents'answeronembeddedassessments.

describetherelationshipbetweenfreshwaterdistributionandpopulationslistdirectandindirectusesoffreshwaterdescribesomeofthecostsandbenefitsofputtingdamsonriversandstreams

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CriticalThinkingandProblemSolvingCriticalThinkingSkills

AnalyzingEvaluatingUnderstanding

•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardA-2:Understandingsaboutscientificinquiry•(5-8)StandardE-2:Understandingsaboutscienceandtechnology•(5-8)StandardG-1:Scienceasahumanendeavor•(5-8)StandardG-2:Natureofscience•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardE-2:Understandingsaboutscienceandtechnology•(9-12)StandardF-4:Environmentalquality•(9-12)StandardG-2:Natureofscientificknowledge

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1

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•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1

•CrosscuttingConcept1:Patterns•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice5:Usingmathematicsandcomputationalthinking•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&Vocabulary

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BackgroundInformationFreshwaterresourcesareunevenlydistributedonEarth'ssurface.Thisisduetoclimaticconditions(precipitationandtemperature)andtogeologicalconditions(theabilityofwatertopercolateintothegroundwater).

Waterisusedformanydifferentpurposes.Someusesareclear:waterfordrinking,bathing,andwateringplants.Otherusesarehidden:industrialprocesses,electricityproduction,manufacturing.Theobvioususesarecalled“directusage”;thehiddenusesofwaterarecalled“indirectuses”.

Asthehumanpopulationhasgrown,wateruseforagricultural,industrial,andmunicipaluseshasincreased.Wherethereisalargeamountofwateravailable,therehavebeenrelativelyfewproblems.Butwherewateravailabilityislimited,theincreasedwaterusagehasledsomecommunitiestoimposebansonunnecessarywateruse.

AvailabilityofFreshWater

Speech Definition

agriculture nountheartandscienceofcultivatingthelandforgrowingcrops(farming)orraisinglivestock(ranching).

dam noun structurebuiltacrossariverorotherwaterwaytocontroltheflowofwater.

freshwater adjectivehavingtodowithahabitatorecosystemofalake,river,orspring.

municipal adjectivehavingtodowithlocalgovernment.

percapitaadjective

foreachindividual.

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populationdensity noun thenumberofpeoplelivinginasetarea,suchasasquaremile.

reservoir noun naturalorman-madelake.

runoff noun overflowoffluidfromafarmorindustrialfactory.

systems-understandingnoun

processofcomprehendingandcommunicatingcomplex,relatedsetsofinformationandinteractions.

Term PartofSpeech Definition

Partner

Activity3:GroundwaterMovement|45minsDirections1.Sparkstudentdiscussionabouthowwatermoves.

ShowtheModel2:SedimentColumns.Runthemodel,andletstudentsobservehowthewatermoleculesmovethroughthedifferentsediments.Ask:

Whydoyouthinkwaterpoolsatthetopoftheblackcolumnwhileitflowsthroughthepinkcolumn?(Studentsmightrespondthatthematerialoftheblackcolumnhasfewerholesthroughwhichthewatercanflow.Thematerialinthepinkcolumnmightbemorelooselypackedthanthematerialintheblackcolumn.Thespacesallowthewatertoflowdown.Iftherearenospaces,thenthewatercan'tflowdownaseasily(oratall).)Whatwouldhappenifthewaterlevelreachedthetopoftheblackbasin?(Ifthewaterlevelreachedthetopoftheblackbasin,itwouldspilloverintothenextcolumn.)

Tellstudentsthattheywillbeinvestigatingthecharacteristicsofdifferentrocksandsedimentsthatletwaterflowthroughatdifferentrates.

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Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Wecanseeexamplesofscientists'uncertaintyintheforecastingofprecipitationamounts.HavestudentsgotoNOAANationalWeatherService.Askthemtoinputtheirzipcodes,hit“Go”,scrolldowntothebottomofthepage,andclickonthe“HourlyWeatherGraph”.Thispageshowsthehourlyweatherforecastforyourarea.Thefirstboxshowsthepredictedtemperatureanddewpoint(alongwithwindchillorheatindex,whenapplicable).Thesecondboxshowsthepredictedwindspeedanddirection.Thethirdboxshowsthepredictedskycover(i.e.cloudcover),relativehumidity,andchanceforprecipitation.Theboxesbelowthatlineshowwhethertheprecipitationislikelytoberain,snow,freezingrain,orsleet.Pointoutthelineforprecipitationpotential(thebrownline).Ask:

Whyistheprecipitationshownasa“%”?(Precipitationisdependentonotherfactors,suchasrelativehumidityandtemperature.Itismorelikelytoprecipitatewhenthetemperatureisthesameasorlowerthanthedewpoint.)Ifthereisalikelihoodofprecipitation,whyistheamountofrain/snowshownasranges?(Theamountofprecipitationthatwillfallisdependentontheamountofmoistureintheatmosphere.Theatmosphereiscontinuallychanging,sotheamountsareguidelinesforwhatcouldhappenratherthanperfectpredictions.)

Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictionsandthattheyshouldthinkaboutwhatscientificdataareavailableastheyassesstheircertaintyabouttheiranswer.Encouragestudentstodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.

Onanisland,thereisapopulationoffoxesandapopulationofrabbits.Thefoxespreyontherabbits.

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Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.Theweatherforecastprovidesagoodexampleofhowmodelinputisusedtopredictfutureconditions.GotoNOAAWeatherForecastModel.Tellstudentsthatscientistsusedcurrentinformationabouttheenergyandmoistureintheatmosphereasaninputtothemodel,andthatwhattheyseeontheweathermapistheoutputofthemodel'scalculations.

5.HavestudentslaunchtheGroundwaterMovementinteractive

ProvidestudentswiththelinktotheExploringGroundwaterMovementinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingforsharingcomputerworkstations.Informstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.

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6.Discusstheissues.

Howcanwatermovethroughrocksthatlooksolid?(Watermovesthroughverysmallspaces.Therockcanlooksolidevenwhenithasmanytinyspacesthroughwhichwatercanmove.)Howdoestheshapeandsizeofporespacesaffectthepermeabilityofdifferentsediments?(Moreporoussedimentshavelargerparticleswithlargespacesbetweenthem.Sedimentswithsmallerparticlesarelesspermeablebecausetheparticlespackclosertogether,leavinglessspaceforwatertomovethrough.)Ifarock/sedimentisporous,doesthatmeanitisalsopermeable?(Arock/sedimentcanbeporouswithoutbeingpermeable.Ifthespacesdonotconnecttoeachother,watercannotmovethroughtherock/sediment.)Whatkindofrocks/sedimentsmakeagoodaquifer?(Rocks/Sedimentsthatareverypermeablemakeagoodaquifer.Thisisbecausetheyallowquickflowofwater,whichmeansthatyoucangetagoodflowfromthewellaswellasquickrechargefromprecipitation,assumingthattheaquiferisunconfined.

ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents,orasawholeclassactivity.Ifusingasawholeclassactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.

InformalAssessment1.Checkstudents'comprehensionbyaskingthefollowingquestions:

Howcanwatermovethroughrocksthatlooksolid?Whydoessandhavesuchahighflowratecomparedtoclay?Ifarockisporous,doesthatmeanitisalsopermeable?Isitbettertouseaconfinedaquiferoranunconfinedaquiferforawatersupply?

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2.Usetheanswerkeytocheckstudents'answersonembeddedquestions.

explainthedifferencebetweenporosityandpermeabilitywithinthecontextofwatermovementexplainhowthepermeabilityofasedimentaffectswatermovementpredictwherewaterwillaccumulatebasedontopographyandpermeabilitypredictthelocationofaquifersbasedonagiventopographypredictwhattypesofrocks/sedimentswillformaquifers

EnvironmentalLiteracyGlobalAwareness

CriticalThinkingSkillsAnalyzingEvaluatingUnderstanding

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•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardA-2:Understandingsaboutscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardE-2:Understandingsaboutscienceandtechnology•(5-8)StandardG-2:Natureofscience•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardB-2:Structureandpropertiesofmatter•(9-12)StandardB-6:Interactionsofenergyandmatter•(9-12)StandardD-1:Energyintheearthsystem•(9-12)StandardE-2:Understandingsaboutscienceandtechnology•(9-12)StandardG-1:Scienceasahumanendeavor•(9-12)StandardG-2:Natureofscientificknowledge

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4

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•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3

•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept4:Systemsandsystemmodels•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•CrosscuttingConcept6:Structureandfunction•CrosscuttingConcept7:Stabilityandchange•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice2:Developingandusingmodels•ScienceandEngineeringPractice3:Planningandcarryingoutinvestigations•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationWatermovesthroughEarth'sgeologicallayers.Itsmovementiscontrolledbythetopographyandthe

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permeabilityofthelayers.Sedimentshavedifferentporositiesandpermeabilities.Porosityisameasureofhowmuchspacethereisbetweensedimentparticles.Permeabilityisameasureofhowconnectedtheholesare.Asedimentcanbeporouswithoutbeingpermeableiftheporesdonotconnecttoeachotherandtotheoutside.

Aquifersarelayersofrock/sedimentbelowEarth'ssurfacethatholdgroundwater,preventingitfromseepingfurtherunderground.Whenhumansdrillwellsintothegroundtoextractwater,theydrillintoaquifers.Theflowofwateroutofanaquiferisdependentonthepermeabilityoftherocks/sedimentsaroundit.

Aquiferscomeintwovarieties:confinedandunconfined.Confinedaquifersarecoveredbyanimpermeablelayer,preventingprecipitationfromrefillingtheaquifers.Unconfinedaquifersarecoveredbypermeablelayers,allowingprecipitationtorefillthem.

AvailabilityofFreshWaterUsingFreshWater

Speech Definition

bedrock noun solidrockbeneaththeEarth'ssoilandsand.

clay noun typeofsedimentaryrockthatisabletobeshapedwhenwet.

confinedaquifer noun layerofwater-bearingrockbetweentwolayersoflesspermeablerock.

freshwater noun waterthatisnotsalty.

gravel noun smallstonesorpebbles.

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permeable adjectiveallowingliquidandgasestopassthrough.

pore noun tinyopening.

porosity nountheratioofthevolumeofallthepores,orholes,inanobjectandtheobject'stotalmass.

porous adjectivefulloftinyholes,orabletobepermeatedbywater.

pumice noun typeofigneousrockwithmanypores.

recharge verb toreneworrestoretoapreviouscondition.

sand noun small,loosegrainsofdisintegratedrocks.

silt noun smallsedimentparticles.

topography noun theshapeofthesurfacefeaturesofanarea.

unconfinedaquifer noun layerofwater-bearingrockcoveredbypermeablerock.

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GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedin

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thismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.

Activity4:GroundwaterandSurfaceWater|45minsDirections1.Engagestudentsinthinkingabouthowwatermovesthroughsediments.

Tellstudentsthatmuchoftheirwatercomesfromgroundwaterandthatwatermovesfromthegroundtothesurface.Ask:

Whydoeswatermovethroughgravelmorequicklythanitmovesthroughclay?(Gravelismorepermeablethanclay.)Woulditbeeasiertogetwateroutofsandoroutofgravel?(Itwouldbeeasiertogetwateroutofgravelbecausetheporespacesarelarger.Thewaterwillmovemorequicklythroughlargerporespaces.)

Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Wecanseeexamplesofscientists'uncertaintyintheforecastingofprecipitationamounts.HavestudentsgotoNOAANationalWeatherService.Askthemtoinputtheirzipcodes,hit“Go”,scrolldowntothebottomofthepage,andclickonthe“HourlyWeatherGraph”.Thispageshowsthehourlyweatherforecastforyourarea.Thefirstboxshowsthepredictedtemperatureanddewpoint(alongwithwindchillorheatindex,whenapplicable).Thesecondboxshowsthepredictedwindspeedanddirection.Thethirdboxshowsthepredictedskycover(i.e.cloudcover),relativehumidity,andchanceforprecipitation.Theboxesbelowthatlineshowwhethertheprecipitationislikelytoberain,snow,freezingrain,orsleet.Pointoutthelineforprecipitationpotential(thebrownline).Ask:

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Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.Theweatherforecastprovidesagoodexampleofhowmodelinputisusedtopredictfutureconditions.GotoNOAAWeatherForecastModel.Tellstudentsthatscientistsusedcurrentinformationabouttheenergyandmoistureintheatmosphereasaninputtothemodel,andthatwhattheyseeontheweathermapistheoutputofthemodel'scalculations.

5.HavestudentslaunchtheGroundwaterandSurfaceWaterinteractive.

ProvidestudentswiththelinktotheGroundwaterandSurfaceWaterinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingforsharingcomputerworkstations.Informstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.

6.Discusstheissues.

Howdoesthewatertableaffecttherelativeamountofwaterinsurfacebodiesandunderground?(Whenthewatertableishigh,meaningthesoilissaturated,waterwillmove[orstay]abovegroundandsurfacebodiesofwaterwillexpand.Whenthewatertableislow,waterwillmovefromthesurfacedownwardtowardtheground.)Whataretheeffectsonastreamofremovingtoomuchwaterfromtheground?(Iftoomuchwaterisremovedfromtheground,thestreamcandryup.Thewatertablecanbeloweredbelowthelevelofthestream.)Howcanhumansbettermanagetheiruseoflimitedwatersupplies?(Humanscanconservewater.Theycanusethewastewatertorechargethewatersupplies.)Areriversanendlesssupplyoffreshwater?(Riversarenotanendlesssupplyoffreshwater.Theycanberundryifthewatertablegoestoolow.Thiscanhappenwhenpeoplewithdrawtoomuchwaterfromtheriverand/orfromthegroundwaterthatsuppliestheriver.Eventhoughtheriversstillreceiveprecipitation,theycanbedepletedifthewatertableisn'thighenough.)

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ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents,orasawholeclassactivity.Ifusingasawholeclassactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.

InformalAssessment1.Checkstudents'comprehensionbyaskingstudentsthefollowingquestions:

Howdoeswatermovebetweengroundwaterandsurfacewaterwhenthewatertableishigh?Whatcanhumansdotokeepwaterflowinginstreams?

describehowwatermovesbetweenthegroundandsurfacewaterbodiesdependingonthelevelofthewatertabledescribetheeffectsonastreamofwithdrawingtoomuchwater

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GlobalAwarenessCriticalThinkingSkills

AnalyzingEvaluatingUnderstanding

•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardA-2:Understandingsaboutscientificinquiry•(5-8)StandardD-1:Structureoftheearthsystem•(5-8)StandardG-2:Natureofscience•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardB-6:Interactionsofenergyandmatter•(9-12)StandardG-2:Natureofscientificknowledge

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4

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•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1

•CrosscuttingConcept2:Causeandeffect:Mechanismandprediction•CrosscuttingConcept3:Scale,proportion,andquantity•CrosscuttingConcept4:Systemsandsystemmodels•CrosscuttingConcept5:Energyandmatter:Flows,cycles,andconservation•CrosscuttingConcept6:Structureandfunction•CrosscuttingConcept7:Stabilityandchange•ScienceandEngineeringPractice1:Askingquestionsanddefiningproblems•ScienceandEngineeringPractice2:Developingandusingmodels•ScienceandEngineeringPractice3:Planningandcarryingoutinvestigations•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice5:Usingmathematicsandcomputationalthinking•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

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PreparationBackground&VocabularyBackgroundInformationWatermovesbetweenthegroundwaterandsurfacebodiesofwater.Gainingstreamsgainwaterfromthegroundwater.Losingstreamslosetheirwatertothegroundwater.Thelevelofthewatertabledetermineswhichwaywaterwillmovebetweenthegroundwaterandsurface.Humanscanalterthewatertablebywithdrawingwaterfromthegroundwaterwithwells.

AvailabilityofFreshWaterGroundwaterMovementUsingFreshWater

Speech Definition

rechargeverb

toreneworrestoretoapreviouscondition.

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stream noun bodyofflowingwater.

watertable nounundergroundareawheretheEarth'ssurfaceissaturatedwithwater.Alsocalledwaterlevel.

Partner

Activity5:UsingGroundwaterWisely|45minsDirections1.Engagestudentsinthinkingabouthowwatercyclesthroughtheground.

Tellstudentsthatmuchoftheirwatercomesfromgroundwaterandthatwatermovesfromthegroundtothesurface.ShowtheUrbanWaterCycle diagram.Ask:

Whenprecipitationfalls,howdoesitmoveintoandthroughtheground?(Whenprecipitationfallsontheground,itcanrundownthesurface(runoff)oritcanmoveintotheground.Watermovesthroughthegroundbecausesedimentsarepermeable.Ifthesedimentsareverypermeable,

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thewatercanpenetratedeepintotheground,butiftheyarelesspermeable,thewaterwillnotbeabletoflowverydeepintotheground.)Whateffectshavehumanshadonthenaturalmovementofwater?(Humanshavemadealotofthesurfaceimpermeablewithbuildingsandpavement.Thewatercannoteasilyenterthegroundthroughpavedsurfacesbecausetheyareimpermeable.)

Tellstudentsthatscienceisaprocessoflearninghowtheworldworksandthatscientistsdonotknowthe“right”answerswhentheystarttoinvestigateaquestion.Wecanseeexamplesofscientists'uncertaintyintheforecastingofprecipitationamounts.HavestudentsgototheNOAANationalWeatherService.Askthemtoinputtheirzipcodes,hit“Go”,scrolldowntothebottomofthepage,andclickonthe“HourlyWeatherGraph”.Thispageshowsthehourlyweatherforecastforyourarea.Thefirstboxshowsthepredictedtemperatureanddewpoint(alongwithwindchillorheatindex,whenapplicable).Thesecondboxshowsthepredictedwindspeedanddirection.Thethirdboxshowsthepredictedskycover(i.e.cloudcover),relativehumidity,andchanceforprecipitation.Theboxesbelowthatlineshowwhethertheprecipitationislikelytoberain,snow,freezingrain,orsleet.Pointoutthelineforprecipitationpotential(thebrownline).Ask:

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Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.Theweatherforecastprovidesagoodexampleofhowmodelinputisusedtopredictfutureconditions.GototheNOAAWeatherForecastModel.Tellstudentsthatscientistsusedcurrentinformationabouttheenergyandmoistureintheatmosphereasaninputtothemodel,andthatwhattheyseeontheweathermapistheoutputofthemodel'scalculations.

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5.HavestudentslaunchtheUsingGroundwaterWiselyinteractive.

ProvidestudentswiththelinktotheUsingGroundwaterWiselyinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingforsharingcomputerworkstations.Informstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.

6.Discusstheissues.

Whathappenstorainwaterwhenitrainsinacity?(Therainrunsoffimpermeablesurfacesintobasinsorrivers.)Howdoesthatdifferfromwhenitrainsinanon-urbanarea?(Inanon-urbanarea,thewatercanpenetratethegroundbecauseitisnotcoveredbyimpermeablesurfaces.Thewaterinnon-urbanareascanrechargeaquifers.)Howcanhumansbettermanagetheiruseoflimitedwatersupplies?(Humanscanusewatersparinglyfornecessarypurposes.Theycanusethewastewatertorechargeaquiferssothatthewellsdon'trundry.)

InformalAssessment1.Checkstudents'comprehensionbyaskingthemtorespondtothefollowingquestion.

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Whicharea'saquiferismorelikelytoberechargedbyprecipitation:anurbanareaoraruralarea?Explainyouranswer.

describehowhumandevelopmentshavechangedthenaturalwatercycledescribehowwastewatercanbeusedtorechargeanaquifer

TeachingMethodsDiscussionsMultimediainstructionSelf-directedlearningVisualinstructionWriting

CriticalThinkingandProblemSolvingCriticalThinkingSkills

AnalyzingApplyingEvaluatingUnderstanding

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•(5-8)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(5-8)StandardA-2:Understandingsaboutscientificinquiry•(5-8)StandardB-1:Propertiesandchangesofpropertiesinmatter•(5-8)StandardG-2:Natureofscience•(9-12)StandardA-1:Abilitiesnecessarytodoscientificinquiry•(9-12)StandardA-2:Understandingsaboutscientificinquiry•(9-12)StandardB-6:Interactionsofenergyandmatter•(9-12)StandardF-6:Scienceandtechnologyinlocal,national,andglobalchallenges•(9-12)StandardG-2:Natureofscientificknowledge

•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.6-8.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.6-8.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.9-10.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.9-10.4•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.1•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:KeyIdeasandDetails,RST.11-12.3•ReadingStandardsforLiteracyinScienceandTechnicalSubjects6-12:CraftandStructure,RST.11-12.4

•ScienceandEngineeringPractice1:

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Askingquestionsanddefiningproblems•ScienceandEngineeringPractice2:Developingandusingmodels•ScienceandEngineeringPractice3:Planningandcarryingoutinvestigations•ScienceandEngineeringPractice4:Analyzingandinterpretingdata•ScienceandEngineeringPractice6:Constructingexplanationsanddesigningsolutions•ScienceandEngineeringPractice7:Engaginginargumentfromevidence•ScienceandEngineeringPractice8:Obtaining,evaluating,andcommunicatinginformation

PreparationBackground&VocabularyBackgroundInformationHumandevelopmenthasaffectedthenaturalwatercycleinmanyways.Onewayisintheurbanizationofthelandscapewithmoreimpermeablesurfacesthatdonotallowwatertoinfiltratethegroundwater.Anotherwayisinextractingwaterfromaquifersatarategreaterthanthenaturalrechargerate.

Increasingly,waterhasbeentransferredfromoneaquifertoanotheraswaterispipedintourbanareasfromruralareas.Thiscandepletetheaquifersintworegions,aswaterthatfallsintotheurbanareaisunabletopenetratetheimpermeablesurfaces.

Septicsystemsallowforlocalrechargeoftheaquifers.Waterthatisremovedfromlocalwellsisreturnedasitleachesoutofthesepticsystem'sleachingfields.Bycontrast,urbanwastewatertreatmentplantsoftendumpthetreatedwaterintostreams,rivers,ortheocean.Thiswaterdoesnotrechargethelocalaquiferortheaquiferfromwhichitcame.Thewastewatercanbedischargedintoholdingpoolswhereitcanpercolatethroughthesoilandeventuallyreachalocalaquifer.

AvailabilityofFreshWaterGroundwaterandSurfaceWaterGroundwaterMovementUsingFreshWater

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Speech Definition

recharge verb toreneworrestoretoapreviouscondition.

stream noun bodyofflowingwater.

urbanization nounprocessinwhichthereisanincreaseinthenumberofpeoplelivingandworkinginacityormetropolitanarea.

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waterinfiltration noun

processbywhichwateronthegroundsurfaceoratmosphereentersthesoil.

watertable nounundergroundareawheretheEarth'ssurfaceissaturatedwithwater.Alsocalledwaterlevel.

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Will There Be Enough Fresh Water? - National Geographic Society · 2017-02-04 · 1 of 39 lesson...

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