Will There Be Enough Fresh Water? - National Geographic Society · 2017-02-04 · 1 of 39 lesson...
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1 of 39 lesson Will There Be Enough Fresh Water? How can we preserve supplies of fresh water for the future? Content Created by Activity 1: Availability of Fresh Water | 45 mins Directions 1. Engage students in thinking about how water is distributed on Earth. Show the Earth from Space photograph. Tell students that most of Earth is covered with water. Show the Diagram of Water Distribution on Earth. (In media carousel; click the photograph images. Click the image and carousel down arrows to see the full image.) Ask: How much of the water is available for us to use for things like drinking and crop irrigation—things that require fresh water? (Less than 3% of the total water on Earth is fresh water.) How does water cycle through Earth's systems? (Water moves throughout Earth's systems through precipitation, runoff, and evaporation, among other processes.) 2. Discuss the role of uncertainty in the scientific process. Tell students that science is a process of learning how the world works and that scientists do not know the “right” answers when they start to investigate a question. We see examples of scientists' uncertainty in the forecasting of precipitation amounts. Have students go to the NOAA National Weather Service . Ask them to input their zip codes into the "Local forecast by "City, St" or ZIP code" box in the top left (under "Home"), hit “Go”, scroll down to the bottom of the page, and click on the “Hourly Weather Graph”. This page shows the hourly weather forecast for your area. The first box shows the predicted temperature and dewpoint (along with wind chill or heat index, when applicable). The second box shows the predicted wind speed and direction. The third box shows the predicted sky cover (i.e. cloud cover), relative humidity, and chance for precipitation. The boxes below that line show whether the precipitation is likely to be rain, snow, freezing rain, or sleet. Point out the line for precipitation potential (the brown line). Ask: Why is the precipitation shown as a “%”? (Precipitation is dependent on other factors, such as relative humidity and temperature. It is more likely to precipitate when the temperature is the
Transcript of Will There Be Enough Fresh Water? - National Geographic Society · 2017-02-04 · 1 of 39 lesson...
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lesson
WillThereBeEnoughFreshWater?Howcanwepreservesuppliesoffreshwaterforthefuture?
ContentCreatedby
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
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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
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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
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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:
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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:
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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
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PreparationBackground&VocabularyBackgroundInformationWatercyclesthroughEarth'ssystems.ItfallsonEarth'ssurfaceasprecipitation.Theprecipitationcanevaporatebackintotheatmosphere,itcanpercolateintotheground,oritcanrunoffintosurfacebodiesofwater.Thecompositionofthelayersofrockandsedimentdeterminewhetherprecipitationcanpercolateintothegroundwater.
PriorKnowledge[]RecommendedPriorActivities
None
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
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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.)
2.Discusstheroleofuncertaintyinthescientificprocess.
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
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ratherthanperfectpredictions.)
*Ifthereisnoorlowlikelihoodofprecipitationinyourarea,youmaywanttofindadifferentlocation(intheUnitedStates)thathasahigherlikelihoodofprecipitation.Youcanlookatacurrentweathermap(radar)tofindwhereintheUnitedStatesprecipitationishappeningcurrently.Yourstudentswillthenbeabletoseescientists'forecastsofprecipitationamountsrepresentedasarangeoverlaidonthebargraphs.
Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictionsandthattheyshouldthinkaboutwhatscientificdataareavailableastheyassesstheircertaintywiththeiranswers.Encouragestudentstodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.
3.IntroducetheconceptofsystemsinEarth'swaterresources.
TellstudentsthatforecastingwhatwillhappentoEarth'sfreshwatersuppliesisacomplicatedprocessbecausetherearemanydifferentinteractingparts.Tellstudentsthatscientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofasystem,asdescribedinthescenariobelow.
Onanisland,thereisapopulationoffoxesandapopulationofrabbits.Thefoxespreyontherabbits.Ask:
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.
Tip
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ThisactivityispartofasequenceofactivitiesinthelessonWillThereBeEnoughFreshWater?.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents.Itmayalsobemodifiedforawhole-classformat.Ifusingasawhole-classactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.Turnembeddedquestionsintoclassdiscussions.Uncertaintyitemsallowforclassroomdebatesovertheevidence.
InformalAssessment1.Checkstudents'comprehensionbyaskingthemthefollowingquestions:
HowarefreshwaterresourcesdistributedonEarth?Whataresomedirectandindirectusesofwater?
2.Usetheanswerkeytocheckstudents'answeronembeddedassessments.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
LearningObjectivesStudentswill:
describetherelationshipbetweenfreshwaterdistributionandpopulationslistdirectandindirectusesoffreshwaterdescribesomeofthecostsandbenefitsofputtingdamsonriversandstreams
TeachingApproachLearning-for-use
TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting
SkillsSummaryThisactivitytargetsthefollowingskills:
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21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolvingCriticalThinkingSkills
AnalyzingEvaluatingUnderstanding
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
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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
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&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.
PriorKnowledge[]RecommendedPriorActivities
AvailabilityofFreshWater
VocabularyTerm Partof
Speech Definition
agriculture nountheartandscienceofcultivatingthelandforgrowingcrops(farming)orraisinglivestock(ranching).
aquifer noun anundergroundlayerofrockorearthwhichholdsgroundwater.
dam noun structurebuiltacrossariverorotherwaterwaytocontroltheflowofwater.
freshwater adjectivehavingtodowithahabitatorecosystemofalake,river,orspring.
groundwater noun waterfoundinanaquifer.
model,computationalnoun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
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
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
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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2.Discusstheroleofuncertaintyinthescientificprocess.
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.)
*Ifthereisnoorlowlikelihoodofprecipitationinyourarea,youmaywanttofindadifferentlocation(intheUnitedStates)thathasahigherlikelihoodofprecipitation.Youcanlookatacurrentweathermap(radar)tofindwhereintheUnitedStatesprecipitationishappeningcurrently.Yourstudentswillthenbeabletoseescientists'forecastsofprecipitationamountsrepresentedasarangeoverlaidonthebargraphs.
Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictionsandthattheyshouldthinkaboutwhatscientificdataareavailableastheyassesstheircertaintyabouttheiranswer.Encouragestudentstodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.
3.IntroducetheconceptofsystemsinEarth'swaterresources.
TellstudentsthatforecastingwhatwillhappentoEarth'sfreshwatersuppliesisacomplicatedprocessbecausetherearemanydifferentinteractingparts.Tellstudentsthatscientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofasystem,asdescribedinthescenariobelow.
Onanisland,thereisapopulationoffoxesandapopulationofrabbits.Thefoxespreyontherabbits.
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Ask:
Whentherearealotofrabbits,whatwillhappentothefoxpopulation?(Itwillincreasebecausethereisanamplefoodsupply.)Whathappenstothefoxpopulationwhenthey’veeatenmostoftherabbits?(Thefoxeswilldieofstarvationastheirfoodsupplydecreases.)Whathappenstotheamountofgrasswhenthefoxpopulationishigh?(Theamountofgrasswillincreasebecausetherearefewerrabbitstoeatthegrass.)Ifthereisadroughtandthegrassdoesn’tgrowwell,whatwillhappentothepopulationsoffoxesandrabbits?(Therabbitpopulationwilldecreasebecausetheyhavealesserfoodsupply.Thefoxpopulationshouldalsodecreaseastheirfoodsupplydecreases.)
Humansintroducedogstotheisland.Thedogscompetewiththefoxesovertherabbitfoodsupply.Ask:Whatwillhappentothepopulationsoffoxes,rabbits,andgrassafterthedogsareintroduced?(Thefoxeswilldecreasebecausetheyaresharingtheirfoodsupply,therabbitswilldecreasebecausetheyhavemorepredators,andthegrasswilldowellbecauseoftheloweredimpactofthesmallerrabbitpopulation.)
Tellstudentsthatsimplecause-effectrelationshipscanexpandintomorecomplexsystemrelationships.Letstudentsknowthattheywillbeexploringtherelationshipbetweenhowsedimentsandrocktypesaffectsgroundwatermovement.Encouragestudentstothinkabouthowhumanactionsplayaroleinchangesintheflowofwaterandinfreshwateravailability.
4.Introduceanddiscusstheuseofcomputationalmodels.
Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.Theweatherforecastprovidesagoodexampleofhowmodelinputisusedtopredictfutureconditions.GotoNOAAWeatherForecastModel.Tellstudentsthatscientistsusedcurrentinformationabouttheenergyandmoistureintheatmosphereasaninputtothemodel,andthatwhattheyseeontheweathermapistheoutputofthemodel'scalculations.
5.HavestudentslaunchtheGroundwaterMovementinteractive
ProvidestudentswiththelinktotheExploringGroundwaterMovementinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingforsharingcomputerworkstations.Informstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.
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LetstudentsknowthatthisisActivity3oftheWillThereBeEnoughFreshWater?lesson.
6.Discusstheissues.
Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:
Howcanwatermovethroughrocksthatlooksolid?(Watermovesthroughverysmallspaces.Therockcanlooksolidevenwhenithasmanytinyspacesthroughwhichwatercanmove.)Howdoestheshapeandsizeofporespacesaffectthepermeabilityofdifferentsediments?(Moreporoussedimentshavelargerparticleswithlargespacesbetweenthem.Sedimentswithsmallerparticlesarelesspermeablebecausetheparticlespackclosertogether,leavinglessspaceforwatertomovethrough.)Ifarock/sedimentisporous,doesthatmeanitisalsopermeable?(Arock/sedimentcanbeporouswithoutbeingpermeable.Ifthespacesdonotconnecttoeachother,watercannotmovethroughtherock/sediment.)Whatkindofrocks/sedimentsmakeagoodaquifer?(Rocks/Sedimentsthatareverypermeablemakeagoodaquifer.Thisisbecausetheyallowquickflowofwater,whichmeansthatyoucangetagoodflowfromthewellaswellasquickrechargefromprecipitation,assumingthattheaquiferisunconfined.
TipTosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.
TipThisactivityispartofasequenceofactivitiesinthelessonWillThereBeEnoughFreshWater?.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents,orasawholeclassactivity.Ifusingasawholeclassactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.
InformalAssessment1.Checkstudents'comprehensionbyaskingthefollowingquestions:
Howcanwatermovethroughrocksthatlooksolid?Whydoessandhavesuchahighflowratecomparedtoclay?Ifarockisporous,doesthatmeanitisalsopermeable?Isitbettertouseaconfinedaquiferoranunconfinedaquiferforawatersupply?
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2.Usetheanswerkeytocheckstudents'answersonembeddedquestions.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
LearningObjectivesStudentswill:
explainthedifferencebetweenporosityandpermeabilitywithinthecontextofwatermovementexplainhowthepermeabilityofasedimentaffectswatermovementpredictwherewaterwillaccumulatebasedontopographyandpermeabilitypredictthelocationofaquifersbasedonagiventopographypredictwhattypesofrocks/sedimentswillformaquifers
TeachingApproachLearning-for-use
TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting
SkillsSummaryThisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolving21stCenturyThemes
EnvironmentalLiteracyGlobalAwareness
CriticalThinkingSkillsAnalyzingEvaluatingUnderstanding
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NationalStandards,Principles,andPractices
NationalScienceEducationStandards
•(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
CommonCoreStateStandardsforEnglishLanguageArts&Literacy
•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
ISTEStandardsforStudents(ISTEStandards*S)
•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking
NextGenerationScienceStandards
•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.
PriorKnowledge[]RecommendedPriorActivities
AvailabilityofFreshWaterUsingFreshWater
VocabularyTerm Partof
Speech Definition
aquifer noun anundergroundlayerofrockorearthwhichholdsgroundwater.
bedrock noun solidrockbeneaththeEarth'ssoilandsand.
clay noun typeofsedimentaryrockthatisabletobeshapedwhenwet.
confinedaquifer noun layerofwater-bearingrockbetweentwolayersoflesspermeablerock.
conservation nounmanagementofanaturalresourcetopreventexploitation,destruction,orneglect.
freshwater noun waterthatisnotsalty.
gravel noun smallstonesorpebbles.
groundwater noun waterfoundinanaquifer.
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model,computationalnoun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
permeable adjectiveallowingliquidandgasestopassthrough.
pore noun tinyopening.
porosity nountheratioofthevolumeofallthepores,orholes,inanobjectandtheobject'stotalmass.
porous adjectivefulloftinyholes,orabletobepermeatedbywater.
pumice noun typeofigneousrockwithmanypores.
recharge verb toreneworrestoretoapreviouscondition.
runoff noun overflowoffluidfromafarmorindustrialfactory.
sand noun small,loosegrainsofdisintegratedrocks.
silt noun smallsedimentparticles.
sustainability noun useofresourcesinsuchamannerthattheywillneverbeexhausted.
system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.
topography noun theshapeofthesurfacefeaturesofanarea.
unconfinedaquifer noun layerofwater-bearingrockcoveredbypermeablerock.
watercycle noun movementofwaterbetweenatmosphere,land,andocean.
Term PartofSpeech Definition
Partner
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedin
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thismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
Activity4:GroundwaterandSurfaceWater|45minsDirections1.Engagestudentsinthinkingabouthowwatermovesthroughsediments.
Tellstudentsthatmuchoftheirwatercomesfromgroundwaterandthatwatermovesfromthegroundtothesurface.Ask:
Whydoeswatermovethroughgravelmorequicklythanitmovesthroughclay?(Gravelismorepermeablethanclay.)Woulditbeeasiertogetwateroutofsandoroutofgravel?(Itwouldbeeasiertogetwateroutofgravelbecausetheporespacesarelarger.Thewaterwillmovemorequicklythroughlargerporespaces.)
2.Discusstheroleofuncertaintyinthescientificprocess.
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.)
*Ifthereisnoorlowlikelihoodofprecipitationinyourarea,youmaywanttofindadifferentlocation(intheUnitedStates)thathasahigherlikelihoodofprecipitation.Youcanlookatacurrentweathermap(radar)tofindwhereintheUnitedStatesprecipitationishappeningcurrently.Yourstudentswillthenbeabletoseescientists'forecastsofprecipitationamountsrepresentedasarangeoverlaidonthebargraphs.
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Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictionsandthattheyshouldthinkaboutwhatscientificdataareavailableastheyassesstheircertaintywiththeiranswers.Encouragestudentstodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.
3.IntroducetheconceptofsystemsinEarth'swaterresources.
TellstudentsthatforecastingwhatwillhappentoEarth'sfreshwatersuppliesisacomplicatedprocessbecausetherearemanydifferentinteractingparts.Tellstudentsthatscientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofasystem,asdescribedinthescenariobelow.
Onanisland,thereisapopulationoffoxesandapopulationofrabbits.Thefoxespreyontherabbits.Ask:
Whentherearealotofrabbits,whatwillhappentothefoxpopulation?(Itwillincreasebecausethereisanamplefoodsupply.)Whathappenstothefoxpopulationwhenthey’veeatenmostoftherabbits?(Thefoxeswilldieofstarvationastheirfoodsupplydecreases.)Whathappenstotheamountofgrasswhenthefoxpopulationishigh?(Theamountofgrasswillincreasebecausetherearefewerrabbitstoeatthegrass.)Ifthereisadroughtandthegrassdoesn’tgrowwell,whatwillhappentothepopulationsoffoxesandrabbits?(Therabbitpopulationwilldecreasebecausetheyhavealesserfoodsupply.Thefoxpopulationshouldalsodecreaseastheirfoodsupplydecreases.)
Humansintroducedogstotheisland.Thedogscompetewiththefoxesovertherabbitfoodsupply.Ask:Whatwillhappentothepopulationsoffoxes,rabbits,andgrassafterthedogsareintroduced?(Thefoxeswilldecreasebecausetheyaresharingtheirfoodsupply,therabbitswilldecreasebecausetheyhavemorepredators,andthegrasswilldowellbecauseoftheloweredimpactofthesmallerrabbitpopulation.)
Tellstudentsthatsimplecause-effectrelationshipscanexpandintomorecomplexsystemrelationships.Letstudentsknowthattheywillbeexploringtherelationshipbetweenhowsedimentsandrocktypesaffectsgroundwatermovement.Encouragestudentstothinkabouthowhumanactionsplayaroleinchangesintheflowofwaterandinfreshwateravailability.
4.Introduceanddiscusstheuseofcomputationalmodels.
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Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.Theweatherforecastprovidesagoodexampleofhowmodelinputisusedtopredictfutureconditions.GotoNOAAWeatherForecastModel.Tellstudentsthatscientistsusedcurrentinformationabouttheenergyandmoistureintheatmosphereasaninputtothemodel,andthatwhattheyseeontheweathermapistheoutputofthemodel'scalculations.
5.HavestudentslaunchtheGroundwaterandSurfaceWaterinteractive.
ProvidestudentswiththelinktotheGroundwaterandSurfaceWaterinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingforsharingcomputerworkstations.Informstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.
LetstudentsknowthatthisisActivity4oftheWillThereBeEnoughFreshWater?lesson.
6.Discusstheissues.
Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:
Howdoesthewatertableaffecttherelativeamountofwaterinsurfacebodiesandunderground?(Whenthewatertableishigh,meaningthesoilissaturated,waterwillmove[orstay]abovegroundandsurfacebodiesofwaterwillexpand.Whenthewatertableislow,waterwillmovefromthesurfacedownwardtowardtheground.)Whataretheeffectsonastreamofremovingtoomuchwaterfromtheground?(Iftoomuchwaterisremovedfromtheground,thestreamcandryup.Thewatertablecanbeloweredbelowthelevelofthestream.)Howcanhumansbettermanagetheiruseoflimitedwatersupplies?(Humanscanconservewater.Theycanusethewastewatertorechargethewatersupplies.)Areriversanendlesssupplyoffreshwater?(Riversarenotanendlesssupplyoffreshwater.Theycanberundryifthewatertablegoestoolow.Thiscanhappenwhenpeoplewithdrawtoomuchwaterfromtheriverand/orfromthegroundwaterthatsuppliestheriver.Eventhoughtheriversstillreceiveprecipitation,theycanbedepletedifthewatertableisn'thighenough.)
TipTosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.
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TipThisactivityispartofasequenceofactivitiesinthelessonWillThereBeEnoughFreshWater?.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents,orasawholeclassactivity.Ifusingasawholeclassactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.
InformalAssessment1.Checkstudents'comprehensionbyaskingstudentsthefollowingquestions:
Howdoeswatermovebetweengroundwaterandsurfacewaterwhenthewatertableishigh?Whatcanhumansdotokeepwaterflowinginstreams?
2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
LearningObjectivesStudentswill:
describehowwatermovesbetweenthegroundandsurfacewaterbodiesdependingonthelevelofthewatertabledescribetheeffectsonastreamofwithdrawingtoomuchwater
TeachingApproachLearning-for-use
TeachingMethodsDiscussionsMultimediainstructionSelf-pacedlearningVisualinstructionWriting
SkillsSummaryThisactivitytargetsthefollowingskills:
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21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolving21stCenturyThemes
GlobalAwarenessCriticalThinkingSkills
AnalyzingEvaluatingUnderstanding
NationalStandards,Principles,andPractices
NationalScienceEducationStandards
•(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
CommonCoreStateStandardsforEnglishLanguageArts&Literacy
•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
ISTEStandardsforStudents(ISTEStandards*S)
•Standard3:ResearchandInformationFluency•Standard4:CriticalThinking,ProblemSolving,andDecisionMaking
NextGenerationScienceStandards
•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.
PriorKnowledge[]RecommendedPriorActivities
AvailabilityofFreshWaterGroundwaterMovementUsingFreshWater
VocabularyTerm Partof
Speech Definition
aquifer noun anundergroundlayerofrockorearthwhichholdsgroundwater.
confinedaquifer noun layerofwater-bearingrockbetweentwolayersoflesspermeablerock.
conservation nounmanagementofanaturalresourcetopreventexploitation,destruction,orneglect.
freshwater noun waterthatisnotsalty.
groundwater noun waterfoundinanaquifer.
model,computationalnoun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
permeable adjectiveallowingliquidandgasestopassthrough.
porosity nountheratioofthevolumeofallthepores,orholes,inanobjectandtheobject'stotalmass.
porous adjectivefulloftinyholes,orabletobepermeatedbywater.
precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.
rechargeverb
toreneworrestoretoapreviouscondition.
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runoff noun overflowoffluidfromafarmorindustrialfactory.
stream noun bodyofflowingwater.
sustainability noun useofresourcesinsuchamannerthattheywillneverbeexhausted.
system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.
topography noun theshapeofthesurfacefeaturesofanarea.
unconfinedaquifer noun layerofwater-bearingrockcoveredbypermeablerock.
watercycle noun movementofwaterbetweenatmosphere,land,andocean.
watertable nounundergroundareawheretheEarth'ssurfaceissaturatedwithwater.Alsocalledwaterlevel.
Term PartofSpeech Definition
Partner
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
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.)
2.Discusstheroleofuncertaintyinthescientificprocess.
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,sotheamountsareguidelinesforwhatcouldhappenratherthanperfectpredictions.)
*Ifthereisnoorlowlikelihoodofprecipitationinyourarea,youmaywanttofindadifferentlocation(intheUnitedStates)thathasahigherlikelihoodofprecipitation.Youcanlookatacurrentweathermap(radar)tofindwhereintheUnitedStatesprecipitationishappeningcurrently.Yourstudentswillthenbeabletoseescientists'forecastsofprecipitationamountsrepresentedasarangeoverlaidonthebargraphs.
Tellstudentstheywillbeaskedquestionsaboutthecertaintyoftheirpredictionsandthattheyshouldthinkaboutwhatscientificdataareavailableastheyassesstheircertaintywiththeiranswers.Encouragestudentstodiscussthescientificevidencewitheachothertobetterassesstheirlevelofcertaintywiththeirpredictions.
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3.IntroducetheconceptofsystemsinEarth'swaterresources.
TellstudentsthatforecastingwhatwillhappentoEarth'sfreshwatersuppliesisacomplicatedprocessbecausetherearemanydifferentinteractingparts.Tellstudentsthatscientiststhinkabouthowonepartofthesystemcanaffectotherpartsofthesystem.Givestudentsasimpleexampleofasystem,asdescribedinthescenariobelow.
Onanisland,thereisapopulationoffoxesandapopulationofrabbits.Thefoxespreyontherabbits.Ask:
Whentherearealotofrabbits,whatwillhappentothefoxpopulation?(Itwillincreasebecausethereisanamplefoodsupply.)Whathappenstothefoxpopulationwhenthey’veeatenmostoftherabbits?(Thefoxeswilldieofstarvationastheirfoodsupplydecreases.)Whathappenstotheamountofgrasswhenthefoxpopulationishigh?(Theamountofgrasswillincreasebecausetherearefewerrabbitstoeatthegrass.)Ifthereisadroughtandthegrassdoesn’tgrowwell,whatwillhappentothepopulationsoffoxesandrabbits?(Therabbitpopulationwilldecreasebecausetheyhavealesserfoodsupply.Thefoxpopulationshouldalsodecreaseastheirfoodsupplydecreases.)
Humansintroducedogstotheisland.Thedogscompetewiththefoxesovertherabbitfoodsupply.Ask:Whatwillhappentothepopulationsoffoxes,rabbits,andgrassafterthedogsareintroduced?(Thefoxeswilldecreasebecausetheyaresharingtheirfoodsupply,therabbitswilldecreasebecausetheyhavemorepredators,andthegrasswilldowellbecauseoftheloweredimpactofthesmallerrabbitpopulation.)
Tellstudentsthatsimplecause-effectrelationshipscanexpandintomorecomplexsystemrelationships.Letstudentsknowthattheywillbeexploringtherelationshipbetweenhowsedimentsandrocktypesaffectsgroundwatermovement.Encouragestudentstothinkabouthowhumanactionsplayaroleinchangesintheflowofwaterandinfreshwateravailability.
4.Introduceanddiscusstheuseofcomputationalmodels.
Introducetheconceptofcomputationalmodels,andgivestudentsanexampleofacomputationalmodelthattheymayhaveseen,suchasforecastingtheweather.Theweatherforecastprovidesagoodexampleofhowmodelinputisusedtopredictfutureconditions.GototheNOAAWeatherForecastModel.Tellstudentsthatscientistsusedcurrentinformationabouttheenergyandmoistureintheatmosphereasaninputtothemodel,andthatwhattheyseeontheweathermapistheoutputofthemodel'scalculations.
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5.HavestudentslaunchtheUsingGroundwaterWiselyinteractive.
ProvidestudentswiththelinktotheUsingGroundwaterWiselyinteractive.Dividestudentsintogroupsoftwoorthree,withtwobeingtheidealgroupingforsharingcomputerworkstations.Informstudentstheywillbeworkingthroughaseriesofpagesofmodelswithquestionsrelatedtothemodels.Askstudentstoworkthroughtheactivityintheirgroups,discussingandrespondingtoquestionsastheygo.
LetstudentsknowthatthisisActivity5oftheWillThereBeEnoughFreshWater?lesson.
6.Discusstheissues.
Afterstudentshavecompletedtheactivity,bringthegroupsbacktogetherandleadadiscussionfocusingonthesequestions:
Whathappenstorainwaterwhenitrainsinacity?(Therainrunsoffimpermeablesurfacesintobasinsorrivers.)Howdoesthatdifferfromwhenitrainsinanon-urbanarea?(Inanon-urbanarea,thewatercanpenetratethegroundbecauseitisnotcoveredbyimpermeablesurfaces.Thewaterinnon-urbanareascanrechargeaquifers.)Howcanhumansbettermanagetheiruseoflimitedwatersupplies?(Humanscanusewatersparinglyfornecessarypurposes.Theycanusethewastewatertorechargeaquiferssothatthewellsdon'trundry.)
TipTosavestudents'dataforgradingonline,registeryourclassforfreeattheHigh-AdventureScienceportalpage.
TipThisactivityispartofasequenceofactivitiesinthelessonWillThereBeEnoughFreshWater?.Theactivitiesworkbestifusedinsequence.
ModificationThisactivitymaybeusedindividuallyoringroupsoftwoorthreestudents.Itmayalsobemodifiedforawhole-classformat.Ifusingasawhole-classactivity,useanLCDprojectororinteractivewhiteboardtoprojecttheactivity.Turnembeddedquestionsintoclassdiscussions.Uncertaintyitemsallowforclassroomdebatesovertheevidence.
InformalAssessment1.Checkstudents'comprehensionbyaskingthemtorespondtothefollowingquestion.
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Whicharea'saquiferismorelikelytoberechargedbyprecipitation:anurbanareaoraruralarea?Explainyouranswer.
2.Usetheanswerkeytocheckstudents'answersonembeddedassessments.
ObjectivesSubjects&DisciplinesScience
EarthscienceGeneralscience
LearningObjectivesStudentswill:
describehowhumandevelopmentshavechangedthenaturalwatercycledescribehowwastewatercanbeusedtorechargeanaquifer
TeachingApproachLearning-for-use
TeachingMethodsDiscussionsMultimediainstructionSelf-directedlearningVisualinstructionWriting
SkillsSummaryThisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesInformation,Media,andTechnologySkills
Information,Communications,andTechnologyLiteracyLearningandInnovationSkills
CriticalThinkingandProblemSolvingCriticalThinkingSkills
AnalyzingApplyingEvaluatingUnderstanding
NationalStandards,Principles,andPractices
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NationalScienceEducationStandards
•(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
CommonCoreStateStandardsforEnglishLanguageArts&Literacy
•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
NextGenerationScienceStandards
•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.
PriorKnowledge[]RecommendedPriorActivities
AvailabilityofFreshWaterGroundwaterandSurfaceWaterGroundwaterMovementUsingFreshWater
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VocabularyTerm Partof
Speech Definition
aquifer noun anundergroundlayerofrockorearthwhichholdsgroundwater.
confinedaquifer noun layerofwater-bearingrockbetweentwolayersoflesspermeablerock.
conservation nounmanagementofanaturalresourcetopreventexploitation,destruction,orneglect.
freshwater noun waterthatisnotsalty.
groundwater noun waterfoundinanaquifer.
model,computationalnoun
amathematicalmodelthatrequiresextensivecomputationalresourcestostudythebehaviorofacomplexsystembycomputersimulation.
permeable adjectiveallowingliquidandgasestopassthrough.
porosity nountheratioofthevolumeofallthepores,orholes,inanobjectandtheobject'stotalmass.
porous adjectivefulloftinyholes,orabletobepermeatedbywater.
precipitation noun allformsinwhichwaterfallstoEarthfromtheatmosphere.
recharge verb toreneworrestoretoapreviouscondition.
runoff noun overflowoffluidfromafarmorindustrialfactory.
stream noun bodyofflowingwater.
sustainability noun useofresourcesinsuchamannerthattheywillneverbeexhausted.
system nouncollectionofitemsororganismsthatarelinkedandrelated,functioningasawhole.
topography noun theshapeofthesurfacefeaturesofanarea.
unconfinedaquifer noun layerofwater-bearingrockcoveredbypermeablerock.
urbanization nounprocessinwhichthereisanincreaseinthenumberofpeoplelivingandworkinginacityormetropolitanarea.
watercycle noun movementofwaterbetweenatmosphere,land,andocean.
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waterinfiltration noun
processbywhichwateronthegroundsurfaceoratmosphereentersthesoil.
watertable nounundergroundareawheretheEarth'ssurfaceissaturatedwithwater.Alsocalledwaterlevel.
Term PartofSpeech Definition
Partner
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
Partner
FunderThismaterialisbaseduponworksupportedbytheNationalScienceFoundationunder
GrantNo.DRL-1220756.Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarilyreflecttheviewsoftheNationalScienceFoundation.
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