Water sourcebook a series of classroom activities for grades 3-5

[From the U.S. Government Printing Office, www.gpo.gov]

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WATER SOURCEBOOK

A Series of Classroom Activities for
Grades 3-5

Property of CSC library

Produced for

LEGACY, INC.
Partners in Environmental Education

in cooperation with

U.S. ENVIRONMENTAL PROTECTION AGENCY

Prepared by

TENNESSEE VALLEY AUTHORITY
Environmental Education Section

MAY 5 1997

US Department of Commerce January 1994
NOAA coastal services Center
2234 South Hobson Avenue
Charleston, SC 29405-2413

DISCLAIMER

This document was prepared for Legacy, Inc. (not for profit organization) by the Tennessee Valley
Authority (TVA), through the Alabama Department of Environmental Management in cooperation with
teachers in the Southeastem United States and the U.S. Environmental Protection Agency (EPA).
Neither the teachers, TVA, EPA, Legacy, Inc., nor any persons acting on their behalf:
a. make any wapnty@or re re entation, expressed. or implied, with respect to
, p - S
the use of any in'fo'm ation contained in this document, or that the use of any
information, apparatus, method, or process disclosed in this document may
not infringe on privately owned rights; or

b. assume any liabilities with respect to the use of, or for damages resulting
from the use of any information, apparatus, method, or process disclosed in
this document.

This document does not necessarily reflect the views and policies of the above partners. The use of
specific brand names or products should not be construed as an endorsement by any of the partners.

TVA, EPA, and Legacy, Inc. are equal opportunity and affirmative action employers. These partners alsc
ensure that the benefits of programs receiving theirfinancial assistance are availableto all eligible persons
regardless of race, color, national origin, handicap, or age.

For information about obtaining a copy of the Water Sourcebook, contact Legacy (information below), or
write to the Water Environment Federation, 601 Wythe Street, Alexandria, VA 22314-1994 USA.
For information aboAA the Water Sourceboo project, contact John Judy, TVA, (615) 632-1670; Kristy
Watkins, EPA, (404) 347-2913; or Patricia Hurley, Legacy, Inc., (205) 271-7938.

ACKNOWLEDGMENTS

Proi2gt Sta

John Judy, Current Project Coordinator, TVA
Anne E. Lyon, Former Project Coordinator, TVA
Wayne Aronson, Project Coordinator, EPA
Rita Wayco, Assistant Project Coordinator, EPA
Charles Horn, Project Coordinator, Legacy, Inc.
Patricia Hurley, Project Coordinator, Legacy, Inc.
B. Carol Smith, Editor in Chief, TVA
Melinda Andrews, Assistant Editor, TVA
Mark McNeely, Assistant Editor, TVA
Gena Minton, Word Processor, TVA
Richard Harrison, Writer, On-Target Creative
Claudia Denton, Illustrator, Denton, Inc.

Actevity Writong Team

Rosalyn McKeown-ice, Coordinator
Karen Anderson, Tellico Plains, Tennessee
Michael Crabtree, Maryville, Tennessee
Judy Haun, Maryville, Tennessee
Cynthia Hodges, Knoxville, Tennessee
Gregory Lassiter, Knoxville, Tennessee
Shirlie McCullough, Rockwood, Tennessee
Tony Norman, Knoxville, Tennessee
Doris Poppelreiter, Maryville, Tennessee
Martha G. Sanders, Knoxville, Tennessee
Aaron Staple, Knoxville, Tennessee
Anita Whitehead, Vonore, Tennessee

Field Testing Teachers

Tammy Alexander, Meridianville, Alabama
Ruth Archer, Memphis, Tennessee
Joyce Ann Barksdale, Huntingdon, Tennessee
Toolie Barnett, Humboldt, Tennessee
Tammy Bearden, Leesburg, Alabama
Melba Faye Bell, Martin, Tennessee
Nancy Biggs, Greenfield, Tennessee
Jeanne Burgess, Cherokee, North Carolina
Lin Cannon, Cherokee, North Carolina
Beverly Cantrell, Paris, Tennessee
Nancy Causey, Mosheim, Tennessee
Rita S. Cobb, Halls, Tennessee
Cynthia Cobble, Mosheim, Tennessee

Cath)(Cook, Huntsville, Alabama
Kim Denman, Henry, Tennessee
Michael Edmonds, Gray, Tennessee
Shirley Gregg, Mosheim, Tennessee
Debra Hall, Camden, Tennessee
Edith Hammond, Hartselle, Alabama
Sherry Hatchel, Dresden, Tennessee
Sandra Hayes, Johnson City, Tennessee
Martha Lee Lacy, Union City, Tennessee
Janet. Linville, Section, Alabama
Lynne Meisch, Marietta, Georgia
Susan Ramer, Dyersburg, Tennessee
Gloria Ramsey, Memphis, Tennessee
Nelcie Ramsey, Trenton, Tennessee
Laverne Roberts, Cherokee, North Carolina
Gay Robertson, Henderson, Tennessee
Linda Robinson, Gray, Tennessee
Jenny Sanders, Albertville, Alabama
Janice Beach Searcy, Union City, Tennessee
Delores Seay, Mosheim, Tennessee
Pam Seymour, McKenzie, Tennessee
Pam Shaneyfelt, Millington, Tennessee
Julia Snyder, Mosheim, Tennessee
Barbara Still, Vinernont, Alabama
Robin Swann, Centre, Alabama
Amy Taylor, Mosheim, Tennessee
Linda Thoresen, Cherokee, North Carolina
Patsy Warren, Athens, Alabama

Rev*g@wers by Organization*

Alabama Department of Conservation and Natural Resources
Alabama Department of Environmental Management
American Ground Water Trust, Dublin, Ohio
American Waterworks Association, Denver, Colorado
Association of State Drinking Water Administrators, Arlington, Virginia
Cahaba River Society, Birmingham, Alabama
Center for Environmental, Energy, and Science Education, University of North Alabama, Florence,
Alabama
Cherokee Central Schools, Cherokee, North Carolina
Cobb County-Marietta Water Authority, Marietta, Georgia
Cobb County Schools, Marietta, Georgia
Consolidated Papers Inc., Wisconsin Rapids, Wisconsin
Delaware Nature Society, Hockessin, Delaware
Fishburn Park Elementary School, Roanoke, Virginia
Freshwater Foundation, Wayzata, Minnesota
Georgia Department of Education
Georgia-Pacific Corporation, Atlanta, Georgia
Gilmanton Iron Works, New Hampshire
Howard Needles Tarnmen and Bergendoff Company, Dallas, Texas
Legacy, Inc., Montgomery, Alabama
National Science Teachers Association, Arlington, Virginia
Soil and Water Conservation Society, Ankeny, Iowa

State of Wisconsin Department of Public Instruction
Union Camp Corporation, Princeton, New Jersey
University of Wisconsin Extension (UWEX)
U.S. Department of Interior, Geological Survey, Denver, Colorado
U.S. Environmental Protection Agency
Water Education Foundation, Sacramento, California
Water Environment Federation, Alexandria, Virginia
Water Management, TVA, Knoxville, Tennessee

*Individuals listed in rear of guide.

TABLE OF CONTENTS

Introduction ..........................................................................................................................................i

Correlations ........................................................................................................................................ iv

Chapter 1 - Introduction to Water
Water Chemistry ........................................................................................................................... 1-1
Water, Water Everywhere! ............................................................................................................ 1-5
The Returning Raindrop ................................................................................................................ 1-9
Water All Over the World ............................................................................................................... 1-17
Let's Go Down Under! .................................................................................................................... 1-23
By the Sea ..................................................................................................................................... 1-33
Shedding Light on Watersheds ..................................................................................................... 1-39
Planning Land Use ........................................................................................................................ 1-45
What's the Difference? .................................................................................................................. 1-51
For Sale: Used Water ................................................................................................................... 1-59
Water's Journey ............................................................................................................................ 1-73
Saving A Resource in Jeopardy .................................................................................................... 1-79
What a Water Job! ......................................................................................................................... 1-85

Chapter 2 - Drinking Water and Wastewater Treatment
Water Goes Around and Comes Around ...................................................................................... 2-1
Water Works .................................................................................................................................. 2-9
Will That Hold Water? ................................................................................................................... 2-19
The Invisible Water Source ........................................................................................................... 2-29
Hard or Soft? ................................................................................................................................. 2-33
Get the Salt Out! ........................................................................................................................... 2-39
The Main Drain ............................................................................................................................... 2-45
The Wastewater Story ................................................................................................................... 2-51
Wetland in a Bottle ........................................................................................................................ 2-63
Settling the Wastewater Problem .................................................................................................. 2-73
Waste Not, Want Not .................................................................................................................... 2-79
Water Patrol .................................................................................................................................. 2-89

Chapter 3 - Surface Water Resources
A Saft-Water-y World .................................................................................................................... 3-1
Watery Words and Places ............................................................................................................. 3-7
Living in Water .............................................................................................................................. 3-13
Posted! No Fishing, No Swimming ............................................................................................... 3-19
Cleaning Up .................................................................................................................................. 3-23
Acid Rain, Go Away! ..................................................................................................................... 3-31
N, B, & T: Pollutants Three .......................................................................................................... 3-35
Stop That Sediment ...................................................................................................................... 3-41
Working Together to Prevent Pollution .......................................................................................... 3-47
Water-Wise Landscaping .............................................................................................................. 3-53
Whose Water Is It? ........................................................................................................................ 3-59
Pollution Pete Patrol ...................................................................................................................... 3-63

Chapter 4 - Groundwater Resources
Aquifer Adventure ......................................................................................................................... 4-1
Believe 11 or Not! ............................................................................................................................ 4-9
At a Snail's iPace? ......................................................................................................................... 4-15
Porosity & Permeability: "Down and Dirty' ................................................................................... 4-23
Checks and Balances .................................................................................................................... 4-31
Wells: A Deep Subject ................................................................................................................. 4-39
Cap a Chemical ............................................................................................................................. 4-47
Flush YourTroubles Away ............................................................................................................ 4-55
A Tale of Ooze .............................................................................................................................. 4-63
Stamp Out L.U.S.T . ....................................................................................................................... 4-73
Down on the Farm, Down in the Water ......................................................................................... 4-83
Goin'With the Row ....................................................................................................................... 4-91

Chapter 5 - Wetlands and Coastal Waters
Wonderful, Waterful Wetlands ...................................................................................................... 5-1
Home, Wet Home .......................................................................................................................... 5-9
To Whom It May Concern ............................................................................................................. 5-13
What Can You Do? ....................................................................................................................... 5-21
Where Did It Wear? ....................................................................................................................... 5-27
You Must Have Been a Beautiful "Bay-Bee . ................................................................................. 5-33
Down in the Ocean Dumps! .......................................................................................................... 5-37
The Inside on Red Tide ................................................................................................................. 5-41
Trees By the Sea ........................................................................................................................... 5-45
Estuary Water ................................................................................................................................ 5-52,
Coastal Conservation Scavenger Hunt ......................................................................................... 5-57'
Coastal Food Web ......................................................................................................................... 5-66

Glossary .......................................................................................................................................... G-1

Factsheets
The Water Cycle ........................................................................................................................... F-1
Watersheds ................................................................................................................................... F-3
The Community Water Environment ............................................................................................. F-5
Water Quality ................................................................................................................................ F-7
Water Pollution .............................................................................................................................. F-9
Water Pollution Prevention ............................................................................................................ F-111
Water Quality Legislation .............................................................................................................. F- 17
Wastewater Treatment .................................................................................................................. F-1 9
Alternative Wastewater Treatment Methods ................................................................................. F-21
Septic Tanks and Septic System Alternatives ............................................................................... F-21':1
Commercial/Industrial Wastewater Treatment .............................................................................. F-25
Emerging Wastewater Treatment Issues ...................................................................................... F-27
Drinking Water .............................................................................................................................. F-29
Drinking Water Treatment ............................................................................................................. F-31
Drinking Water Contamination ...................................................................................................... F-w
Emerging Issues: Drinking Water ................................................................................................. F-35
Water Conservation ...................................................................................................................... F-37
Surface Water ............................................................................................................................... F-3@1
Aquatic Ecosystems ...................................................................................................................... F-41
Surface Water Quality Standards .................................................................................................. F-41S
Land Use and Water Quality ......................................................................................................... F-45
Surface Water Issues .................................................................................................................... F-51

Groundwater ................................................................................................................................... F,53
Groundwater Problems ................................................................................................................. F-55
Coastal Wetlands .......................................................................................................................... F-59
Freshwater Wetlands .................................................................................................................... F-61
Coastal Wetlands Issues ............................................................................................................... F-63
Destruction of Wetlands ................................................................................................................ F-65
Water Related Careers .................................................................................................................. F-67

Appendix
Individuals Providing Technical Review Services ......................................................................... A-1

INTRODUCTION

The value of clean, safe water for individuals, communities, businesses, and industries cannot be
measured. Every living thing depends on water. The economy requires it. Water issues should be
everyone's concern, but most people take water quality and availability for granted. After all, clean, safe
water is available to most Americans every time they turn on the tap. Water issues do not become a
concern until there is a crisis such as a drought or wastewater treatment plant failure. Educating citizens
who must make critical water resource decisions in the midst of a crisis rarely results in positive change.
Developing awareness, knowledge, and skillsforsound water use decisions is very important forchildren,
for they will soon be making water resource management decisions. Properly equipping them to do so
is essential to protect water resources.

WATER SOURCEBOOK PROGRAM

The Water Sourcebook educational program is directed specif ically toward the in-school population. The
program will consist of the development of supplemental activity guides targeting kindergarten through
high school. Water Sourcebooks will be developed for primary (K-2), elementary (3-5), middle (6-8), and
secondary (9-12) levels. Materials developed in the program will be compatible with existing curriculum
standards established by State Boards of Education throughout the United States and will teach concepts
included in those standards by using water quality information as the content.

The Water Sourcebooks will each include five chapters-introduction, Drinking Water and Wastewater
Treatment, Groundwater, Surface Water, and Wetlands.

DEVELOPMENT

The Water Sourcebooks are developed in three stages. First, classroom teachers are selected to write
the activities with the assistance of education specialists. Teams of teachers are given the task of
developing and writing the activities for each of the five instructional chapters. The second step involves
testing the activities in the classroom. Other teachers are selected to use the activities in their classrooms,
and each activity is tested by at least three of them. The teachers involved in this unit are elementary
teachers from several states. From the evaluations provided by the testing teachers, revisions are made.
Finally, technical reviews, editing, and illustrations are completed and the Water Sourcebook ispublished.

ACTIVITY DESIGN

All of the activities include "hands-on" components and are designed to blend with existing curricula in the
areas of general science, language arts, math, social studies, art, and, in some cases, reading or other
areas. Each activity details (1) objectives, (2) subject(s), (3) time, (4) materials, (5) background
information, (6) advance preparation, (7) procedure (including activity, follow-up, and extension), and (8)
resources. Factsheets and a glossary section are included at the end of the guide to help equip teachers
to deal with concepts and words used in the text which may be unfamiliar.

ORGANIZATION OF INDIVIDUAL ACTIVITIES

Each activity is organized in the same way, detailing objectives, materials needed, background
information, and procedures. Following is a brief summary of what you should expect to find in each
activity:

OBJECTIVES: Describes what the student should be able to do when the activity is completed.

SUBJECT: The general subject(s) to which the activity applies: Science, Mathematics, Social
Studies, Language Arts, and so on.

TIME: The approximate nun-ber of minutes needed to complete the main exercise(s). More
time may be needed for the follow-up and extension exercises. Some activities or
follow-ups may require collecting data over several days/weeks, but will only need
major time blocks at the beginning and end of the activity to explain, present
information, and reach conclusions.

MATERIALS: List of materials needed to complete activity. Alternatives and optional materials are
listed where appropriate. If the basic materials are not immediately available in your
classroom, they can often be borrowed from other classes in the school, or local
college or university science departments, local government agencies, or area
businesses.

BACKGROUND Background information specific to the activity for the teacher's use. This material
INFORMATION: is suggested as a basisforteacher lecture and/or student discussion when the activity
is introduced. (More general background information can be found in the factsheets
located in the back of the guide.)

ADVANCE Directions for the teacher to prepare materials in advance.
PREPARATION:

PROCEDURE: Complete directions to conduct the entire activity, including follow-up and extension
ideas. Includes teacher sheets, student sheets, and teacher keys.

Setting the Introduction of the main ideas of the activity to the students. This section may use
Stage student discussion questions/topics, sharing of pertinent background information, a
demonstration or activity, or a combination of these.

Activity Step-by-step instructions on how to do the activity. This ends with questions tc.
demonstrate that students understand what they have done.

Follow-Up Conclusion of the activity by summarizing the information and drawing conclusions H:
applicable. May be used as evaluation of the stated objectives.
Extension Suggestions for extending the activity into other subject areas and/or suggestions for-
other related activities. This part of the activity is optional. Some may be used as,
ongoing projects, while others may be used as additional classroom work for
advanced students or for extra credit.

RESOURCES: Reference materials used either in developing the activity or to provide additional
information and addresses for ordering materials used in the activity.

These special notations appear within some activities.

Caution: Special care is needed for this step/procedure.

Note: Further explanation about a procedure, used to clarify or reemphasize importan't
directions.

Optional: Optional procedure or materials that may enhance part of the activity.

ACTIVITY PREPARATION

Once you have decided on the activity(ies) you will be doing, check the materials list. You will need to
take into account the number of students or student teams in your class(es). Many materials are readily
available, but some may need to be borrowed or purchased ahead of time.

Prepare copies of all the needed student handouts and/or transparencies or other materials for your use.
Each activity contains ready-made masters for these. These teacher and student sheets can be easily
removed from the binder and replaced after photocopying or producing a thermofax master for spirit
duplication. Some activities also contain suggestions to make a transparency for use with an overhead
projector. Transparencies may be made by a thermofax, a photocopier, or by tracing.

If you plan to have the students do part or all of the extension suggestions, you will want to add additional
materials to your list. You may also need to locate other sources of information or telephone numbers
to complete the extension. Some extensions can be started simultaneously with the regular activity.

As you read through the activity, highlight any CAUTION or NOTE and decide whether you will do optional
suggestions. Check the suggested time for completion of the activity and add time needed to do any
extension activfties. The time needed may vary from class to class. These activities have all been field
tested in elementary school classrooms. However, you might want to do a trial run of the activity yourself
to evaluate the time needed and areas where minor problems might occur. It is also a good idea to mark
points in the text where natural breaks can be taken to divide the activity into class periods.

The factsheets included in the back of the guide and the background material included in each activity
should provide the information necessary for your preparation. Further reading may be found in the list
of resources at the conclusion of each activity. It these resources are not readily available, you may want
to check other books on environmental concerns.

PAGINATION

Each chapter is page-numbered separately and is designated with an appropriate chapter number. For
example, the "Introduction" chapter begins with page 1-1, the "Drinking Water and Wastewater
Treatment" chapter begins with 2-1, and so on.

CORRELATION-CHAPTER 1

03 >1

>
2 8
E
U

MATHEMATICS
basic computation (addition, subtraction,
multiplication, and division)
use measurements x x x
make estimates and approximations X X
formulate and solve problems
probability and stati'stics
charts and graphs x X

SCIENCE
problem formulation
formulation of hypothesis x
gather Ffifi6fiffiation x x x x x x x
organize and analyze information x x x
interpret data x
draw EFF-clusions x x x x x x
observation and experimentation x x x x x x x x
(experiment, demonstration)

LANGUAGE ARTS
language (acquiring and using) x x x x x x x
writing (mechanical, persuasive, creative, x x x x
letters)
speaking and listening x x x x
readinq and literature xI I
communication/presenting ideas x x x x x
x

SOCIAL STUDIES
map skills x x x x x x x
collectinq@recording/cat_e_go_ FiFi-n-g--data x x x x x x ix
comparinq and contrasting x x x x I I
inferences/generalizations x x x x x
social/human problems & decisionmaking x x x x x
X

R
TED ARTS
ELA
the arts (art-, music, drama) x x x x x x x x
health
computer

CORRELATION-CHAPTER 2

C". 0

MATHEMATICS
basic computation (addition, subtraction, x x
multiplication, and division)
use measurements X x
make estimates and approximations x
formulate and solve problems x
probability and statistics
charts and graphs x x x x

SCIENCE I I I
problem formulation x x
formulation of hypothesis x x
gather inforFaBion x x x x x
organize and analyze information x x x x
interpret data x x x x x
draw conclusions x x x x x
observation and experimentation x x x x x x x x x x
(experiment, demonstration)

LANGUAGE ARTS
language (acquiring and using) x x x
writing (mk-Fa-nical, persuasive, creative, x x x x x x
letters)
speaking and listening x x x x x
reading and literature x
communication/presenting ideas x

SOCIAL STUDIES
map skills x x x
collectingtrecording/categorizing data x x x
comparinq and contrasting x x x x x x
inferences/generalizations x X x , x x x
social/human problems & decisionmaking x x x
Ix

RELATED ARTS
the arts (art, music, drama) x x x x x x x
I_Fe_aW_ x x
computer

CORRELATION-CHAPTER 3

E z

C-I0 01) J 6. 2

S z -4
C

C:6 6. 0 P

MATHEMATICS
basic computation (addition, subtraction, X
multiplication, and division)
use measurements
make estimates and approximations x
formulate and solve problems
probability and statistics
charts and graphs x x

SCIENCE
problem formulation
formulation of hypothesis
gather information x x x x
organize and analyze information x
interpret data x x
draw conclusions x x x x
observation and experimentation x x X x x x x x
(experiment, demonstration)

LANGUAGE ARTS
language (acquiring and using) x x X x x x
writing (mechanical, persuasive, creative, x x x
letters)
speaking and listening x x
readinL-an-dId-e-rature x
communication/presenting ideas x x x x x

SOCIAL STUDIES I I
map skills x x x x
collectingtrecorcling/categorizing data x x x x x x
comparing and contrasting x
inf erencestgenera lizat ions x X
social/human problems & decision-ma-ki-ng x x x
@
x

RELATED ARTS
the arts (art, music, drama) x x x x x x
health x
cornpUer x

CORRELATION-CHAPTER 4

< 0 0 M
,b > Zg

< <
MATHEMATICS
basic computation (addition, subtraction, x x x x x x
multiplication, and division) I I
use measurements x x x x x x x x
appro x
make estimates an ximations x x
formulate and solve problems x x x
probability and statistics x
charts and graphs x x

SCIENCE I I
problem formulation x x x x
formulation of hypothesis x x x x
gaiter information x x x x x x
organize and analyze information x x x x x x
interpret data x x x x x x x x x x
draw conclusions x x x x x x x x x
observation and experimentation
(experiment, demonstration)

LANGUAGE ARTS
language (acquiring and using) x x x x x x x x x
writing (mechanical, persuasive, creative, x x x x x x x
letters)
speaking and listening x x X. x x x x x
reading and literature x x x
communication/presenting ideas x x x x x x x x x x

SOCIAL STUDIES
map skills x x x x x x
collecting@recording/categorizing data x x x x x x
comparing and contrasting x x X_ x x x
inferencestgeneralizations x x x x
Vhuman problems & decisionmaking x
socia x x x x x x x x
RELATED ARTS @ I
the arts (art, music, drama) x x x x x x x
health
computer
vii

CORRELATION-CHAPTER 5

3 3

MATHEMATICS
basic computation (addition, subtraction, x
multiplication, and division) I
use measurements x x x
make estimates and approximations
formulate and solve problems
2robability and statistics
charts and graphs x x x

SCIENCE
problem formulation
formulation of hypothesis x
gather -information x x x x x x
organize and analyze information x x x
interpret data x x
draw conclusions X x x x x x
observation and experimentation x x x x x x
(experiment, demonstration)

LANGUAGE ARTS
language (acquiring and using) x x x x x
writing persuasive, creative, x x x x x x x x
letters)
speaking and listening x
reading and literature x I x Ix I
communication/presenting ideas x
x x x x

SOCIAL STUDIES
map skills x x x x x
collectincj7recording/categorizing data x x x x
comparing and contrasting x x x
inf erences/genera lizat ions x x x
social/human problems & decisionmaking x x

RELATED ARTS
the arts (art, music, drama) x x x X@ x x x x
health x x
compUFer

viii

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WATER
INTRODUCTION
TO WATER

WATER CHEMISTRY

OBJECTIVES
SUBJECTS:
The student will do the following: Science, Math
1. List reasons why water is important. TIME:
90 minutes
2. Investigate and graph the freezing points of MATERIALS:
different solutions. 3 clear plastic milk jugs
3. Make flat models of water molecules. pitcher
cup of ice
water
salt
vinegar
measuring spoons
BACKGROUND INFORMATION measuring cups
blue construction paper
Water equals life. Where there is no water at all, red construction paper
there is no life and therefore water may bethe most scissors
important substance on earth. Water is a color- hole punch
less, odorless, tasteless substance. Each water glue sticks
molecule consists of one oxygen and two hydro- clear plastic cups (3 per team)
gen atoms. In shape, a water molecule resembles thermometers (1 per team)
a "Mickey Mouse" head. In its pure form, water is masking tape
a good solvent, i.e., it can dissolve or mix with pencils
many substances. In fact, water has been called paper
the "universal solvent" because of Us ability to @.graph paper
dissolve other substances. It is found everywhere
and covers three-quarters of the planet. Water is found in our atmosphere, in our soil, and underneath
the ground. The human body is about 75 percent water.

Thetotal amountof wateron earth staysthesame, andthe same water that exists now has always existed.
Water can be found in all three states of matter (liquid, solid, and gas) on earth, most often in the liquid
state. At OOC (320F) and normal atmospheric pressure, water freezes to form solid water (ice). At 1 OOOC
(2120F) and normal atmospheric pressure, water evaporates to form water vapor (steam).

Terms

freezing point: the temperature at which a substance begins to change from a liquid to a solid.

gas: a state of matter; a gas always has the same shape as the container it fills.

liquid: a state of matter; a liquid always has the same shape as its container.

solid: a state of matter, a solid generally has a shape of its own.

1-1

ADVANCE PREPARATION

A. Prepare the "mystery liquids" beforehand so they are ready for the activity. Use plastic milk jugs
to prepare and store the liquids in.

1. Liquid A is tap water.

2. Liquid B is a 50/50 mixture of vinegar and water.

3. Liquid C is salt water. Use 1 teaspoon (5 mL) of salt per cup (240 mL) of water.

B. Have on hand a pitcher of water, and a cup of ice.

C. Cut a large number of circles from blue construction paper. Cut twice as many smaller circles from
red construction paper. (NOTE: You may use a hole punch to cut the red circles and make the
blue circles about the size of a dime. Or, if you think it would be easier for students to work with
larger pieces, use dimes to cut out the red pieces and quarters for the blue ones.)

D. Make arrangements to use the school kitchen's freezer for about an hour.

PROCEDURE

1. Setting the stage

A. Show the students a cup of ice and ask them to describe ft.

B. Fill the cup of ice with water from the pitcher. Discuss the fact that liquid water and ice are both
water though they look and feel different.

C. Take a sip of the ice water and discuss with the students that water is essential for life. Ask the
students to list ways water can be used.

11. Activities

A. Show the students the three liquids you have prepared.

1 . Ask them to compare them. Can they guess what they are?

2. Tell the students what they are; explain that water can dissolve and/or mix with many
substances.

3. Have the students suggest other things that are soluble or miscible (mixable) with water.

4. (Optional) Allow the students to test various substances' solubilities or miscibilities. (Try
sugar, cooking oil, rubbing alcohol, coins or other metal objects, and paper strips or other
classroom items.)

B. Divide the students into teams and have each team complete the following investigations:

1. Give each team three cups and have them label the cups A, B, and C. Fill cup A one-third
full with liquid A, cup B one-third full with liquid B, and cup C one-third full with liquid C. Give
each team a thermometer.

1-2

2. Have the teams record the temperature of each liquid.

3. Choose one cup of each liquid (A,B,C) and put them (with thermometers in them) in the
freezer. Have students record the temperatures every 15 minutes until all three are frozen.
(Liquid A, tap water, will freeze first. The saft water in cup C will freeze next and the 50/50
mixture of vinegar and water in cup B will freeze last. This mixture is similar to the antif reeze
solutions we use in automobiles.)

4. Have the students make a graph showing what happens to the temperature of each liquid.

5. Ask the students the following questions.

a. How did the temperatures change? (gradually lowered until freezing took place)

b. At what temperature did each liquid freeze? (Results will vary somewhat, but the tap
water should freeze at about OOC.)

c. Liquid A is water; B is water and vinegar; C is saft water. How do vinegar and saft affect
the freezing temperature of water? (They lower ft.)

d. Antifreeze affects freezing temperature like saft in water. Why is ft added to a car radiator
in winter? (Antifreeze freezes at a lower temperature than water and when mixed with
water prevents the water in the radiator from freezing.)

C. Introduce the students to water's chemical formula - H 20. Explain that a glass of water has
millions and millions of tiny water particles - the smallest possible water particles - called
molecules.

1. Draw a large water molecule outline ("Mickey Mouse head") on the board. The "ears" are the
two hydrogen atoms and the 'lace" is the oxygen atom. Relate this to the formula (H 20).

HYDR.O&E N

OXYGEN

2. Give each student a sheet of paper, a glue stick, and red and blue construction paper dots.
Explain that the (smaller) red dots represent hydrogen atoms and the (larger) blue dots
represent oxygen atoms. Tell them to imagine that the sheet of paper is a glass. They are
to put water in the glass by gluing water molecules on the paper. Tell them to make "Mickey
Mouse heads."

1-3

Ill. Follow-Up 10
A. Have the students write up the lab activity in the following form: problem, procedure, da"@.
conclusions In the conclusion, have the students propose reasons why the water freezes at
different temperatures.

B. Have the students write the formula for water and draw a water molecule.

C. Have the s' -4nts list three reasons water is important.

IV. Extensions

A. It has been proposed that icebergs in the Antarctic be towed to desert countries for use as drinking
water. You can now buy bottled water from melted glacial ice in European countries. Discuss
with the students the use of glaciers or icebergs as sources of water. What would be the
advantages and disadvantages of such a use?

B. Have the students investigate how boiling temperatures vary with elevation.

RESOURCES

Elicie, C., "Water," Tennessee Conservationist Student Edftion, January/February, 1988.

Holmes, N. J., et al., Gateways to Science (Grade 5), Webster Division, McGraw-Hill, New York, 1985.

1-4

WATER, WATER EVERYWHERE!

OBJECTIVES ECTS:
raphy, Social Studies, Language Arts,
The student will do the following: Science

1 . Illustrate the quantity and distribution of water TIME:
on the earth. 50 minutes

2. Recognize the amounts of water used in daily MATERIALS:
activities such as bathing. large sheets of paper (construction,
newsprint, or posterboard)
3. Compare the amounts of water used by different art supplies
groups such as farming and manufacturing. index cards (optional)
paste or glue stick
globe or map of the world
hole punch
ring binders or yarn
teacher sheet (included)
BACKGROUND INFORMATION gallon jug of water (optional)
\1 _1/
Water is one of our most important resources. We use water to produce food, provide energy, and
manufacture and transport goods. Water is also essential for the lif e of every organism on our planet.
Because water covers three-quarters of the earth's surface, it is easy to think of it as an endless resource.
Of all water, more than 97 percent is found in the oceans as saft water. Of the remaining 3 percent that
is fresh water, two-thirds is frozen in ice caps, glaciers, and on snowy mountain ranges. Only about one-
half of one percent of all the water on the earth is usable fresh water. Of this amount, experts estimate
that there is 30 to 50 times more water found in aquifers (underground), than in all the lakes, rivers, and
streams on the surface. Most of the water we use (78 percent), however, comes from these surface
waters.

We use f resh water for a variety of purposes. About 11 percent is used in urban and rural homes, offices,
and hotels. Another 8 percent is used in manufacturing goods and mining. The production of electricity
accounts for almost 39 percent of water usage, although using water to cool power plants and to turn
turbines in hydroelectric power plants does not consume the water. The largest consumer of water is
agriculture, which uses about 42 percent.
As individuals, we use large amounts of water. An average American uses around 150 gallons (over
570 L) a day. We are even composed of water; our bodies are about 75 percent water.

ADVANCE PREPARATION

A. Gather enough large sheets of paper and art supplies for students in teams of 2 or 3.
F
SUBIECT"
@02r
GS a
eog

B. Copy teacher sheet "Water Fact Cards" and cut into individual cards. (NOTE: These would be
more durable if pasted to 3 x 5 inch [7.5 x 12.5 cm] index cards or construction paper.)

1-5

PROCEDURE

1. Setting the stage

A. Show the class a globe or map of the world.

1. Ask students which there is more of: water or land? (water)

2. Explain that water covers more than three-fourths of the earth's surface.

B. Instruct the students to think of as many different uses of water as possible in three minutes.

1. Briefly review their answers, noting unique responses.

2. Explain that everyone uses water for a variety of purposes. Today's lesson will illustrate the
quantity of water in the world and how much is used for different purposes.

11. Activity

A. Have the class construct a "Big Book."

1 . Divide the students into teams of two or three.

2. Pass out art supplies and large sheets of paper or posterboard.

3. Distribute one "Water Fact" card to each group.

4. Instruct the students to use the information on the card to make an illustrated page for the
classroom big book on water facts. Cach page should have:

a. The fact given on the card

b. An illustration of :e fact (NOTE: Remind students to think about symbols that would help
illustrate their fact. For example, a saft shaker may be a good symbol for salt water
especially if it is filled to the level noted on the card.)

c. The names of the illustrators.

5. Monitor and make suggestions to each team as they work.

B. Upon the teams' completion of the pages, punch three or four holes on the left-hand side and
connect them together with loose-leaf rings or yarn.

Ill. Follow-Up

A. Allow each group to read and share their page with the class. (NOTE: Provide students with 6,
gallon [4 L] jug of water to compare the amounts given in the book.)

B. Have the students write other questions about water quantities they think would be interesting to
know.

1-6

IV. Extensions

A. Have the students find answers to their water quantity questions from I 11. B.

B. Assign groups to design a bulletin board or door covering to present information out of their "Big
Book."

C. Have the students make charts or graphs of all the different percentages out of the book.

D. Present copies of the book to other classes or to the school library.

RESOURCES

Debnam, Betty, "Treat Water Well" (from "The Mini-Page" educational activities), Knoxv*lle News-
Sentinel, October 30, 1990, p. B6.

Narnowitz, S., and N. Spaulding, Earth Science, D.C. Heath and Company, Lexington, Massachusetts,
1989.

Pringle, L., Waters The Next Great Resource Battle, Macmillan Publishing, New York, 1982.

"Water: Essential to Life (1992 Utah's Young Artist's Water Education Classroom Calendar)," International
Office for Water Education, Utah State University, Logan, Utah.

1-7

Teacher Sheet

WATER FACT CARDS

Water Fact Water Fact
Three-fourths of the earth's surface is covered The largest user of water is agriculture, for
with water. growing crops and raising livestock. This uses
42% of our fresh water.

Water Fact Water Fact
97% of our water is salt water found in the Our bodies are made of 75% water.

ocean.

Water Fact Water Fact
While 3% of our water is fresh, 2% is trapped in It takes 1,400 gallons of water to produce a
ice caps, glaciers, and on snowy mountain meal of a burger, fries, and a soft drink.
ranges.

Water Fact Water Fact
Most of the fresh water we use comes from The average American uses 150 gallons of
lakes, rivers, and streams (surface waters). water a day.

Water Fact Water Fact
There is about 40 times more fresh water in the A person can use up to 50 gallons of water
ground than found in rivers, lakes, and taking a bath.
streams.

Water Fact Water Fact
Homes, hotels, and off ices use about 11 % of For every inch of rain in a square mile, there will
our fresh water. be more than 17 million gallons of water. (For
every centimeter of rai-. in a square kilometer,
there will be 10 millior. Aers of water.)

Water Fact Water Fact
8% of the fresh water we use goes to making A tree is 75% water.
goods and mining.

Water Fact Water Fact
39% of the fresh water we use helps us make If you leave the water running while brushing
electricity. your teeth, as much as 10 gallons (40 L) of
water can go down the drain.

Title Page Group
Complete a title page with the following:
1) A catchy *title about water facts,
2) An illustration about water,
3) The name of the grade, school, and
teacher working on the book.

1-8

THE RETURNING RAINDROP

OBJECTIVES rSUBJECTS:
Science, Art, Social Studies
The student will do the following:
TIME:
1 . Realize that water moves in a never-ending 90 minutes
natural cycle.
MATERIALS:
2. Build a model of the water cycle in the form of 2-liter clear plastic bottles with caps
a terrarium. potting soil
gravel
3. Explain how a terrarium demonstrates the small plants or moss
water cycle. tape
ruler
scissors (teacher use only)
BACKGROUND INFORMATION student sheets (included)
crayons or colored markers (optional)
Water moves in a never-ending natural cycle, so drawing paper (optional)
writing paper (optional)
the water you are using may have been a drink for ice cubes (optional)
some dinosaur! The forms of water are always heat source (optional)
changing. They move from sky to earth and back beaker, jar, or saucepan (optional)
to the sky again. This is called the water cycle. cookie sheet (optional)
Water falls to earth as rain or snow. Some of the sealable plastic bag (optional)
water soaks into the ground and is stored as eacher sheet (included)
groundwater. The rest flows into streams, lakes,
rivers, and oceans. The sun warms surface water
and changes some of it into water vapor. This process is called evaporation. Plants give off water vapor
too in a process called transpiration. The heated water vapor rises into the sky and forms clouds. When
the vapor in the clouds condenses, it falls back to the earth as rain or snow. The water cycle has then
come full circle and begins again.

Terms

condensation: the change of water from a gas to a liquid.

evaporation: the process of converting or changing into a vapor.

precipitation: water droplets or ice particles condensed from atmospheric water vapor and sufficiently
massive to fall to the earth's surface, such as rain or snow.

water: a resource needed by all living things in an ecosystem.

water cycle: the cycle of the earth's water supply from the atmosphere to the earth and back which
includes precipitation, transpiration, evaporation, runoff, infiltration, and storage in water bodies and
groundwater.

water vapor: the gaseous state of water.

1-9

ADVANCE PREPARATION

A. Gather the materials for the terrarium(s). (NOTE: One terrarium can be made for a class
demonstration or each student or team of students can make one. Materials for each terrarium
include: a 2 1 iter clear plastic bottle, 2 inches (5 cm) of potting soil, small plants (moss works great),
1/2 inch (1.25 cm) of gravel, and tape.

B. Cut bottle(s) ahead of time. (NOTE:
Scissors easily and evenly cut the
plastic bottles.)

-CUT

C. Make copies of each of the two student sheets for each student's use in follow-up exercises.

PROCEDURE

1. Setting the stage

A. Have the students name all the ways they use water in a day. Encourage them to include ways
that water is used indirectly (e.g., food preparation, manufacturing, farming, etc.).

B. Tell the students the same water they are using today has been on earth from its beginning. It
is recycled continuously in the water cycle.

11. Activity

A. I ntrodUce and explain the new terms using the chalkboard (evaporation, water vapor, condensation,
precipitation, water cycle). Give everyday examples of each term.

1. Condensation - water droplets on the outside of a cold soda can

1-10

2. Precipitation - snow, rain, sleet, hail

3. Evaporation - dew disappearing from the grass

4. Water vapor - steam rising from a boiling pan of water

5. Water cycle - snowfall or puddles appearing and disappearing (The technical term is the
"hydrologic cycle." If your students enjoy "big" words, introduce this term and discuss with
them the "hydro-" root word.)

B. So that students may observe the water cycle, build a terrarium (or have students or teams build
theirown). (NOTE: See teacher sheet, 'Terrarium Concept.")

1. Place 1/2 inch (1.25 cm) of gravel in the bottom of the bottle. (This is for drainage.)

2. Cover the gravel with about 2 inches (5 cm) of rich potting soil.

3. Plant the small plants or moss you have gathered.

4. Gently water the soil until moist.

5. Place the top back on the bottle and tape securely in place.
6. Place in a well lighted - but not too sunny - area. If all goes well, the plants will thrive and
the water cycle can be observed all year.

C. Together with the students, observe the container after 24 hours. Note all changes and discuss
the water droplets on the inside of the terrarium(s).

D. Ask the students how this demonstrates the water cycle.
E. Ask the students where the droplets come from and where they go.

111. Follow-Up

A. Have the students complete the water cycle student sheet, "The Returning Raindrop." List the
terms on the board. (NOTE: They may color the picture when they are finished.) (Answers: 1.
evaporation, 2. condensation, 3. precipitation, 4. water cycle.)
B. Have the students draw a representation of the water cycle demonstrated in the terrarium. (See
the teacher sheet.)

C. Relate the water cycle to lakes, rivers, or other water sources in your immediate area.
D. Have the students complete the water cycle term sheet, 'Water Cycle Matching." (Answers: 1A,
2D, 3E, 413, 5C, 6F, 7G.)

IV. Extensions

A. Discuss ways that water supplies become polluted and the water quality declines.
B. Have the students write a story about being a raindrop and traveling through the water cycle.

1-11

C. Demonstrate the three forms of water (solid, liquid, gas) as depicted below.

1. Ice cube - solid

2. Liquid - melted ice cube

3. Gas - evaporated water from melted ice cube.

-4111 X1,

RESOURCES

The Energy Sgurcebooke Grades 3-5 Unit, Tennessee Valley Authority, 1990.

Hackett, Jay K., Scienge in Your World (Grade 3), Macmillan McGraw-Hill, New York, 1991.

"The Story of Drinking Water," American Water Works Association, Denver, Colorado, 1984.

TVA: A World of Resources, Tennessee Valley Authority, 1986.

"Water Fun," Los Angeles Department of Water and Power, Los Angeles, California, 1984.

1-12

TERRARIUM CONCEPT Teacher Sheet

Aterrarium isa simple and effective wayforyourclassto watchthe water cycle operating on a small scale.
The plants take up moisture from the soil and release it through their leaves. The water molecules later
condense on the inside of the plastic bottle and "rain" back to the soil. You never need to add water to
the terrarium as long as it stays closed.

This classroom watercycle works in miniature much the same way the watercycle works on a large scale
for our planet. It is also a good introduction to the concept of ecological cycles.

The students can present terrariums as gifts to their parents. You might ask parents to donate some small
plant cuttings as well as other supplies needed.

The terrariums are easily assembled, but be sure to cut the plastic bottles before starting the students on
the assembly.

till PE

SMALL
PLANTS

POTrl NG
S01 L

-0
*00-0.0 GRAVEL

1-13

THE RETURNING RAINDROP Student She

Fill in the blanks to label the picture. Use the terms at the bottom.

STREAM
WELL'11i
NJ,

0 0

OV D WATF-1?-
1300Y OF WA PKI

7-v"07 'W
1//0//

Terms: water cycle
evaporation
condensation
precipitation

1-14

Student Sheet

WATER CYCLE MATCHING

Match the definitions with the terms in the word bank below. Put the letter of the term in the blank.

-1. The change of water from a gas to a liquid.

-2. The process in which water becomes a vapor in the atmosphere.
---3. The method in which water continually moves from the earth to the atmosphere and back again.
---4. A resource needed by all the living things in an ecosystem.

-5. The gaseous state of water.

6. The forms of condensed water vapor such as snow, rain or sleet.

-7. Water stored in the ground.

Word Bank:

A. Condensation

B. Water

C. Water vapor

D. Evaporation

E. Water cycle

F. Precipitation

G. Groundwater

1-15

WATER ALL OVER THE WORLD

OBJECTIVES SUBJECTS:
Science, Social Studies, Language Arts,
The student will do the following: Geography

1 . Discuss why water is an important natural TIME:
resource. 60 - 90 minutes

2. Observe how much of the earth's surface is MATERIALS:
covered by water. dinner plate
saucer
3. Remove salt from water. glass bowl
table salt
water
BACKGROUND INFORMATION old magazines
glue sticks
scissors
Living things always need water. Water covers paper
about three-quarters of the earth's surface. It can globe or world map
be found in the earth's oceans, lakes, streams, and paper clips
other bodies of water, as well as ice, in the atmo- heavy black marker
sphere, and underground. Water is used over and student sheet (included)
over again. \1 teacher sheet (included)

Water found in water bodies on the earth's surface is called surface water. Most surface water is salt water.
Plants and animals that live on land or in freshwater cannot use salt water unless the salt is removed from
ft. The process of removing salt from salt water is called desalination.

Terms

desalination: the purification of salt or brackish water by removing dissolved safts.

surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpiration, and is stored in streams, lakes, wetlands, and reservoirs.

ADVANCE PREPARATION

A. Gather the materials.

B. Copy the student sheet for distribution.
@
UBJECT.'
cie @ce,, S,

1-17

PROCEDURE

1. Setting the stage

A. Using a globe or a world map, ask the students to describe the earth's surface. Have them identitf
the large land masses and bodies of water.

B. Ask the students what other bodies of water they can see.

C. Have students estimate about how much of the earth's surface is covered by water. (about threo
fourths)

11. Activity

A. Tell the students that water is a natural resource all living things must have. In some places there
is not enough fresh water and the only water is salty ocean water. The people who live in those
places must find ways to take the salt out of the water before using it. This is called desalinatior.
Desalination is done in large plants (like factories). We will make a model of a desalination plant.

1. Make salt water by dissolving about 2 teaspoons (10 mL) of table salt in one cup (250 mL)
of water.

2. Get a dinner plate, a saucer, and a clear glass bowl that is wider than the saucer.

3. Put the saucer on the dinner plate.

4. Fill the saucer with salt water.

5. Place the glass bowl down over the saucer.

6. Put this apparatus outside in a sunny place. After a time, the students should see small drops
of water on the inside of the bowl. On a very warm, sunny day this will happen quickly.

.............
. . ............................. 1. &LA55 BOWL-

PLAI

SAI)CF-R
0 F@ c-) A L-F
\AIA7-ER-

1-18

B. Ask the students to address the following items after you are able to observe drops:

1 . Describe what you would do to find out if the drops of water inside the bowl are fresh water
or saft water. (They should be able to identify tasting as the simplest way to determine this,
but discuss with them that unless they are specifically directed to taste something in an
experiment, they should neve do so.)

2. Describe what you would do to collect the drops of water that form inside the bowl.

3. Describe problems that might occur when water is being desalted.

C. Discuss again with the students how much more salt water there is than fresh water. Have them
state why desalting water might be very important to people.

D. Ask the students what caused the water to evaporate in the model. (the sunshine's warmth or
solar energy) Remind them that energy is always required by any process that changes matter.
While solar energy is free, otherforms of energy are not; people who use these energy resources
must pay for them. Because of the large energy requirements of the desalination facilities,
desalted ocean water is expensive. In places in the world that have very little fresh water (but lots
of ocean water), people pay much more for their water. Ask the students how this might affect
how people use water. (This would cause them to use water more carefully and less wastefully.)

Ill. Follow-Up

Give the students old magazines, paper, scissors, and glue sticks. Have them cut out pictures that
show how water is used. Have them use the pictures to make collages of how water is used.

IV. Extensions

A. Have the students design and conduct experiments investigating desalination. Forexample,will
the model work in a dark place, or how could the model be improved?
B. Have students write a poem based on a "water word." See the teacher sheet, "Water Word
Poetry" (included).

1 . List several water words on the board. Use descriptive words or geographic terms.

2. Have students brainstorm a list of words that describe or are related to each "water word."
Put lists on the board under the appropriate words.

3. Explain how to write a shape poem and an alphabet poem. Put examples on the board.
4. Instruct students to choose one of these forms and one of the water words for the subject of
their poem. Use the other words to construct the poem.

5. Display the poems in a prominent location.
C. Have the students complete the student sheet "Geographic Water Terms." This is a good activity
for cooperative lea m ing groups. The answers for the matching exercise are: 1-H,2-C,3-E,
4-1, 5-13, 6-J, 7-A, 8-F, 9-D, 10-G.

1-19

RESOURCE 0
Mallinson, G. and J. B. Mallinson, Science Horizons, Silver Burdett & Ginn, Morristown, New Jersey,
1989.

1-20

WATER WORD POETRY Teacher Sheet

Alphabet Poems: Use a"Water Word" to construct an alphabet poem. The related word or describing
word must begin with a letter corresponding to one of those in the water word.

Ex. W inding

A round

T hrough

E arth

R eservoirs

Shape Poems: With a heavy black marker, draw a large simple shape (such as a water droplet). Place
a sheet of paper over the pattern and clip it in place. After constructing the water word Qgem, rewrite it
in the shape of the water droplet (or another appropriate shape).

1-21

GEOGRAPHIC WATER TERMS Student Sheet

Match the ternvs with their definitions. Use a globe or a world map to help you determine the answers.

1. Bay A. A large stream of water that flows across the land and usually
empties into a lake, an ocean, or another river.
2. Harbor
B. Land with water around it on three out of four sides..
3. Ocean
C. A protected place where ships are safe from the ocean's waves.
-4. Port
D. A body of land entirely surrounded by water.
5. Peninsula
E. The largest body of water.
6. Lake
F. A large body of water that reaches into the land.
7. River
G. The land along a sea or ocean.
8. Gulf
H. A small body of water reaching into the land.
9. Island
1. A place where ships load and unload goods.
10. Coast
J. A body of water entirely surrounded by land.

Now use each term in a sentence. To be sure you have used them correctly, check the definitions in a
dictionary. Rewrite any sentences you need to improve.

1. Bay

2. Harbor

3. Ocean

4. Port

5. Peninsula

6. Lake

7. River

8. Gulf

9. Island

10. Coast

1-22

LET'S GO DOWN UNDER!

OBJECTIVES "'SUBJECTS:
Science, Language Arts
The student will do the following: TIME:
1 . Define appropriate groundwater terms. 90 minutes

2. Explain where groundwater is found. MATERIALS:
student sheets (included)
3. List the steps of the water cycle in correct index cards
sequence. clearplastic sweater box or similar container
posterboard
4. Identify sources of groundwater pollution and string or fishing line
possible solutions. colored markers
clay
soil
sand
gravel
BACKGROUND INFORMATION plastic sandwich bag
small plastic bowl
Every day, people all over the world depend on a grass
hidden resource-groundwater. Only 3 percent of plastic tree figures
the earth's water supply is fresh water and almost water
2 percent of that is groundwater. Infact,morethan teacher sheet (included)
50 percent of the people in the United States get materials to make puppets (optional)
their drinking water from groundwater, including posterboard and art supplies (optional)
almost all who live in rural areas. IN.

There is really nothing mysterious about groundwater. We just can't see it like we can see a pond, a
stream, or the ocean. This water collects below the earth's surface in aquifers, spaces between soil and
rock particles. It is also found in cracks and crevices and inside porous rocks.
The top surface of groundwater is called the water table. When the water table is high enough,
groundwater comes to the surface naturally in springs, lakes, ponds and rivers, and it can also be brought
to the surface by drilling wells. But the top level of the groundwater (the water table) is usually
underground. Groundwater is a vital part of the water cycle and is replenished by rainfall. The amounts
of groundwater in different areas of the world vary, and the amount at any one place can change due to
prolonged drought, heavy withdrawal for human use, or other factors..

Groundwater quality is generally better than that of surface water because it is not as readily exposed to
pollution sources. Also, the movement of groundwater through various layers of soil and rock filters out
many impurities. However, some groundwater can be polluted by pesticides, chemicals, landfill leachate,
and other materials that seep into groundwater supplies.

Terms

aquifer: an underground layer of unconsolidated rock or soil that is saturated with usable amounts of
water (a zone of saturation).

1-23

filter: to remove contaminants by using a porous material such as paper or sand.

groundwater: water that infiltrates into the earth and is stored in usable amounts in the soil and rock below
the earth's surface; water within the zone of saturation.

impurities: substances that make another substance unclean.

pollution: contaminants in the air, water, or soil that cause harm to human health or the environment.

porous: having pores or cavities that can hold substances such as water.

source: where something originates.

water table: the upper surface of the zone of saturation of groundwater.

1-24

ADVANCE PREPARATION

A. Construct model of water cycle. Use posterboard to make clouds and raindrops. Hang clouds
with raindrops below them (use string or fishing line). In a clear container, such as a plastic
sweater box, create "the ground" area. From the bottom up, layer the following: clay, gravel or
small rock, a plastic sandwich bag filled with water, layerof soil, small plastic bowl filled with water
(sink the bowl into the soil so the top will be at surface level to simulate a pond or lake), grass,
trees, and other figures.

B. Photocopy and cutout 5-6 sets of game cards for "Pollution Solution" (similar to "Old Maid"). Glue
the game cards to index cards for durability and uniformity.
C. Photocopy the student sheets, 'What's Wrong With This Picture?," "The Water Cycle," and
"Groundwater: Fact or Opinion?"

PROCEDURE

1. Setting the stage

A. Pour a small amount of water into the wate- cycle model. Ask students where the water went.
Explain that since it soaked into the ground and will seep into underlying rock formations, it is
called groundwater.

B. Explain that the top surface of the groundwater is called the water table.
C. Ask students which they think would be most easily polluted: surface water (lakes, ponds, etc.)
or groundwater. Ask them to give reasons for their answers.

D. Point out the importance of groundwater as a part of the water cycle.

11. Activities

A. Discuss the steps in the water cycle. Refer to the model.

1. Distribute the student sheet"The Water Cycle." You may want to have the students do this
in small groups or you may do this together, as a class.

2. Students number the steps in the water cycle in the correct sequence, beginning and ending
with evaporation. (Answer: 4,3,6,5,2,1)

3. After students complete the activity, list the steps on the board as they call them out.
B. Divide students into 5-6 groups (of no more than 5) to play the card game, "Pollution Solution,"
which is similar to "Old Maid."

1 - Hand out a card set to each group.

2. Explain that for each pollution card there is a corresponding solution card. After all the cards
are dealt, students take turns laying down pairs of cards. If a student does not have a pair,
0 he/she must draw a card from the person who played just before him. He then lays down
cards if he makes a match, and it is the next person's turn. At the end, whoever is left with
the "Groundwater Gobbler" loses.

1-25

C. Have the students do the "What's Wrong With This Picture?" worksheet. You might prefer to do
this tcgether as a class using the student sheet master to make a transparency. The illustration
shows at least 17 possible sources of groundwater pollution. See the teacher key. (Have the
students name at least 10 of these.)

Ill. Follow-Up

A. Havestudents complete the student worksheet called "Groundwater: Factor Opinion?" (Answers:
1. 0, 2. F, 3.0, 4.0, 5. F, 6. F, 7.0, 8. F, 9. 0, 10. 0)

B . Review with students the many sources of groundwater pollution. Summarize that anything that
pollutes watercan pollute groundwater, especially things stored on or underthe ground or applied
toit. Askthern to make a list of what they and their families can do to help keep groundwater clean,

IV. Extensions

A. After reviewing correct letter form, have students write to the American Groundwater Trust (and
other sources) for additional information.

B. Have students make posters to display around the school using the information from 111. B.

C. Have students write and direct a puppet show on pollution and its consequences and present it
to another class.

RESOURCES

"America's Priceless Groundwater Resource," American Groundwater Trust, Dublin, Ohio, 1991.

"Groundwater Pollution Control," American Groundwater Trust, Dublin, Ohio, 1990.

1-26

Student Sheet

THE WATER CYCLE

Number the steps in the water cycle in the correct sequence, beginning and ending with evaporation.
Replenishes (recharges) water in rivers, lakes, streams, and ponds

Falls to the earth in some form of precipitation (rain, snow)

Surface water evaporates again

Seeps into the ground and enters an aquifer

Condenses in the atmosphere

Evaporates from surface water, plants, and animals as water vapor

1-27

"POLLUTION SOLUTION" Teacher Sheet
GAME CARDS

S S
Require that people disposing of manure, gar- Make underground storage tanks from something
bage, or industrial wastes get permission f rom the otherthan metal (it can get rusty and get holes) and
government or make laws to control where they check how much is put in and taken out (to see if
-;an dispose of them anything is "missing")
S S
Make laws to control how facilities to handle Using only the amount of fertilizer and pesticide
human wastearebuilt and installed andto limitthe that is really needed, and making laws to control
number of them in an area how they can be thrown away

S P
Build the catfle or hog feedlots and the chicken Fertilizers and pesticides put on farmlands oryards
houses so that rain will not wash animal wastes to help crops or yards grow and be healthy
into streams or ponds

P P
Holding ponds and lagoons used to hold liquid Human waste leaking from septic tanks, cess-
wastes or wastes mixed with water pools, or privies
P S
Improper disposal of waste such as manure, gar- Checking pipes to make sure they are working
bage, or industrial wastes proper, and not leaking
P P
Slimy liquid from garbage (leachate) leaking out of Animal wastes produced in large amounts at places
landfills where many cattle, hogs, or chickens are kept
S P
Don't allow holding ponds or lagoons unless they Leaks from underground storage tanks that hold
are leakproof gas or
S S
Locating landfills in places that are less likely to let Cover ine piles of road saft with plastic or put it in
the leachate reach groundwater sheds

P P
Piles of road saft stored until it is needed in winter Leaks in big pipes that carry oil, gas, or wastes

GROUNDWATER
..@OBBLER

1-28

Student Sheet

GROUNDWATER: FACT OR OPINION?

If the statement is a fact, put an F on the line. If it is an opinion, put an 0.

1. Groundwater is a mysterious source of water.

2. Groundwater is found beneath the earth's surface.

3. Groundwater tastes better than surface water.

4. Groundwater is the most important of all natural resources.

5. Groundwater is not as easily polluted as surface water.

6. Groundwater is a part of the water cycle.

7. Studying about groundwater is boring.

8. One person's actions can affect groundwater.

9. Landfills are yukky.

10. Farmers should not use pesticides.

1-29

Student Sheet

WHAT'S WRONG WITH THIS PICTURE?

There are 13 potential sources of water pollution in this diagram. Circle them and label each one.

15-
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Teacher Sheet

WHArS WRONG WITH THIS PICTURE?
TEACHER KEY

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BY THE SEA

OBJECTIVES rsUBJECTS:
Social Studies, Science
The student will do the following:
TIME:
1. Define coastal waters. 90 minutes

2. Locate coastal waters on a map. MATERIALS:
globe or world map
3. Label coastal waters on a map. teacher sheets (included)
acetate sheets
overhead projector
student sheet (included)
crayons or highlighters (one per student)
BACKGROUND INFORMATION transparency pen (wipe-off)
blankets (optional)
Coastal wasters are the waters between the open volleyball and net (optional)
ocean and the shore. Examples include bays, large size construction paper
estuaries, gulfs, sounds, and straits (see defini- blue tempera paint (optional)
tions below). These waters provide habitats for paint brushes (optional)
many different plants and animals. They are rich
fishing grounds and serve as nurseries or spawn-
ing grounds for many fish and shellf ish. They offer
year-round recreation opportunities for many
people.

They also provide us with some of the fish used in aquariums, some sponge products, and shells which
are collected or used to make commercial products.

Terms

bay: a large estuarine system (e.g., Chesapeake Bay).

estuary: the area where a river empties into an ocean; a bay, influenced by the ocean tides, resulting
in a mixture of salt water and fresh water.

gulf: a part of the ocean or sea extending into the land.

sound: long, broad inlet of the ocean with its larger part roughly parallel to the coast.
strait: a narrow passageway connecting two large bodies of water.

ADVANCE PREPARATION

A. Prepare transparencies from the teacher sheets "Coastal Waters," and "United States Coastal
Waters," and one from the student sheet "Coastal Waters Search" (included).

1-33

B. Make copies of the student sheet "Coastal Waters Search" (included) for each student.

PROCEDU13E

1. Setting the stage

A. Ask the students if they ever visited an ocean beach and went swimming. Tell them that if they
have, they have swum in coastal waters.

B. Ask how many have eaten shrimp, oysters, clams, or other types of shellf ish. Tell them that those
shellfish probably began their life and/or spent a part of their life in coastal waters.

C. Define coastal waters for the students and share the background information with them.

D. Use a globe or world map to point out examples of these coastal waters around the world. For
example, point out the Bay of Bengal (between India and Southeast Asia), the Persian Gulf (in
the Middle East), the Straits of Hormuz (at the south end of the Persian Gulf) or the Straits of
Magellan (south end of South America), and the Mouths of the Amazon (South America) where
thereare extensive estuaries. Sounds are so small that you probably will not find one on a globe.

I[. Activity

A. Display the "Coastal Waters" transparency.

1. Place your finger on the source of the river and trace it to the sea, explaining what an estuary
is when you reach the sea.

2. Point out examples of coastal waters and briefly explain what they are. Be sure to include the,
bay, gulf, strait, and sound. (Include the others if your students are curious about them.)

B. Display the "United States Coastal Waters" transparency. (NOTE: You may wish to use maps
or transparencies of other continents for this activity.) Locate and point out some examples ol
coastal waters, such as the Straits of Florida, the Gulf of Alaska, Long Island Sound, and
Chesapeake Bay.

C. Give each student a copy of the student sheet "Coastal Waters Search." (NOTE: You may use.
this as a small group activity if you wish.)

1 . Leave the "United States Coastal Waters" transparency on display for the students' use.

2. Tell the students they are to locate and label on their maps the coastal waters labeled on the
transparency. For the estuaries, they should use a crayon or highlighter to mark with an "X"
the k)cation of a river's estuary on their maps. (NOTE: You may wish to have students use
maps in their social studies books or atlases for this activity.)

III. Follow-Up

A. Review coastal waters terms and definitions.

1-34

B. Display the transparency of the student sheet, "Coastal Waters Search."

1. Allow individual students to come up to the projector and label one coastal water on the
transparency. (Use a wipe-off transparency pen.)

2. Have the rest of the students check their maps against the transparency.

C. Collect the student sheets and check them for understanding.

IV. Extensions

A. Assign cooperative learning groups to prepare a presentation on a type of coastal water or a
coastal water product. On the day of the presentations, have a "Beach Day." Each student should
bring a sack lunch and dress for a day at the beach. After their presentations, put down blankets
and have a picnic. (NOTE: You might play beach music while the students eat.) Later, go outside
and play beach ball volleyball.

B. Have the students do crayon resist art pieces. Give each student a large sheet of white
construction or drawing paper. Tell the students to draw a picture of what they think the bottom
of a bay, lagoon, or other coastal water might look like. Be sure they include plants and animals
they might see. After their crayon drawings are done, have them do a blue wash overtheir pictures
using thin blue tempera paint and paint brushes. You might want to read The Littig Mermaid or
another appropriate book or story to them as they work.

RESOURCES

Hagans, Gloria P., et al., Geography Education Overheads, D. C. Heath and Co., Lexington,
Massachusetts, 1989.

Hirst, Stephanie Abraham, Ph.D., The United States: Its Histoty and Neighbors, Harcourt Brace
Jovanovich, Orlando, Florida, 1988.

1-35

Teacher Sheet

COASTAL WATERS

m V9 ZSh 7171@ v,

GULF
INLET
BAY

HARBOR
FIORD
covE E 5TuA RY SOOND

STR-Al-r

COAS-rAL- WA-rF-IZS

Teacher Sheet

UNITED STATES COASTAL WATERS

ST-RA ITS OF
:fUAN DE FUCA E!Sl- L) A F- i E S

Pu&F-r
5OUND
PACIFIC
OCEAN
PENOB5COl-
BAY

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SAN SOUN D
FRANCISCO DEL-AWARE
DAY &AY

CHESAPEAKE
5AY

ATLANTIC-
OCEAN
ENSACOL-A IN
6ALVESTON -5
-Bp%y -r^ m PA
BERING M081 LE BA'( @@
STRAIT GULP GULF 'BAY STRALTS OF FLORiDA
OF ALASKA OF MEXICO

Student Sheet

COASTAL WATERS SEARCH

.10

J*V

SHEDDING LIGHT ON WATERSHEDS

OBJECTIVES SUBJECTS:
Science, Social Studies
The student will do the following:
TIME:
1. Simulate runoff using a watershed model. 60 minutes

2. Explain why rivers are necessary to drain MATERIALS:
water from watershed area. maps showing area watershed (1 per
student)
saft flour dough (recipe included)
water
paper
BACKGROUND INFORMATION waterproof paint
picture of a river and surrounding area
The concept of "watersheds" is a useful way to sprinkling can
divide areas of land according to how the land and 9" x 13" (25 x 35 cm) pan - at least 2" (5 cm)
the water flowing over and through it interact. A deep
watershed is an area or region which drains into a drawing. paper
particular watercourse or body of water. measuring cup
world maps (1 per team)
Watersheds are important because scientists can U.S. maps (1 per team)
study them in order to help determine how much teacher sheets (included)
surface water is available for people's needs. The transparency
topography, vegetation, soil, rock formations, and @Ioverhead projector
climate of a watershed also determine an area's
lakes, streams, and rivers.

Generally, two adjacent watersheds are separated by a high area of land called a divide. As an example,
the watershed of the Columbia River and America's largest watershed, the watershed of the Mississippi
River, are separated by the Great Divide in the Rockies.

Large amounts of runoff from watersheds, occurring in short periods of time, can lead to severe flooding
and destruction of land and property. Sometimes heavy rains can result in flooding even when a
watershed's rivers are quite large.

Terms

basin: a low lying area where surface water flows, such as a river basin.

runoff: water (originating as precipitation) that flows across surfaces rather than soaking in; eventually
enters a water body; may pick up and carry a variety of pollutants.

topography: the physical features of a place or region.

watershed: land area from which water drains to a particular water body.
(
BJEC
i @d e n c e, T!

1-39

ADVANCE PREPARATION

A. Construct a generalized relief map of a watershed. Use saft dough in a pan at least go x 13" (25
x 35 cm) and 2' (5 cm) deep. (NOTE: The recipe for saft dough is on the teacher sheet "Saft
Dough Relief Map" [included].)

B. Order or locate maps showing your local watershed area. Obtain one per student. (NOTE: Call
the United States Geological Surveys Earth Science Information Center at 1-800-USA-MAPS to
request specific maps. For local maps, contact the local water department, state agricultural
department, state geological survey, or perhaps the department of geology at the nearest college
or university.)

C. Obtain enough U.S. maps and world maps for thereto be one for each team of four students.

D. If you invite a geologist to class, make sure he/she is informed as to what the objectives are and
what to teach the students.

PROCEDURE

1. Setting the stage

A. Show the students a picture of a river and the surrounding lands.

1 . Askthe students where the water in the river came from. Write their responses on the board,

2. Explain to the students that most of the water in our rivers comes from water that has drained
off the surrounding land. Remind the students that water runs downhill. If it is a rainy day,
observe this at your school. What you can observe in your schools' parking lot or yard also
happens on a much larger scale over very large areas of land.

3. Discuss the words "runoff"and "watershed."

B. Show your class a transparency or photocopy of the teacher sheet, "Watersheds." Note that ii:
shows two watersheds.

11. Activity

A. Give each student a copy of a watershed map (or any map showing topography) of your local area.

1. Have the students trace some of the paths water takes to get from the various parts of thE@
watershed area to the streams, rivers, and lakes.

2. Ask the students to tell you where they think the river will eventually take the water collected
from the watershed area.

B. Present the model of the watershed area to the class.

1. Explain the concepts of valley, hill, mountain, and so forth, to Vour students by pdntingtherri
out on the model.

1-40

2. Using a sprinkling can, have it "rain" over the model. Ask the students to observe how water
runs over the area and to note where it collects. (the rivers)

3. Explain to the students that areas where water has "pooled" become our bodies of water, such
as takes, ponds, streams, and rivers.

C. Continue sprinkling the model until the pan begins to fill.

1. Explain to the students that if water has no way to be carried off, then flooding occurs.
(Flooding also occurs when water cannot be carried off quickly enough.)

2. Ask the students what is needed to carry the water away from the watershed. (river)

111, Follow-Up

A. Ask the students to write a paragraph telling you how a watershed and a river are interrelated.

B. Pass out drawing paper to the students. Have the students draw a watershed area and color ft.

C. Divide students into teams of four and give each team a map of the U.S. Assign each team a
particular area of the U.S. (New England, Southeast, etc.) and have them find and record the
major rivers in that section of the country.

1. Ask the teams to list states that are not part of the Mississippi River watershed.

2. Tell teams to find two rivers that do not empty into another river, but empty directly into the
ocean. Explain to the teams that some rivers have very small watershed areas.

D. Pass out the world maps to the teams.

1. Have the teams trace and list a few rivers that flow into Africa's Congo River. Explain to the
teams that the Congo is a major watershed river in Africa.

2. Askthe teams to trace and list some of the rivers that flow into South America's Amazon River.
Explain to the teams that the Amazon River is a major river for South America.

IV. Extension

Invite a geologist to class to explain how topographical maps are made. If possible, request they bring
booklets that can be given to each student.

RESOURCE

Douglas, L. S., et al., Experiences On Earth-Space Science, Laidlaw Brothers, Irvine, California, 1985.

1-41

Teacher Sheet

SALT DOUGH RELIEF MAP

Salt Flour Dough (NOTE: Makes between 1-1/2 and 2 cups of dough. The recipe should be doubled in
order to make enough for the relief map. You might make it in 2 batches to ensure success.)
1 cup (250 ml) flour
1/2 cup (125 ml) saft
1 cup (250 ml) water
1 tablespoon (15 ml) cooking oil
2 teaspoons (10 ml) cream of tartar
Mix and heat ingredients until a ball forms. Add a touch of food coloring if desired.
To make model: Try to create a relief map similarto what isdepicted on the teachersheet, "Watersheds,"
On one end of the pan, let the two major valleys come together to form one larger one (like a "Y"). Make
a "riverbed" (depression) at the bottom of each major valley. Make sure that the end of the pan with the
bottom of the "Y" is lower than the other end; i.e., the dough should be shallow at that end.
Allow the model to dry. Have several students paint it with waterproof paint. Using waterproof paint
protects the model so that it can be reused.

1-42

Teacher Sheet

WATERSHEDS

Ae
AIC

1-44

PLANNING LAND USE

OBJECTIVES t'S-UBJECTS:
Science, Language Arts, Social Studies
The student will do the following:
TIME:
1 . Write about feelings experienced in a 100 minutes
wilderness setting.
MATERIALS:
2. Identify the land use zones on a planning map. paper
pencils
3. Identify land use patterns having possible textbook or magazine pictures
negative effects on water quality. crayons or colored pencils
posterboard
4. Redraw existing land use maps for better butcher or other large paper (for making
environmental quality. rough copies)
rulers
student sheet (included)
local land use planning maps or aerial
BACKGROUND INFORMATION photographs (optional)

People determine how land is used in their communities. These decisions are usually driven by immediate
economic considerations. In recent years, however, many communities have begun to plan their growth
much more carefully. Part of the reason for this is that people have recognized that environmental quality
and aesthetic value - clean, healthful, and attractive characteristics - are important considerations,
along with economic concerns. Land use planners now take these less immediate concerns (as
compared to economics) into account because the experience of many communities has proved that
natural areas do indeed yield economic benefits in the long run by providing aesthetic value and increasing
environmental quality.

Natural areas such as parks, tracts of forest or grassland, streams, and ponds are desirable features in
any community. They increase an area's "livability," help people enjoy their community, and increase
property values. Water bodies are highly desirable to most people. Planning to leave strips of natural area
along these watercourses helps to protect water quality by filtering pollutants out of the runoff entering the
water; it also provides habitat for plants and animals.

Commercial and industrial land use zones benefit from planned natural areas, as do residential areas. In
any densely developed, heavily used area, the creative and sound planning of natural areas yields
economic and environmental benefits for now and for many, many years to come.

Terms

agricultural: related to farming.

commercial: businesses, offices, hospitals, and stores.

industrial: factories.

land use patterns: the main ways we use land in specific areas.

1-45

open space: land that has no active use by people and is usually forest or grassland.

residential: neighborhoods consisting of houses, apartments, and mobile home parks.

responsible land management: planning for and using land in a way that benefits people and the
environrrmnt.

ADVANCE PREPARATION

A. Gather the materials for the activity, including textbook or magazine pictures of dense urban
areas, natural or wilderness areas, and urban areas that include trees, parks, streams, and so
forth.

B. Photocopy the student sheet land use map of our county for each student.

PROCEDURE

1. Setting the stage

A. Have the students complete a sensory writing exercise.

1 . Lead the students in a visualization of what it is like to have a wilderness experience. Suggest
one involving water, e.g., sitting by a mountain stream hearing the water gurgle and splash
over stones. Ask the students to use all their senses. Ask questions such as, "How does thE@
light glisten on the water and move through the forest?" Prompt them with statements such
as: Listen to the sounds and recall what the water sounds like and its soothing effect; Smell
the forest and feel the cleanness and coolness of the air; Place your hand in the water and
feel that it is cold; When you cup it to your nose, it has no smell.

2. Ask the students to then write about their experience and recall their favorite and most vivid
images.

B. Discuss with the students the desirability of natural areas - forests, grasslands, streams, and
ponds - even in developed or urban settings.

1. Show the students the two c ling pictures: one of a densely developed urban area that
has no open space, natural a: or water bodies; and one of an urban area including a park
or other area having trees, grass, and water (if possible).

a. Ask the students which picture they think represents the best place to live. Discusstheir
reasons for their choices. (They will probably prefer the area with the natural areas. Lead
them to identify the natural areas and water bodies as desirable.)

b. Discuss with the students the picture of the heavily developed city scene again. Askthern
what could be done to make this setting more desirable. (parks, trees, ponds, etc.)

2. Discuss with the students that people can plan ahead as they build their communities so thal
they can include natural areas (including water). If there are good local examples (parks,
greenbefts, etc.) with which trie students would be familiar, discuss these.

1-46

11. Activities

A. Introduce the students to the concept of responsible land management as discussed above.

B. Give each student a copy of the student sheet "Land Use Map." Explain that a land use map is
a map that shows how we can use land, i.e., for what purposes local government has designated
certain areas. Using the term definitions and the student sheet, explain the land use areas on the
map. Discuss with them how the land use patterns may be detrimental to environmental quality.
Note that:

1. Residential areas have no open spaces planned.

2. No open space is planned along creeks.

3. Commercial areas and industrial areas have limited open space planned.

4. There are industries located on streams.

C. Stress to the students that water is an important component of environmental quality. That is,
wherever there is a "clean" environment, there is good water quality and vice versa.

D. Have the students complete the following planning activities.

1 . Reemphasize the importance of clean water. (All living things must have it.) Remind the
students that we are "stewards." "Stewardship" mans taking care of our world and its
resources. We must take care of our water and land.

2. Direct the students' attention to the land use maps.

a. Group the students in teams and have them look at their planning maps. Tell them that
the purpose of this activity is to look at the ways people use the land. If we plan to protect
the environment, then life will be better for all of us.

b. Tell the students that they will first analyze the map, looking for potential environmental
problems. Have them look for possible sources of pollution or other things that affect
water quality. Have them think about what they would like to have where they live. (For
example, would they want to live right next door to a factory? Would they like to have a
forest near where they live?)

c. Ask what activities f it or do not f it into the zones.

d. Allow the students to discuss their observations for five minutes, then ask the teams to
list a proper and an improper use for each zone. Write their responses on the board.

3. Ask the students the following questions about existing land use. Have them identify the
following on their maps.

a. What is a residential area? commercial area? industrial area? open space area?

b. On the map's legend, rank each of the land use areas from most area to least area in
terms of size. (Have them number them with pencils.)

1-47

c. In which direction are the creeks flowing? (Have them trace the creeks with their fingers.)

d. List three land uses near creeks.

e. Describe three possible bad effects of these land uses near creeks. Why would these
t- bad?

111. Follow-Up

A. Tell the students to imagine now that each team is going back 40 years into the past and is going
to make a land use plan. Remind the students of the need for environmental quality and quality
of lif e for people, including water quality. Have the students imagine they are going to live in the
community; they should make changes that they would like to see happen.

B. Allow -time for team discussion and making a "rough" copy of their new land use map. Supply
copies; of the unmarked land use map for their use.

C. Askthe students to answerthe following questions when they complete their new land use plans.

1. What is the biggest problem with the old map? Why?

2. What else is a problem? Why?

3. How will you solve these problems?

4. Could there be problems with your solutions? What might they be?

5. How would you make the residential areas better?

6. Was there disagreement in the team about land uses? How was the disagreement solved?

D. After answering the questions, have the teams redraw a final copy of their map on posterboard.
Have them present the new plan to the class.

IV. Extension

A. Obtain planning maps or aerial photographs of your home community. (Check with your local
Metropolitan Planning Commission or similar agency.) Let them analyze them as they did in this
exercise.

B. Invite a member of the local planning commission to talk to the students about local planning
issues.

C. Have the students write songs or poems about water quality and responsible land management.

RESOURCES

Investigating the Huma it7 Land Use, Biological Sciences Curriculum Study, Teachers
Guide, 1984 (ISBN 0-8403-3319-6).

O'Connor, Maura, "Living Lightly in the City," Schlitz Audubon Center, 1982.

1-48

Student Sheet

LAND USE MAP OF OUR COUNTY

INDUSTRIAL COMMERCIAL

OPEN S PAC I- FAIZMLANP RESIDENTIAL
NETWORK

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AL-LE:N L3RPIOCH
DR.

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Student Sheet

MAKE YOUR OWN LAND USE PLAN

OAK DR.

ALLEN BRAOCH
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NOR I C, Vk Af

WHAT'S THE DIFFERENCE?

OBJECTIVES "SUBJECT:
Science, Art, Language Arts
The student will do the following:
TIME:
1. Distinguish between water pollution and water 60-90 minutes
contamination.
MATERIALS:
2. Identify water pollutants and water pitcher of tap water
contaminants. 2 clear quart containers
or two 1 -liter bottles with tops cut off
3. Write sentences diff erentiating between water small amount of bleach, fertilizer, detergent,
pollution and water contamination. motor oil, vinegar, soil
small leaf, twig, and dead insect
1 piece 18"x12" (45 x 30 cm) construction
paper per student
BACKGROUND INFORMATION crayons
student sheets (included)
Water contamination is pollution that occurs when teacher sheet (included)
materials of natural origin (such as soil, sift, or baby food jars
algae) gives wateran earthy, fishy, woody, orother QWide-range pH paper
unpleasant taste or odor or discolors ft.

Water pollution is pollution that occurs when unwanted wastes (such as sewage, industrial wastes, and
agricultural wastes) are released into water sources. This is a result of human activities.

Terms

water contamination: the dirtying of water resources by natural materials.

water pollution: the dirtying of water resources, especially by human-generated wastes.

ADVANCE PREPARATION

A. Gather contaminants: small leaf, twig, dead insect, and soil.

B. Gather pollutants: fertilizer (represents agricultural waste), bleach and vinegar (represent
industrial waste), and detergent and motor oil (represent domestic waste). Make sure all
pollutants are properly disposed of after use (read their labels carefully).

C. If you choose to do the experiment in part IV.A, gather materials. Youwillneedl jarandl pollutant
or contaminant and a copy of student sheet "Experiment Journal" per team. Also, if you choose
to use the pH paper, you will need to acquire ft now. Call Carolina Biological Supply (800-334-
5551) or other supply companies. You may be able to get some from a high school science
teacher.

1-51

D. If you choose to do the fill-in puzzle in part IV.B, make a copy of the student sheet "What Is It?"
for each student.

PROCEDURE

1. Setting the stage

A. Pour water into the two containers until they are about half full. Ask if there is any difference
between the two jars of water.

B. Add a pollutant to one of the jars and a contaminant to the other. Again, ask if there is any
differer..,-e between the two.

C. On the board write the words "Water Pollution" and 'Water Contamination" and draw a vertical
line between the two to make a chart. Under Water Pollution write "Human cause" and under
Water Contamination write "Natural cause." Explain the difference to the students, giving
examples like the following: After heavy rain, streams and rivers sometimes turn "muddy"
because they are carrying a lot of sift that washed into the river from the land. Sometimes in the
summer, a lot of algae grows in the water and makes it taste bad. These are examples of water
contamination. If people cause things like chemicals or human or animal wastes to be put in
streams or rivers, this is called water pollution.

D. Refer the students back to the two jars and ask them which is the pollutant and which is the
contaminant.

11. Activity

A. Distribute construction paper to students and tell them to fold it in half lengthwise. With a crayon,
ask them to draw a line down the fold, then label the left side"Water Pollution" and the right side
"Water Conta-nination."

B. In indiscriminaie order, hold up the pollutants and the contaminants and explain what they are
and what they represent. As you hold them up, have students write down the material in the
correct column to indicate whether it is a pollutant or a contaminant. (NOTE: You may want to
have a chart prepared with the materials listed for younger students to refer to.)

C. After you have displayed all the materials, go back over them with the students and ask them to
tell you which column they belong in and why. Be sure to stress the difference: Pollution is the
result of humans; contamination is the result of natural causes. Have students check and correct
their charts as you do this.

111. Follow-Up

A. Review what water pollution and water contamination are. Ask students if they can think of other
pollutants and contaminants. Add answers to chart, if appropriate.
B. Have students turn their papers over and draw another line down the fold. Tell students to draw'
� simple picture of a body of water (creek, river, lake, etc.) with a pollutant in it on one side and
� body of water with a contaminant in it on the other side. Below the pictures, students should
write complete sentences telling what the material is, whether it is a pollutant or contaminant, and
why they classified it as such.

1-52

C. Collect papers and display them on a bulletin board.

IV. Extensions

A. Experiment

1. Divide students into six teams. Pour water into six baby food jars and place a pollutant or
contaminant in each jar. Assign a jar to each team. Label the jars and place in a bright
location. Do not place in direct sunlight.

2. Give each group a copy of student sheet "Experiment Journal" and have them fill out #1.

3. Tell students that each team is going to conduct an experiment on their water over the next
four weeks and they are going to keep a journal of what happens during the experiment.

4. Have students fill out #2.

5. Allow teams 5 minutes to discuss their hypotheses, then write it down in #3.

6. Each week, allow teams time to write down their observations in their journals. If possible,
supply teams with pH paper and allow them to test their water each week. (NOTE: See
Advance Preparation for suppliers of pH paper.)

7. At the end of the experiment, allow time for the teams to draw a conclusion and record it in
the journals. Then, have the teams share their journals and tell the class what happened.

8. To wrap it up, give teams 5 minutes to brainstorm an answer to the question "What can you
do?" When doing this, tell students to think about prevention as well as a solution to the
problem after it has already occurred.

B. Word Fill-in Puzzle

1 . Give each student a copy of student sheet "What Is It?" and tell them to fill in the spaces using
the words listed at the top. This is similar to a crossword puzzle.

2. Tell them that all horizontal words are pollutants and all vertical words are contaminants, or
you may ask them if they can figure out the pattern themselves. (NOTE: The f irst step toward
solving the puzzle is to sort the list into 2 categories.)

3. Challenge students to come up with more contaminants and pollutants to add to the puzzle.

C. Creative Writing

1 . Tell students they are going to write a story about water pollution from a bear's point of view.

2. Askthem to close their eyes and imagine they are each a bear while you read the story starter
on the "Bear Necessities" teacher sheet.

3. After reading the story starter, tell students to finish the story from the bear's point of view.
Ask them to imagine that the water has been polluted and tell what the bear thinks and feels,
and what the bear family will do.

1-53

RESOURCES

Arnold, Caroline, Bodies of Water Fun, Facts, and Activities, Franklin Watts, New York, 1985.

Carlson, Carl W. and Bernice W. Carlson, Water Fit to Use, Day Co., New York, 1972.

Slattery, Britt E., WOW! The Wonders of Wetlands, Environmental Concern, Inc., St. Michaels, Maryland,
1991.

1-54

EXPERIMENT JOURNAL Student Sheet

1. Names of people on team:

2. Problem: is a
(material in water) (contaminant/pollutant)

It looks

and smells

3. Hypothesis:

4. Week 1:

5. Week 2:

6. Week 3:

7. Week 4:

8. Conclusion:

1-55

Sfitripnt Sheet

WHAT IS IT?

JAII I I I I I ILI

I ITI 1,.-'

acid
agricultural
animals

branches
bleach

F-1
chemicals
detergents
dirt
fertilizers F 1(31 1 1 1 1-
industrial
insects
leaves
motor oil
plants
sift
sewage
plants
industrial
agricultural

Teacher Sheet

STORY STARTER: BEAR NECESSITIES

Summertime is a good time to be a bear! There are lots of good things to eat so we have lots of energy

to run and play in the forest. But even with all the trees for shade, we still get hot with all this thick fur

coveringus. One of our favorite things to do after a long, hot, tidng game of tag is to get a nice, cool drink

of water from the stream, find a big tree to scratch our backs against, and then lay down in its shade for

a nap.

This morning, my sister and I played tag for the longest time. We were looking forward to a refreshing

drink of water but when we got to the stream, the water ...

(NOTE: Now have the students finish the story.)

1-57

1-58

FOR SALE: USED WATER

OBJECTIVES
SUBJECTS:
The student will do the following: Science, Art, Math
1 . Describe and locate the parts of the drinking TIME:
water treatment system: source, treatment, 100 minutes
and distribution. MATERIALS:
2. Describeand locate the parts of thewastewater 2 opaque plastic pitchers
treatment system: collection, treatment, tea bag
discharge. acetate sheets
2 clear glasses
3. Describe the differences between drinking tap water
water treatment and wastewater treatment. posterboard
student sheets (included)
4. Locate and label the parts of their home's teacher sheets (included)
drinking water system and wastewater system.

BACKGROUND INFORMATION

The amount of water on earth has always been the same. Water moves through the water cycle and is
not destroyed. Three-fourths of the earth is covered by water. Oceans (saft water) make up 97 percent
of earth's water, glaciers and ice caps make up 2 percent, and fresh water makes up 1 percent.

A commercial drinking water treatment system has three basic parts: source, treatment and distribution.
Well water typically has a source and distribution although some well water is also treated. Sources of
drinking water are surface water (streams, rivers, man-made reservoirs) and groundwater (water
underground). Once collected, water is treated with chemicals to kill bacteria; remove contaminants, bad
tastes, and odors; and clump solid particles together. The chemicals and particles settle out and the water
is filtered through layers of sand, gravel, and charcoal. The last step is adding chlorine to disinfect, or kill
bacteria, before distribution through many water pipes.

Once water is used it leaves your house as wastewater. The three parts of a wastewater treatment system
are: collection, treatment, and discharge. Wastewater is collected in large pipes and sent to the
wastewater treatment plant for primary treatment to have solid wastes removed by bar screens and
settling tanks, for secondary treatment by aeration and growth of good bacteria and settling again, then
advanced treatment where chlorine is added to further disinfect the water before it is discharged into the
receiving stream or lake. Some homes may have aseptic system which has a settling tank and drain field.

Terms

drinking water: cleaned and treated water ready to drink.

wastewater: water that has been used for domestic or industrial purposes.

1-59

water source: surface water (lakes, rivers and streams) and groundwater.

ADVANCE PREPARATION

A. Determine whether you will cover urban drinking and wastewater treatment, or rural well water
and septic systems, or both. Choose whichever is appropriate for your students and delete the!
student sheets and teacher information you do not need.

B. Place a tea bag in a pitcher of water and leave it overnight. This will represent "dirty water." Keep
it in a container that you can't see through.

C. Fill another pitcher with fresh tap water.

D. Post headings on the chalkboard (or posterboard) as follows:

Running Sources Cleaning Where Does Cleaning
Water of Water Drinking Water Water Go? Wastewater

E. Make an overhead transparency of each of the four teacher sheets, "Drinking Water Treatment
Plant," "Well Water," "Wastewater Treatment Plant," and "Septic System."

F. List terms and definitions on the board.

G. Copy the student sheets "Home Survey," "Drinking WaterTreatment Methods," and "Wastewater
Treatment Methods" for each student.

PROCEDURE

1. Setting the stage

A. Begin by asking who would like a drink of cool water.

1. In one glass pour the "clean" water and in the other glass pour the "dirty" water. Ask,"Which
water would you like to drink?"

2. Ask how water gets "dirty." How does it get "clean?" Tell the class that today we are going
to find out how our drinking water and wastewater are cleaned.

B. Ask the class the following questions to begin a question and answer discussion about water and
list the answers on the board under the headings.

1. Where are some places we have running water? (homes, schools, businesses, etc.)

1-60

2. Can anyone tell me where your water comes from?

3. How is our water cleaned before we drink it?

4. Does anyone know where your water goes when it does down the drain?

5. Does the water that goes down the drain get cleaned?

11. Activity

A. Pass out the student sheets "Drinking Water Treatment Methods" and "Wastewater Treatment
Methods".

B. Using the teacher sheet overhead transparencies "Drinking Water Treatment Plant," "Well
Water," 'Wastewater Treatment Plant," and "Septic System," lead the class through each
diagram and have them label each stage of treatment.

C. Pass out the take home survey sheet (student sheet "Home Survey") and go over the directions.
Tell the students to bring their sheets back the next day after completing the survey.

D. The next day make sure all students have the worksheets "Drinking Water Treatment Methods,"
'Wastewater Treatment Methods," and "Home Survey." Explain that each person will diagram
or draw his or her house and its drinking water supply system and wastewater disposal system
and label all the parts.

111. Follow-Up

A. Display diagrams in the room or in the hallway.

B. Compile data from home survey sheets on the board under the headings: city water, well water,
sewer, septic tank.

C. Have students make a pie chart to compare the percentages of each response.

IV. Extension

A. Have a representative from the drinking water treatment plant and/or wastewater treatment plant
come and speak to the class, or take a field trip to your community's treatment plants.

B. Have a representative from the public health department cometo talkto, yourclass about well and
septic system safety.

C. Make a mobile showing parts of drinking water treatment and waste water treatment systems.

RESOURCES

Bernstein, Leonard, et al., Concepts and Challenges in Earth Science, Globe Book Co., Englewood Cliffs,
New Jersey, 1991.

Cobb, Vicki, The Trig of a ", Little, Brown and Co., Boston, Massachusetts, 1986.

1-61

"Lets' Learn About Wastewater Treatment," Channing L. Bete Co., South Deerfield, Massachusetts,
"1981.

"The Story of Drinking Water," American Water Works Association, Denver, Colorado, 1984.

1-62

Student Sheet

DRINKING WATER TREATMENT METHODS

DRINKING WATER, TREATMENT \AJEL-L- W-A-rER,
(SUIZFP\CE WATER)
pump HOUSE
2. 7

10.

6)
(A)

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2.

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GRAVEL 1@m CHLORINE
LIMFOR PHOSPH TE
rA

AQwFERL

Student Sheet

WASTEWATER TREATMENT METHODS

SEPVIC TANK
AWD
@EACR FIEL-D
2
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7:S

To
D15POSAL

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CHLORINE

2.
47' 1
07

Teacher Sheet

DRINKING WATER TREATMENT METHODS
ANSWER KEY

DRINKING WATER TREATMENT E L L WATE: P,\
(SUP-FP,CE WATER)
SOURCE (a RL RATIntl P(AMF 140LA5F=
2. PUMP 14011-SE 7 PosrTgEATmFA/T-
3 PRE-7-REA-EMEAir 9 Sro RA &E
4. SoLins r_ntLF_,r7-1nA1 9. DISTR 113 U-0 ON F// F I
5 SEwmFArrArjnN 10. SOLIDS RAIVI)LIN F@/ 1 ==jFVll_
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ANTHRACiT-E
SAND r-FLo(ARIDE_
-GRAVEL CHLORINE
LIME-OR PHOSPHATE

A6?LA i F F_ F@
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Teacher Sheet

WASTEWATER TREATMENT METHODS
ANSWER KEY

SEPTIC -rANK
I-COLLECTION 6AERATION AND
LEACI4 FIELD
2. BAR SCRFFN I SEr-ONDARY 'TTLIN& _j ti.,
3. SAND REMOVAL 9 SOL IDS HANT)LI HC7
4 PRIMARY SETTLIN& q DISINFECTInN

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DRINKING WATER TREATMENT PLANT Teacher Sheet

DRINKING WATER TREA-VME-NT
(SUP-F/1,CE WATER)
SOURCE 4. FILTRA-MON
2. PUMP AQUSE 7 Po.SrTREATMEALE
3. PR E - T'R EA 721 EAl 7- 9 SEDRA&E
4. SOLIDS r-OLLECT110,61 9 INSTR i R un oN
5 SEDIMEAMArJOU 10. Nl)Lj

P\APID MIXING

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ANTHRAC17'
SA N -D FLOURIDE'
GRAVEL CHLORINe
LIME OR PHOSPWATE

'. C"b
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7W(

1-67

Teacher Sheet

WELL WATER

PUM?

IT- J] (I

'SOURCE
2. ifOL-LECTION
3 -rP, FA 7-m E @J -F
-I)is-reaswo nN

AQUIFER

1-68

Teacher Sheet

WASTEWATER TREATMENT PLANT

/ COLLECTION 6 AERATION

2 BAR SCREEN I SECONDARY Smu

3 SAND REMOVAL 9 SOL I nS HANDU t4 G

4 PRIMARY SF-TrLINC-T ? DlSlNl::ECTlQN

5 SOLIDS COLLECTION Ao. T)ISr- 14ARG E-

TO
DISPOSAL

CHLORJAIE

00. 0.
V .. .... .
Ono,

1-69

Teacher Sheet

SEPTIC SYSTEM

FFR

-C=

10)

0 0 IIIII(Mil(il, (((((((Ltt (I t L0
0 60 a 0 a 0.0 o 01 . v %, "
.0.0 'o. 0ooo@
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1 0 0 01100
0 0 0 0 000
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/ COLLECTION
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4 SLL4D6E PUJA T Po 7-

1-70

HOME SURVEY Student Sheet

Name Date

Dear parent/guardian:
Our class is learning about the source and treatment of our drinking water supply and the disposal of our
wastewater. Please take a few minutes to help your child answer the following questions to the best of
your knowledge.

1. Is your water supplied by a water company? yes / no (If no, skip to question 2.)

a. Is it treated with chlorine? yes no

b. Is it treated with fluoride? yes no

2. If you have well water...

a. Where is the well located on your property?

b. How old is your well?

c. How deep is it?

d. Is your well water treated with any chemicals? yes / no What kind?

e. Does your well have a filtering system? yes/no Whatkind?

f. Have you ever had your well water tested? yes / no

3. Are you served by a sewer system? yes / no (If "no," skip to question 4.)

a. Where is the wastewater treatment plant located?

b. What river or stream receives the treated wastewater from the treatment plant?

4. Where on your property is your septic tank located?

a. How many gallons does it hold?

b. How old is it?

c. How extensive is the tank's drainfield?

d. What problems, if any, have you had with your septic tank and drainfield?

Thanks so much for your help!

1-71

1-72

WATER'S JOURNEY

OBJECTIVES rsUBJECTS:
The student will do the following: Science, Social Studies, Art
TIME:
1 . Demonstrate the cycle of water through a 120 minutes
community.
MATERIALS:
2. Become aware of the uses of water in their bulletin board
community. butcher paper or art pad
milk cartons (pints, quarts)
3. Recognize the need for water conservation in small boxes
their community. markers
scissors
pictures cut from magazines
construction paper
masking tape, push pins, or thumb tacks
BACKGROUND INFORMATION posterboard
crayons
You may be surprised to know that you use the acetate sheet
same water over and over again. The water you overhead projector
swam in last week may be the water you will drink teacher sheets (included)
today. The water that comes from the lake where bell or buzzer (optional)
you swim may be pumped to your local water
treatment plant. Here, the water is treated (cleaned) and then it goes to your home where you will drink
it, take a bath in it, or maybe water your plants. After you use water, it goes down the drain and travels
to a wastewater treatment plant, where it is cleaned and put out into a lake or river.

Think of your water as if it is taking a journey. The next time you turn on your faucet you will have an idea
of how far your water has come and where it is going. This is similar in concept to the natural hydrologic,
or water, cycle in which water 'Iravels7 through various states of matter and parts of the natural
environment. A community water cycle might be thought of as the human world's version of the natural
water cycle.

Terms

conserve: to use a resource wisely and efficiently.

cycle: a process that repeats itself.

resource: a supply of a valuable and useful thing.

1-73

ADVANCE PREPARATION

A. Gather materials for bulletin board (butcher paper to cover bulletin board, construction paper,
markers, milk cartons for buildings, and pictures). If you are going to make the "3-D" bulletin board
illustrated, gather small boxes (such as gift boxes, small food boxes [e.g., cereal, cookies, etc.],
and small milk cartons) and cut off the bottom of each one (so you can reach into it to mount it
with a thumb tack).

B. Make it transparency of the "Community Water Cycle" teacher sheet.

PROCEDURE

1. Setting the stage

A. Ask the students the following questions.

1 . What is a community? (a group of people living together in a designated area) Review social
Studies community concepts with the students. Remind them that an important part of any
community is the services and utilities that provide the things people need.
2. What is a cycle? (a complete process that repeats itself; the seasons of the year are a good
example)
3. Can you describe a community water cycle? (a water distribution process that repeats itself
through a community) Show the students a transparency of the "Community Water Cycle"
teacher sheet.

B. How could we illustrate a community water cycle? Lead the students into developing a bulletin
board.

[I. Activity

A. Develop a bulletin board that represents a community water cycle. See the teacher sheet,
"Community Water Cycle Bulletin Board," for a diagram of a bulletin board. Introduce the students
to how a water utility serves the community (keeping a supply of safe drinking water, making sure
water is safe from diseases, treating wastewater so it may safely be discharged).

B. Divide the students into teams.

1 . Instruct one team to cover the bulletin board with butcher paper and draw or cut a "stream"
from construction paper; this represents the source of water. Title the board "Water's
Journey."
2. Have the other teams draw buildings and cut them out, or use magazine pictures, or small
milk cartons and boxes decorated as buildings to represent the homes, schools, businesses,
and other buildings that would be present in a community.
3. Then have the students place these "buildings" on the board to represent the distribution and
use of water in a community. (Mount them with thumb tacks or push pins. You could staple
them or try rolled pieces of masking tape to mount the cartons.)

1-74

C. Together with all of the students, construct or draw buildings to represent the water treatment
facility and the wastewater treatment plantto showthat water istreated (cleaned) before it is used
and again after it is used, then returned to the stream.

111. Follow-Up

A. Ask the students to think of as many ways as possible that their community uses water.
(residential -bathing, cooking, washing; industrial - factories; commercial - hospitals, businesses,
and restaurants; habitat for wildlife; agriculture; public use) List these on the board or on an
overhead projector.

1 . Divide all the listed uses into two groups:

a. essential (drinking, bathing, flushing, cooking)

b. non-essential (watering lawn, washing car)

2. Discuss listings in the non-essential group and consider what each student can do to
conserve water.

3. Would it be difficult to bring about change in community water use? Discuss this question
with the students.

4. Who do the students think they should contact concerning changes in water conservation at
the community level? (begin by contacting the water utility)

B. Have students or teams of students design posters reminding people to conserve water. (Post
these in the hallways of school, in the community library, and in businesses.)

IV. Extensions

A. Ask the students or teams of students to write a commercial to encourage people in the
community to conserve water.

B. Ask someone from the Agricultural Extension office to come into speak to your students.

RESOURCE

"The Story of Drinking Water" (student booklet), American Water Works Association, Denver, Colorado,
1984.

1-75

Teacher Sheet

COMMUNITY WATER CYCLE

DRINKING W
ATER-
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WIDGE
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Teacher Sheet

COMMUNITY WATER CYCLE
BULLETIN BOARD

v4A-rEP,'5 ZrOURNEY" 13ULLETIN 130AR-D

WATERL
-rge A-rmE NT
119 - -, Mal THuml3TAcKS
ou [B TH ROU&14
co
BACK

mi K
CARTONS
DECORATED
0 H LIK BUILD106-5
\.JASTEWATER-
I'FEA-rMF-t4T PLANT

1-78

SAVING A RESOURCE IN JEOPARDY

OBJECTIVES rSUBJECTS:
The student will do the following: Science, Social Studies, Language Arts, Math
TIME:
1. Name many uses of water. 60 minutes

2. Classify water uses into four main categories. MATERIALS:
chalkboard
3. Learn water conservation habits. 16 sheets of scrap paper
tape
marker
BACKGROUND INFORMATION play money in 4 denominations
camcorder and video tape (optional)
clipboard
Water conservation saves energy, money, chemi- list of student's names for each teacher
cals and fresh water supply. It takes a lot of energy teacher sheet (included)
to pump water to your home and, once it gets there, bell or buzzer (one per team)
it takes both energy and money to heat water.
Heating water is usually the second largest use of
energy in the home. Everyone who uses water spends money for that privilege (both city water pumped
to your house, school, office, recreational facility, etc., and well water-you pay to install a well).
Chemicals are used at water treatment plants.

Communities face two problems. One is the increasing demand for clean water. The other is locating
new water sources. The water we use often comes from underground reserves. If we use this water faster
than nature can replace it, sometimes the land sinks. According to the U.S. Geological Survey, 35 states
are pumping groundwater faster than R is being replaced. We are using the earth's water supply from
hundreds of millions of years ago. In the water cycle it is used over and over again. We need to keep
it clean and conserve it to make sure there is enough fresh water to meet our future needs.

conservation: to protect from loss or depletion

ADVANCE PREPARATION

A. On the 16 sheets of typing paper, write $1 on 4 pieces, $5 on 4, $10 on 4, and $20 on 4 with a
big magic marker. (Also, make the gameboard on posterboard 9 you won't be using a
chalkboard.)

B. Get play money in a variety store's party supply section. (NOTE: Make sure the denominations
on the typing paper sheets correspond with the play money denominations.)

1-79

PROCEDURE

1. Setting the stage

Have the students brainstorm as many uses of water they can possibly think of. Write these on the
board. Next ask them to see if there are any similarities. Can they put these words in groups? Have
the students suggest categories for the water uses they listed. Work on this as a class, and lead the
students to use residential, agricultural/rural, industriai, and recreational as the categories.

11. Activity

Have the students play the Water Conservation Jeopardy Game.

A. Use a chalkboard to set up the categories like they do on television. On the chalkboard write the
appropriate answers which are found on the teacher sheet, "Water Conservation Jeopardy
Game.," (For your benefit, the correct response [question] is underlined.) Cover the questions
with pieces of paper with dollar amounts on them and pull them off to reveal the questions. When
a tearntindividual gets a right answer on the first try, hand them a piece of play money.

Set up a chalkboard like this.

Residential Agricultural Industrial Recreational
$1 $1 $1 $1
$5 $5 $5 $5
$10 $10 $10 $1 J
$20 1 $20 $20 1 $20
(NOTE: If you prefer, you may make a reusable chart on which to play this game. Also, if you
cannot put the cover sheets on your chalkboard with small pieces of tape, use a bulletin board
for Your gameboard.)

B. Play the game in teams of boys vs. girls, blue-eyed vs. brown-eyed, type of shoe, or what they
ate for breakfast or just divide the groups alphabetically. Each team must choose a spokesperson
to give the answer for their team. The first team to answer correctly gets the play money and the
right to choose the next question. Play the game as they do on TV. Have the team ring a bell
or press a buzzer when they have the correct answer. When a team asks, for example, for
Recreational $10, pull the sheet of paper away from that area and ask the team the appropriate
question. (NOTE: The answers are constructed so that students can guess the correct answers
if they think about them.)

Ill. Follow-Up

Have the students write a paragraph about "what they learned" from this activity. Ask them to state
their favor-Re water conservation fact and the reasons they thought this was the most interesting.

IV. Extensions

A. Have the students read one of Wilder's Little House books (or read to them) or some similar book,
Let them make the following comparisons:

1-80

Past Present

Turn on the faucet
Bathe in the bathroom
Hot water comes from a water heater
Flush the toilet in the bathroom
Pull the plug in the bathtub after a bath

B. Students can make a study of inventions and make a time line. Make a list of inventions/devices
that havetodo withthe use of water. If you have the resources, find out when products concerning
water were invented/patented and draw these on a time line. (Check on the bathtub, PVC pipe
to get water to our homes, hot water heater, faucets, and tea kettle.)

C. For a creative writing/acting activity, have students work in cooperative learning groups. Each
group is to create a play/skit/pantomime (their choice) to show how water can be conserved in
these four areas-residential, agricultural/rural, industrial, recreational. They need a title for it
when they finish. Encourage background music and/or "speaking parts." After composing the
script or actions, videotape their rehearsal. Let them playback the tape and critique it for changes
before they do the "real" thing for other classes or the PTA.

D. To incorporate math, conservation, and phone book skills, try the following activity.

1 . Find the water meter in your school. Take a reading at the beginning and end of the day. If
your school gets water from a utility company or city, call the water department.

2. Teach telephone book skills. Blue pages are government pages. Four sections (city, county/
parish, state, national) exist. Find out how much 1 gallon of water costs your school. Call
the central office for your school district and find out how much water your school uses in a
certain month and how much it costs.

3. Have children devise a way to "catch" the water that is wasted by your school in (any time
segment you think is appropriate) by students not turning off the faucet completely. How
much money do you waste in one day, one month, the whole school year? How much money
could you SAVE?

E. Have the students act as undercover water cops to encourage water conservation.

1 . Each time students go to the bathroom, drink from a fountain, or use classroom sinks, have
them take note of times students do not turn the waterfaucets completely off, or who run more
water than they need.

2. At the end of the day, add all the students' lists (tallies) together for a count of the instances
of wasting water.

3. Have the class make a list of the ways they can conserve water at school.

F. If your class has pen pals, write to them and ask them how much water costs in their city. If they
don't have pen pals, let each child write to another city in the United States to f ind out what other
people pay for water. (Addresses can be found in the World Almanac and telephone directories
in public libraries.) Make a graph. Discuss why it would be different in different parts of the
country.

1-81

RESOURCES

Miller, G. T., Ej-ivoronmental Science: Sustaining the Earth, 'Wadsworth, Belmont, California, 1991.

1991 Statistical Abstract, U.S. Department of Commerce, p. 239.

'7he Official Captain Hydro"(Water Conservation Workbook), EastBay Municipal Utility District, Oakland,
California, 1982.

Wilder, Little House books (various).

1-82

WATER CONSERVATION JEOPARDY GAME Teacher Sheet

Residential

$1 What two resources do you save by taking shorter showers? (Water/Energ.Y, Water/Trees,
Water/Air)
$5 If you wash your dishes with the tap running, how many gallons of water could you use? (5 gaIJ
15 gaIJ2Q-gW.) (NOTE: About 5 gallons are used if you use a dish pan to hold the water.)
$10 How much more water do you use if you leave the water running while you brush your teeth? (2X/
J=100X) (NOTE: If you just wet the toothbrush and rinse it you only use about 1/2 gallon.)
$20 How many gallons of water do you use when you flush a standard toilet? (1 quart, 1 gallon,
gallons)

Recreational

$1 What do most people do "in" water? (fish, �.WiM, brush teeth)
$5 Hockey is a team game played on a surface covered with water in which of these states? (22w,
liquid, gas)
$10 Name two water sports that require a sail. (think) Team has to come up with 2. (Possible answers:
sailing/wind su rfing/pa rasa iling.)
$20 In 1990 how much money was spent on buying pleasure boats? ($9 million, $9 billion, $9 trillion)

Industrial

$1 About how much does one U.S. gallon of water weigh? (2 Ibs./L1b,-aJ1 08 lbs.)
$5 Do Canadian and U.S. gallons weigh the same? (yestm) (NOTE: Canadian imperial gallon
weighs 10 lbs.)
$10 Which of the following accounts for more of industry water use? (washing things, cooling things
that get hot, mixing into things)
$20 About how many gallons of water were used for industrial purposes in 1985? (2 million, 2 billion,
29 billion) (Extra: Can anyone write this big number on the board? $29,000,000,000)

Aar4cuftural

$1 If a farmer is irrigating on his farm, what is he/she using water for? (21g=, animals, cleaning)
$5 If a rancher is watering his livestock, what is he doing? (watering his crops, washing out the barn,
giving his animals a drink)
$10 About how much of our fresh water is used for agriculture? (10%, 20%, 401/o)
$20 In the United States which of the following uses more of our water? (cities, industries, agriculture)

1-83

1-84

WHAT A WATER JOB!

OBJECTIVES rSUBJECTS:
The student will do the following: Science, Language Arts, Art, Social Studies
1. Know what makes a career water-related. TIME:
180 minutes
2. Discover careers of interest. MATERIALS:
3. Identify information on the careers of their acetate sheet
choice. overhead projector
yarn
coat hangers
index cards
BACKGROUND INFORMATION paperpunch
paste or glue sticks
The area of water and related sciences, industries, construction paper
and trades offers many career options. The exper- markers or crayons
tise involved varies from on-the-job training to a butcher or other large paper
doctorate in a water specialty. Each is important - student sheets (included)
from the plumber to the marine geophysicist. Some teacher sheets (included)
careers also off er recreational benefits, such as prizes (optional)
professional skiing and underwater photography.
While we have many science fields involving wa-
ter, we equally need tradesmen in water careers.
Perhaps a water career will be of interest to your
students.

IOU

career: a job one trains to do.

related: having a connection, going together.
water: a necessity for life on earth; found on the surface and under the ground.

ADVANCE PREPARATION

A. Make a transparency from the teacher sheet, "Water-Related Careers."
B. Make copies of the student sheet, "Student Interest Inventory" if needed.
C. Make copies of teacher sheet, "Fact Flash Cards," and cut them out. You will need one card per
student. Punch a hole at the top of each one. Cut yarn in various lengths (eight inches and less).
D. Make copies of teacher sheet "Water Certif icate" and fill them out for your students.

1-85

E. If you are aoing to hold a Water Day Festival, plan your activities now. Make copies of parent/
student sheet 'Water Day Festival Announcement."

PROCEDURE

1. Setting the stage

Discuss the defi nition of water and how a career could be water-related. Ask students to name careers
they think are water-related; list them on the board. Use a transparency of the teacher sheet, "Water-
R Plated Careers," for additional water-related careers. Many of the careers listed will be unfamiliar
lo the students: lell them they will be investigating some of these.

11. Activity

A. Have each student write down a career that he/she is interested in and have them select foul,
others, including two with which they are not familiar; they will research these. You might use
an interest inventory to assign jobs. (NOTE: The student sheet, "Student Interest Inventory,"
might be helpful. You might also divide the students into small groups that can work together,
rather than having individual students working alone.)

1. Each student will be responsible to find facts on 5 careers.

a. Information can be researched in the library using reference materials such as
encyclopedias or books about appropriate topics. Ask your librarian to help your class
by pulling a collection of books and magazines with the appropriate information..

b. If students know someone in a selected career they can interview that person.
Information gained during an interview can be included on the flash cards students will
make.

2. Give each student five fact flash cards (or blank index cards). Have students list at least5
facts on one side and draw an illustration on the opposite side.

a. Use apiece of yarn to attach five flashcards to a coat hanger. Each card will have a
different length of yarn to hang it with.
b. Place apiece of construction paper at the top of the hanger and label it 'Water Jobs."
Hang these career mobiles around the classroom.

B. Students will play a "stand-up" game.

1 . Have them select their favorite career and write 5 clues for ft. On the day your class plays
'What's My Water Job' hey can bring in props such as a hat or instrument associated wit@,rll
that career.

2. When ft is their turn students will stand up and, using their props, they will give one clue elt
a time.

a. Their classmates will guess their profession.

1-86

b. The student who guesses correctly receives points. The points correspond with how
many clues they had (1 clue = 5 points, 2 clues = 4 points, 3 clues = 3 points, 4 clues
= 2 points, 5 clues = 1 point).

3. At the end of the game the student with the greatest number of points receives a prize (such
as a water toy, or a bottled water drink). A certificate made from the teacher sheet, "Water
Certificate" could be given to the winners.

111. Follow-Up

Celebrate with 'Water Day." Pick a day and plan water activities for the students. Awarmdaywould
be best for these activities.

A. Invite guest speakers that have water-related careers. (See the listing on the student sheet for
ideas, and check the parent volunteer you get when you send the announcements home.)

B. Use the parent/student sheet, 'Water Day Festival Announcement" to announce your festival.

C. Make posters of 5-foot humans (have students trace each other on butcher paper). Dress them
for water-related careers. Decorate the halls with these career-minded paper dolls.

D. Students may make and display science or social studies projects involving water topics.

E. Have the lunchroom plan a meal and list the amount of water in each ftem on that day,

F. Play games outside like water balloon relay races or tosses, (clean) spray bottle squirt games,
or building toy boats (e.g., from aluminum foil) and racing them in a wading pool. You may also
holdtaste tests forvarious bottled waters or have carnival games like a waterversion of "Go Fish."

IV. Extensions '

A. Have students make a flag or banner for a water-related career. Use paper or cloth and attach
to sticks or to dowel rods. Hang them up in your classroom.

B. Take the flashcards and playa game. Have the students work in small groups of 3 or 4 to create
theirgames. Have them writedown the rules for their game. Spend a class period and allow them
to play the games they created.

C. Have students write letters to people in the water-related career of their choice.

D. Make a large group painting (a mural) using magazine pictures and original drawings. Water-
related careers will be illustrated in the mural. Display in a visible place.

E. Play "Water Job Baseball," using the flash cards. Set the classroom up in standard baseball
formation. Place a chair on each base and one for the pitcher. Divide the class into 2 teams. As
each student comes up to bat a flash card is used to ask a question. Four clues without a response
is an out. If they answer correctly they run (four clues--first base; 3 clues=second base; 2
clues=third base; 1 clue=HOMERUN). The team with the most runs is the winner. Change teams
when one receives 3 outs.

1-87

Teacher Sheet

WATER-RELATED CAREERS

boater hydrologist
seaman marine technician
yachtsman groundwater contractor
motor sailboater health department environmental inspector
plumber aundry attendant
water meter reader lifeguard
wastewater treatment engineer scuba diver
merchant marine aquarium director
professional skier (water or snow) bottled water company employee
ice skater desalination plant director
professional tournament fisherman diver
Coast Guard fireman
Navy landscape artist
submariner potter
water level controller scuba instructor
biosolids specialist Olympic1professional swimmer
environmental chemist recreation instructor
water line installer rafting guide
oceanographer marine explorer
marine conservationist sunken treasure hunter
underwater photographer marine salvage engineer
science teacher water quality control off icer
snow hydrologist marine biologist
meteorologist tugboat captain
marine geophysicist boat builder
marine geologist commercial fisherman
limnologist well driller

1-88

STUDENT INTEREST INVENTORY Student Sheet

1. When you grow up what job would you like?

2. What water sport do you like best?

3. Can you think of a job that involves working with water? Do you want to know more about it? What
is that job?

4. Do you have any hobbies? Tell me about them.

5. What are some fun things you do with your family?

6. What are the titles of your favorite books?

7. What are the names of your favorite television shows?

8. What are the names of your favorite games?

9. What are your favorite subjects in school?

10. What are three interesting things you can tell me about you?

1-89

Teacher Sheet

FACT FLASH CARDS

0
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FACTS

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Student Sheet

Ce icate

FOR
KNOWLEDGE
floe((
OF WATER
CAREERS
AWARDED TO

2-
34.5 (07

NAME DATE
IT

Parent/Student Sheet

WATER DAY FESTIVAL ANNOUNCEMENT

W140,

W H Art

WIA E R-5

WHEN:

DEAF-

15CHOOL-
\AJ I L L C G L IE 13P-Al-E A VJArE IR- DAY
Fe:snvA L- o0 . WE NEFEIP
CAUEST SPEAKIER5 T-0 S14AP-E WKAT THF-\(
I N TVA E112- WATE R- SO 3 - I F YO Lk OP- A
IENV HAVE A CAP-EEP- IN \,AJATEP-j WC-
MY WO(ALD Llk<E TO H EAR- FROM YOLk. WE CAN X CAN
CHILD'S (ASE VOW@JTEE?-S IN OTHEZ ACrIVITIES- HELp
NAM E IS: OF- SHARE 1 N 1-tAE- FONJ/ :rf:' '-tOLk CAN W IT " TH I-
HEFLP US IN ANY WAY rr WiLLBE WATER-VX@
- APPrZecIA-161). TqANK \(OU! FE:S-rl\/Al-.
MY WATIE R-
RELATSD T013 \S*. 5 OTH ER:

1-92

DRINKING AND
WASTEWATER
TREATMENT

NUR Ul

1111 IN 1.1 IV

0 &

PD, WJ)

WATER GOES AROUND AND
COMESAROUND

OBJECTIVES @`SUBJECTS:
The student will do the following: Science, Social Studies, Math
1 . Build a model of a water system from the TIME:
source to users. 120 minutes
2. Learn to read and interpret a water meter. MATERIALS:
large piece of cardboard
3. Plan ways of water conservation at the paper towel or bathroom tissue tubes
community level. straws
different sizes of pasta (spaghetti, manicotti,
etc.)
glue
BACKGROUND INFORMATION paste or glue sticks
small boxes (matchboxes, small milk cartons)
It has been determined that each person in the markers
United States uses about 150 gallons of water a construction paper
day. Experts add the number of people who live in student sheets (included)
a city, town, or community, and multiply that num- teacher sheet (included)
ber by 150 to determine how much water is used
daily by that community.

People use water for drinking, cooking, bathing, flushing the toilet, laundry, washing cars, and watering
lawns. Factories, farms, stores, public utilities, and homes use millions of gallons of water daily. It is a
big job for water treatment facilities to supply clean drinkable water to a town, city, or community.

After the water treatment plant cleans the water, it sends it out to the users. As the water travels through
� distribution system, it is diverted down different pathways to homes and businesses. The diameter of
� pipe determines the quantity of water the pipe can hold and determines the rate the water can travel
through the pipe. The volume of water needed for homes or businesses represents a small portion of the
volume leaving the water plant. Therefore, smaller pipes are needed near the point of distribution,
whereas larger pipes are needed near the treatment plant.

Water treatment plants pump water from a source (lake, river, or groundwater), treat the water, and pump
it to holding tanks or water towers. If the water goes to a water tower, it f lows by gravitational force from
the water tower throughout the distribution system. Otherwise, water distribution is driven by motorized
pumps.

Drinkable water is not free. Water treatment facilities and the distribution of drinking water are costly.
Customers are charged according to the amount of water they use. A water meter is used to measure
how many gallons (liters) or cubic feet (cubic meters) a household or business uses.

Because users pay for water and because there is only so much fresh water available for use, we must
conserve our supplies, using them as wisely and efficiently as possible. We must not use water wastefully.

2-1

Many communities have already experienced shortages in watersupplies due to lengthy droughts, growth
in population that has outstripped the water system's capacity, or other problems. People in these
communities have learned to eliminate unnecessary water uses.

TermA

community water cycle: the distribution of water from the source to user and back to the source.

water source: a place where water is collected and stored for use.

water motor: a device for measuring and recording the amount of water used.

ADVANCE PREPARATION

A. Gather materials for constructing the model. (NOTE: You may want to ask the students to bring
in small boxes [matchboxes, milk cartons, etc.) to represent buildings in the community, or you
may choose to use construction paper to draw and cut 'buildings.")

1. A large sheet of cardboard for each group to build model on.

2. Paper towel tubes, straws, and pasta.

3. The students may cut a river, stream, or lake from blue construction paper or draw this on the
cardboard.

B. Prepare copies of student sheets and/or transparencies.

PROCEDURE

1. Setting the., stage

Ask the students the following questions (which assume your students and school have water from
a water utility):

A. How does the water that you drink get to your house? (It is piped from the river to the treatment
plant, to a reservoir or storage tank, then to your homes.)

B. How does the water get to your school? (the same process)

C. What happens to the water when it leaves your home or school? (It goes to a wastewater
treatment plant, then is discharged back to the river or lake.)
D. Where do people get waterwho do not live nearwaterbodies and do not have city watersysterns?
(wells) Where does wastewater from homes not connected to sewer systems go? (septic
systems)

E. What do all these processes represent? (water cycles created by people)

2-2

F. Comparelcontrast this human-created water cycle to the natural water (hydrologic) cycle. (The
human water cycle comes from a lake or river, is distributed through the community, then goes
to a treatment plant and back to the water supply. The hydrologic cycle is the movement of water
f rom the atmosphere to the earth and its return to the atmosphere. Both cycles are continuous.)
G. Make very simple diagrams on the board to show a community water cycle and the natural water
cycle.

11. Activities

A. Divide the students into groups of four or five and have each group build a model of your
community water supply system from the source to the user.

1 . Draw or cut from construction paper a river or lake and glue it to the cardboard.

2. Either draw houses and other buildings or construct them from small boxes to represent the
community.

3. Show each group the illustration of the model of the water supply system to show them how
to connect the "pipes" (paper towel tubes, straws, and pasta) with glue and lay them on the
large piece of cardboard.
4. (Optional) The students may also show another set of "pipes" going to the wastewater
treatment plant and returning to the source. (Use markers to color the wastewater lines a dark
color.)

B. Ask the students the following questions:

1 . How is the amount of water a home, school, or business uses measured? (A water meter
measures the amount of water that is used so the customer can be billed correctly.)

2. Who reads the amount of water you use? (a meter reader from the water utility)

3. Explain to the students that water is not free and users must pay for its use. Water is paid
for by the gallon (Ifter) or sometimes it is measured in cubic feet (cubic meters). What else
is measured by the gallon (Ifter)? (gas, milk, juice) .

C. Distribute the student sheet "Meet Your Meter" or you may want to use it as a transparency.
Discuss and explain how to read a water meter. (You can get a meter face f rom your local water
department. If you wish to concentrate on the meters most common in your community, call the
billing department of your local water utility and ask about the meters where you live. Some
people, like those who live in apartments, do not have individual meters. Their rent includes an
estimated fee for water usage.)

1. The first meter is measured in gallons. Read and record the first meter that represents
gallons. 103,836

2. The second meter measures water in cubic feet. Read and record this amount. 192,787

3. The third meter is read like a digital clock. Read and record this amount. 3,499

D. Ask the students to read the meters on the student sheet "Meter Reader"to reinforce the skill. The
answers are: 1. 136,092; 2. 072,150; 3. 824,736.

2-3

IV. Extensions

A. Have students complete "Read Your Meter," a take-home survey.

B. Brairustorm ways to conserve water.

1. List these suggestions on the blackboard or overhead projector.

a. Check toilets and faucets for leaks.

b. Keep a container of drinking water in the refrigerator.

c. Turn off the water while you brush your teeth.

d. Wash clothes only when you have a full load.

a. Wash dishes only when you have a full load.

f. Take shorter showers, or get a low-f low shower head.

2. Discuss the question, "Why should we conserve water?"

a. Water is a natural resource that we all share.

b. Wasting water wastes energy.

c. Conservation will save money and make clean water supplies last longer.

C. Appoint a water patrol of 3 or 4 students to check bathrooms and water fountains for leaks or to
see if they are left running. Report their findings to the janitor or principal.

D. The students may check the newspapers and clip out articles that concern water.

1 - These may be placed on the bulletin board.

2. Students may write reports on their findings.

RESOURCES

Cobb, V., TheTri2 of the Dri121 Little, Brown and Company, Boston, Massachusetts, 1986.

"Science Demonstration Projects in Drinking Water, Grades K-12," U.S. Environmental Protection
Agency, Washington, DC, 1990.

"The Story of Drinking Water" (student booklet), American Water Works Association, Denver, Colorado,
1984.

"The Story of Drinking Water Teachees Guide, Intermediate Level, Grades 4, 5, 6," 2nd ed., American
Water Works Association, Denver, Colorado, 1988, pp. 23-24.

2-4

Teacher Sheet

COMMUNITY WATER SUPPLY SYSTEM MODEL

WATEP, 3UPPLY

WArER-MEATMENTF PLAOT-

sic a
cl
5MALL 13Ujt-lDl0&5

LAP-6,15 JZE&OLA (Z 0 C RITA
12ASrA MAO S R-(-) tAJ

Student Sheet

MEET YOUR METER

Your water meter probably looks like one of these. The first meter is read clockwise and
measures water in gallons. The second meter measures water in cubic feet and is read
in the same manner. (To convert cubic feet to gallons you must multiply the number on
the meter by 7.5.) The third meter is read like a digital clock. Meters 1 and 2 have six
dials, which are read clockwise. Begin with the "l 00,000" dial and read each dial to the
"1" dial. Remember that when the dial is between two numbers, you read the smaller
number. Read and record the number shown on each meter.

2-6

Student Sheet

METER READER

Directions: Read the dials f rom left to right. When the dial is between two numbers, read the smaller number. Write the numbers in the blanks below
the dials.
1 0 98 21 0 9 8 21 0 98 2 1 @ 9 8 2 1 0 8 21 0 98
3\ 7 30-@ 7 3 7 3 7 3 / 7 3 7
4 5 6 4 5 6 4 5 4 5 6 4 5 4 5 6

2.
1 0 9 1 0 9 1 0 9 1 0 9 1 0 9
2 1 1 98 2 8 Z... 2 8 2 8 2 8
3 7 3 '--7 3 7 3 7 3 7 3 7
4 5 6 4 5 6 4 5 6 4 5 6 4 5\ 6 4 5 6

I
1 0 9 1 0 9 1 0 9 1 0 9 1 0 9 1 0 9
8 2 8 2 8 2 8 2 8 2 8
34 67 34 67 3/ 67 3 4 '- 6-7 a 4 -' 67 34 7
5 5 5 5 5 5

Student Sheet

READ YOUR muER

1 Does the meter at your home measure ater in gallons or cubic feet?

2. Does your meter at home have a single dial (odometer- digital type) or a solid dial
meter (like the three you read on the other student sheet)?

3. Which type of water meter does the school have? How can
you find out?

4. How many of gallons of water were used in your home last month? (Ask your
parents to show you the water bill.)

5. How many days were in the billing period?.

6. What was the average number of gallons your family used per day? (Divide the
total number of gallons of water used by the number of days in the billing period.)

7. Find your meter at home and read your meter every day for the next week. If you
don't have a meter at home, check with the janitor to see if you can read the meter
at school.

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7_

Date

Reading

Daily Units

Weekly
Add all the daily units for your weekly total: I T tal

8. What was your family's average daily use? Add the weekly total, then divide
the weekly total by the total number of readings (7).

9. Compare the daily average with thedailyunits. What did you find out?--

10. What, day of the week did your family use the most water?
What day did they use the least?

2-8

WATER WORKS

OBJECTIVES rSUBJECTS:
Science, Social Studies, Language Arts
The student will do the following:
TIME:
1 . Demonstratethe processthat watertreatment 120 minutes
plants use to purity water for drinking by
conducting a water purification experiment. MATERIALS:
1 gallon (4 L) jug of water
2. Describe what happens in the watertreatment 2 1/2 cups (600 mQ soil or mud
process by writing a story. acetate sheet
four Niter plastic bottles
funnel
BACKGROUND INFORMATION scissors
2 tablespoons (30 mQ of alum
Water treatment is the process of cleaning water 2 tablespoons (30 mQ of bleach
and making it safe for people to drink. Because 2 cups (500 mL) fine sand
water is a good solvent it picks up all kinds of 2 cups (500 mL) coarse sand
contaminants. In nature, water is not always clean 1 cup (250 mQ fine gravel
and safe enough for people to drink. 1 cup (250 mL) coarse gravel
1 cup (250 mQ activated charcoal
Our drinking water comes from both surface and cotton for plug
groundwater. Water in lakes, rivers, and swamps tap water
contains impuritiesthat may make it lookand smell a tablespoon
bad. Water that looks clean may contain harmful clock
chemicals or bacteria and other organisms that student sheets (included)
can cause disease. tape recorder with tape (optional)
camera with film (optional)
In the past, waterborne diseases were a major .teacher sheet (included)
public health concern but today these diseases
are no longer a health threat in the United States because of the improved water treatment. Technicians
working in drinking waterfacility laboratories make thousands of tests each year to insure that our drinking
water supply is free of disease-causing bacteria. These test results are reported to the state and local
governments.

It takes the efforts of both federal and state governments as well as local water supply systems to keep
our drinking water safe and in good supply. The Safe Drinking Water Act and its amendments set the
standards for public drinking water. The Environmental Protection Agency administers these standards.

Water treatment plants clean and maintain the quality of drinking water by taking it through the following
processes: (1) aeration, (2) coagulation, (3) sedimentation, (4) filtration, and (5) disinfection (see
definitions in "Terms" below).

Terms

aeration: to expose to circulating air; adds oxygen to the water and allows gases trapped in the water
to escape; the first step in water treatment.

2-9

coagulation: the process by which dirt and other suspended solid particles are chemically "stuck
together" so they can be removed from the water; the second step in water treatment.

disinfection: the use of chemicals and/or other means to kill potentially harmful microorganisms in
the water, the fifth step in water treatment.

filtration: the process of passing a liquid or gas through a porous article or mass (paper, membrane,
sand, etc.) to separate out matter in suspension; the fourth step in water treatment.

groundwater: water that infiltrates into the earth and is stored in usable amounts in the soil and rock below
the earth's surface; water within the zone of saturation.

sedimentation: the process that occurs when gravity pulls particles to the bottom of the tank; the third
step in water treatment.

sludge: solid matter that settles to the bottom of septic tanks or wastewater treatment plant sedimentation
tanks;. must be disposed of by bacterial digestion or other methods or pumped out for land disposal
or incineration.

surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpiration, and is stored in streams, lakes, wetlands, reservoirs, and oceans.

water treatment: a method of cleaning water for a specific purpose, such as drinking.

ADVANCE PREPARATION

A. Make a copy of the diagram of a water treatment plant and water treatment word search puzzle
for each student. You may use the diagram of a water treatment plant as a transparency.

B. Gather materials for demonstration of water treatment process.

C. Prepare "dirty water"; add approximately 2 1/2 cups (600 mQ of soil or mud to 1 gallon (4 Q of
water.

D. Cut one 2-liter bottle in half, cut the bottom from another bottle, and cut the top from a third bottle.

E. Alum can be found at the grocery store in the spices section. It is commonly used for making
pickles.
F. NOTE: You may want to construct the f ifter before beginning the activity or may choose to let a
team of students prepare ft. To prepare the filter use the bottle with its bottom cut off to construct
thefilter. Turn the bottle upsidedown. Loosely put a cotton plug in the neck of the bottle. Pour
the fine sand over the cotton plug followed by activated charcoal, coarse sand, fine gravel, and
coarsegravel. Clean the filter by slowly and carefully pouring through 1-2 gallons (4-8 Q of clean
tap water.

2-10

PROCEDURE

1. Setting the stage

A. Ask the students the following questions.

1. How many of you used water in some way today?

2. How did you use water? (shower, brush teeth, flush toilet, prepare meal)

3. Where does your water come from?

4. How can you be sure your water is safe to drink?

B. Discuss the water treatment plant and what it does.

1. Hand out the diagram of a water treatment plant.

2. Discuss the process that takes place during each step. Use the definitions given to explain
each step:

a. Aeration -Vigorously stirring up waterto add airto it and drive out othergasesthat might
be dissolved in it; similar to "whipping" it with a mixer (as in cooking).

b. Coagulation - Adding chemicals to make dirt and other particles clump together.

c. Sedimentation - Letting the clumps settle out (they're heavier than water, so they sink
to the bottom).

d. Filtration - Pouring the waterthrough a filtering system that has lots of layers of materials
that trap things that did not settle out (including things too small to see).

e. Disinfection - Adding chlorine to kill germs that might make people sick (similar to
swimming pool methods).

3. Write the lettersA, C, S, F, and D onthe board. Review with the students the words they stand
for. Write simple-to-remember phrases for each one, such as:

a. A = Add air

b. C = Create clumps

c. S = Soil settles out

d. F = Fine filters to trap tiny things

e. D = Die, germs, die!

Leave these on the board while the class builds the model.

2-11

11. Activities

A. Review the diagram of the water treatment plant. Discuss with the students, chee. for
understanding. Allow for questions and comments from the students.

B. Divide the students into teams of four or five students. Each team will perform one step in the
process. (Supervise closely.) Give Team I the materials and dirty water to start.

1 . Team I should pour about 1.5 quarts (1.6 Q of "dirty water" into the uncut 2-Ifter bottle with
the cap. (Use a funnel) Ask the students to describe the water.
2. Have a student in Team I put the cap on the bottle and shake for 30 seconds. Continue the
aeration process by pouring the water back and forth between two bottles 10 times. Ask the
students what part of the watertreatment process we have demonstrated. (aeration) Ask.the
students to describe any changes they observe.
3. Team 11 should pour the aerated water into the 2-Ifter bottle with the top cut off. Add 2
tablespoons (30 mL) of alum to the water. Stir the mixture slowly for 5 minutes. Ask the
students what process this group has demonstrated. (coagulation) Ask the students to
predict what will happen.
4. Team III should allow the water to stand undisturbed for 20 minutes. Ask the students to
observe the water at 5 minute intervals and record their observations as to changes in the
appearance of the water. (NOTE: Other groups may do the student sheet word search during
this time frame or Team IV may construct the filter from the bottle with its bottom cutoff. if
you prefer to construct the filter model yourself, you may do it now if you'd like.) Ask-, the
students what step this is? (sedimentation)
5. Team IV should carefully, without disturbing the sediment, pour the top two-thirds of thewater
through the filter. Ask the students what step this is. (f iftration) Have them quickly rest the
filter model in the 2-liter bottle cut in hall to collect the f iftered water.
6. After waking until you have collected more than half of the water poured through the filter, add
2 tablespoons (30 mL) of bleach to the filtered water. The bleach represents the chlorination
process. (CAUTION: Wear eye protection when handling bleach and quickly wash it off your
skin if some should splash.) This is d4sinfection. Ask the students: "Did we recover the same
amount of water we started with?" Measure approximately. Discuss that there is a certain
loss of usable water in the water treatment process.

C. Compare the treated and untreated water.

1. Ask the students whether treatment has changed the appearance and smell of the water.
How has it changed?
2. Explain to the students that this is a simulation of the process that a water treatment plarit
does; therefore, this water is = safe to drink.

III. Follow-Up
A visit to the local water treatment plant is a valuable experience. If this is not possible, ask a
representative from the water utility to visit the class.

2-12

A. As you tour the plant, use your A, C, S, F, and D memory devices to review the terms with the
students.

B. Assign each student a responsibility to perform during the trip or visit. Develop assignments and
questions in advance. You may use the student sheet, "Water Works."

C. Send the contact person at the water treatment plant a copy of the assigned questions before the
visit so hetshe will be prepared for the group.

D. One student could also tape record the experience and another student could take photos for a
visual record.

IV. Extensions

A. Have the students write a story or draw cartoons about "Betty Bacterium," "Sediment Sam," or
other fictional characters and describe what happens to these characters as they go through the
water treatment process.

1. Share the stories/cartoons with the class.

2. Use as a bulletin board activity to reproduce the water treatment process.

B. Ask the students to do the student sheet 'Water Treatment Words" if you did not use it in the
activity.

The answers to the word search are as follows:

a b f o n i g r o u n
r g v u t s d a o n i
d i I I - 4.-4 Q--n
s e n f u n t 1- a t s
m n s t a a t 4 f S a

u m n r u x r A s t (
4: - r. e n I @i o i
m r t a f a C 1 m s n e

s io a t e a a @ 0 X t
n e b a v 1 o M :I a 0
b a c t o n b a c t e

R m. e n t a
a e r o u s m f g o n t

RESOURCES

"Science Demonstration Projects in Drinking Water: Grades K-12," U.S. Environmental Protection
Agency, Washington, DC, 1990.

'The Official Captain Hydro Water Conservation Workbook," East Bay Municipal Utility District, Oakland,
California, 1982.
0 ': 0 n 1
v U t s

f u n
i t;
e n

n s t a a

M n r u X

"The Story of Drinking Water' (student booklet), American Water Works Association, Denver, Colorado,
1984.

'The Story of Drinking Water: Teachers Guide, Intermediate Level, Grades 4, 5, 6," 2nd ed., American
Water Works Association, Denver, Colorado, 1988.

2-13

Student SbeEl

DRINKING WATER TREATMENT PLANT

DRINKING WATEF, TRENTMENT
(SUP-FP@CE WATEF,)
/-1311RCE- (a FILTRATION
2. PLJIIP AOUSE 7 E@QST-TREATMEEAIT_
3. PRE- 7-REA7-MEAll: 9 SrORA&E
4. SOLIDS COLLECT190,A1 C? RIBUTION
5 SEDINFAMArJOhl 10. SSOL IDS RANDLIA16C

.41

C> RAPID MIXING

%
%

45 en
-CHARCOALI
ANT-HRACiT-E
-SAND FLOLAIRII)g,
-GRAVEL CHLORINIE
LIMEOR PN05PWATE

0
___4>
00
IL

2-14

FILTER MODEL Teacher Sheet

WATER

COARSE GRAVEL

0;
FINE GRAVEL

COARSE SAND
ACTIVATED CHARCOAL
FINE SAND
CoTro N

2-15

Student Sheet

WATER WORKS

Answer the following questions.

1. Where does our water come from?

2. How much clean water is produced every day?

3. How is the water tested?

4. What is used to destroy the bacteria in the water?

5. What are the f uture plans for the water treatment system? As our community grows, will it be
enlarged?

6. Who is in charge of or who owns the water utility?

7. How much water does the water source hold?

8. Do you use pumps or gravity to move the water?

9. How many people does this plant serve?

10. Is there anything unusual about this system?

2-16

Student Sheet

WATER TREATMENT WORDS

Can you find these words? Find the words, circle them, and check them off the list.

aeration water surface
coagulation treatment ground
filtration sedimentation

a g b f o n i f g r o u n
r g r v u t s d a o n i
d i c o a g u a t i o n
s e n f u u n t t r a t s
m n s t a n a r t e f s a
u m n r u x d a r a s t e
s u r f a c e t n t i o r
m r t a f a c i 1 m s n a

s w a t e r a o a e o x t
n e b a v 1 o n m n a o i
b a c t o n b a c t t e o
s e d i m e n t a t i o n
a e r o u s m f g o n t

2-17

2-18

WILL THAT HOLD WATER?

OBJECTIVES rSUBJECTS:
Geography, Science, Art
The student will do the following:
TIME:
1 . Be aware of and discuss the five major purposes 3 45-minute periods
of dams.
MATERIALS:
2. Locate on a U.S. map the dams listed on the 5 half-gallon (2 L) cartons
student sheet on the history of dams. 6-8 quarter-inch (0.6 cm) dowel rods
glue
3. Build and test a model of a specific type of dam craft sticks
assigned to their team. gravel
clay (ask the art teacher for some clay or you
can use the cooked play dough recipe on
teacher sheet)
BACKGROUND INFORMATION teacher sheets (included)
paper towels
water
People have built dams for thousands of years. Even aluminum foil or aluminum pie pans
earlier, beavers were damming streams to change student sheets (included)
their environment. Before 1905 no dam in the U.S. graph paper (optional)
was taller than 200 feet. Fifty years later 159 dams paper cups (optional)
200 feet high or higher had been completed. Modern potting soil (optional)
dams are designed to be mufti-purpose dams. Their bean seeds (optional)
f ive major purposes are: water supply, irrigation, flood QPlastic tray (optional)
control, electric power production, and recreation.
The lake created by damming a stream or river is called a reservoir. Some of the most famous dams in
the U.S. are Hoover Dam in Arizona-Nevada; Grand Coulee Dam in Washington; Shasta in California;
Bonneville in Oregon; Flaming Gorge in Wyoming-Utah; Kentucky Dam in Kentucky; Norris Dam in
Tennessee; and Wheeler Dam in Alabama.

Hydroelectric dams use the energy of falling water from reservoirs to produce electricity by the use of
turbines and generators. Hydroelectric power is non-polluting because it uses no fossil fuels and is non-
consuming because it usesa renewable resource. (However, dams must be carefully planned sothat they
do not unnecessarily damage ecosystems when they f k)od an area and cause changes in the rivers they
dam.)

Terms

dam: a wall-like barrier across a stream or river to stop the flow of water.

drought: period of less-than-normal rainfall.

hydroelectricity: electricity produced by the power of falling water striking a turbine and turning a
generator.

2-19

flood: periodof more-than-average rainfall.

reservoir: a body of water stored in a natural or artificial lake.

CLAT OFF
ADVANCE PREPARATION SIVE AN P
TOP OF:
AP-7-0t,4
A. Cut one side and the top off of 5 half-gallon (2
L) cartons (or plastic milk jugs).
01
IL
B. Cut 643 quarter-inch (0.6 cm) dowel rods into 3-
inch (7.5 cm) pieces.

C. If you cannot get pottery clay, mLx up 5 batches
of thesaft dough recipe and keep in an airtight
bov6l (see teacher sheet "Salt Dough Recipe").

D. Copy -the student sheets "History of Dams,"
"Types of Darns,"and "Will It Hold?"; make one
per Student.

E. Write the names of the 5 types of dams (rock,
timber, embankment, masonry, and concrete)
on slips of paper and put them in a cup.

F. Gather sticks, gravel, and other dam-building
materials such as aluminum foil or aluminum
pie pans.

PROCEDURE

1. Setting the stage

A. Begin the discussion by asking the class these questions:

1. What happens sometimes when it rains too much? (It floods. Write"flood" on the boardand
define.)

2. What happens when it doesn't rain enough? (There is a drought and plants and crops die.
Write "drought" on the board and define.)

3. Is there anything people can do to keep it from flooding and to save water to use during
droughts? (We can build dams. Write "dam" on the board and define. If some students are
not familiar with dams, draw a simple diagram on the board showing that a dam blocks the
f low of a river and causes a lake - reservoir - to fill up behind ft. The dam has passageways
in ft through which we allow some water to pass, so there is still a river.)

B. Tell the class they are going to learn about dams and what dams do for people.

1. Pass out the "History of Dams" student sheet and ask for volunteers to read ft.

2-20

2. List the five purposes of dams on the board. For each (water supply, irrigation, flood control,
electric power production, and recreation), give an explanatory comment about how dams
accomplish these things.

3. List the types of dams (earthen, rock, timber, embankment, masonry, and concrete) on the
board.

4. List the famous U.S. dams on the board.

5. Ask for volunteers to locate them on a large U.S. map.

11. Activity

A. Begin the dam-building experiment.

1 . Divide the class into five even teams (e.g., 5 teams of 5 for 25 students).

2. Explain that each team will be assigned to build a model of one type of dam. The class will
build all but the earthen dam. You will provide clay, sticks, gravel, and other materials. They
must determine how to use these to simulate the materials shown on the diagrams.

3. Pass out the "Will It Hold?" student sheet and have each team predict which dam will last the
longest. (NOTE: You may elect not to do the formal experimentation, but to simply have the
groups build and demonstrate the models.)

4. Have each team draw one slip of paper from the cup to see which model they will make.

B. Re-arrange the students' seating into teams (cooperative learning groups) and do the following:

1 . Pass out the 'Types of Dams" student sheets to each team and have them study the diagram
of the dam they will build.

2. Each team should have a record technician, a time technician, a supply technician, a water
technician, and a group leader. Let the students choose their roles.

3. The team will plan together how to build their dam. The record technician should record the
plan in steps.

4. The supply technician will go to the supply table and get the needed materials for their team.

5. You will be available for technical advice, but should not physically help teams.

C. Once all dams are complete, they must dry for 5-7 days, after which testing will begin. (NOTE:
You may omit the testing in step 2 and use the models for demonstration and display only.)

1. The water technician will slowly pour water behind the dam.

2. The time technician will call time intervals while the data technician records information. Data
will be recorded every 15 seconds for the first 2 minutes and then every 2 minutes for the next
8 minutes.

2-21

Ill. Follow-Up

A. Each team will graph their data from their experiment. The graphs can be used to make a bulletin
board display on the strength of dams.

B. If you have omitted the testing, have each group draw a large diagram of their type of dam.
(Supply the butcher paper and art supplies.) Display these drawings.

G. An exoslient follow-up would be a f ield trip to a nearby dam. Ask the contact person at the dam
to talk to your students about how and why the dam was built.

IV. Extensions

A. For lower grades, do a seed growing experiment. Discuss with the class how sometimes th(.@re
is too much water (flooding) and sometimes there is not enough water (drought). In team do the
following:

1. Pass out three cups to each team and poke a small hole in the bottom with the pencil.

2. Number the cups 1-3.

3. Fill the cups with potting soil.

4. Plant three bean seeds in each cup.

5. Put all cups on the plastic tray.

6. Do the following every day:

a. Do not water #1

b. Water #2 until the soil is damp

c. Water #3 until a layer of water covers the soil.

7. Keep the cups in a sunny window.
8. Keep a journal on what changes happen each day. (NOTE: The beans in #2 should sprout
in about a week.)

9. Ask the students"Why didn't the beans in cups #1 and #3 sprout?" Relate this to how dams
help control the amount of water available for us to use: They prevent water shortages and
f loods.

B. For higher grades have students investigate beaver dams and their impact on the environmcmt.
See teacher fact sheet "Beavers and Their Dams."

2-22

RESOURCES

Arnold, Caroline, Bodies of Water Fun. Facts, and Activities, Franklin Watts Publishing Co., New York,
1985.

"Dams," Encycl2p2dia Americana, Grolier, Inc., Danbury, Connecticut, 1987.

Hunt, Bernice K., Dams: Water Tamers of the World, Parents' Magazine Press, New York, 1977.

Miller, James E., "Beavers", Program Leader, Fish & Wildlife, USDA - Extension Service, Natural
Resource and Rural Development Unit, Washington, DC, 1983.

2-23

Teacher Sheet

SALT DOUGH RECIPE

In a heavy sauce pan mix the following ingredients together:

1 cup (250 mL) plain flour
1/2 cup (125 mQ salt
2 tsp (10 m L) cream of tartar

Add t@ following:

1 cup (250 mQ water
1 tbs (15 ml-) cooking oil
oil of wintergreen (optional)

Stir all togetherand cook at low temperature for 3 minutes or until it pulls awayfrom the
sides of the pan.

Almost immediately, knead lightly and store in an airtight container. You may add a few
drops of oil of wintergreen to help the aroma.

It will take about a week for this to dry,

Make one batch for each team.

2-24

Student Sheet

HISTORY OF DAMS

The first dam builders were beavers. Beavers
build dams to change their environment more to
their liking. People followed the beavers' lead
an d began bu i Id i ng dam s tho u sands of yea rs ago
to control and change their environments, to hold
water, to control flooding, and to use water
power.
The earliest reported dam was built on the Nile VA W
river'about 5000 years ago to control flooding.
Ancient dams were built to control flooding, pro-
vide drinking water, and supply water for irriga-
tion. The Kaerumataike Dam in Japan is 2200
years old and is still used today. A dam on the
Prontes River in Syria built 3300 years ago is still
being used. The Romans built dams throughout
their empire to control the water supply.

After the fall of the Roman Empire, dam-building
ceased until it was reborn as a science during the
19th century. Modern dams are designed to be
multi-purpose. The five major purposes of dams
are water supply, irrigation, flood control, electric
power production, and recreation.

In a f ifty-year period of time 159 dams 200 feet
high or higher were built in the United States.
Some of the most famous dams in the U.S. are:
Hoover Dam in Arizona-Nevada, Grand Coulee
Dam in Washington, Shasta in California,
Bonneville in Oregon, Flaming Gorge Dam in
Wyoming-Utah, Kentucky Dam in Kentucky,
Norris Dam in Tennessee, and Wheeler in Ala-
bama.

Modern dams are built to provide water supplies,
protection from floods, and hydroelectric power,
as well as for other purposes. Hydroelectric
power is non-polluting because it uses no fossil
fuels and is non-consuming because it uses a
renewable resource.

2-25

Student Sheet

Name

Date

WILL IT HOLD?

1. Predictions

1. Which type of dam will be less likely to leak?

2. Which type of dam will last the longest?

11. Building Plan (Record here.)

111. Testing (Record Observations)

15 seconds 105 seconds

30 seconds 2 minutes

45 seconds 4 minutes

60 seconds 6 minutes

75 seconds 8 minutes

90 seconds 10 minutes

2-26

Student Sheet

TYPES OF DAMS

The earliest dams were made of earth and
are called earthen dams. Earthen dams
are sometimes the most practical even
today. Some other kinds of dams are rock
dams, timber dams, embankment dams,
masonry dams, and concrete dams.

Rock dams are used in rocky areas. Often
a concrete facing is added to a rock dam.

Timber dams are made of tightly fitting
planks of wood supported and held to-

gether by rocks.

Embankment dams are good fordamming
broad streams. They are made by heap-
ing up earth, clay, and gravel and then
pressing it down until it is packed and
watertight. The top layer is close-fitting
stone called riprap.

Masonry dams were used to dam narrow
streams running through mountain gorges.

They are made with blocks of stone or
concrete. Masonry dams are not good for
broad streams but may be built extremely
high.

Concrete dams can be built in many diff er-
ent shapes such as a gravity dam, but-
tress dam, or multi-arch dam.

Dams must be built thicker at the bottom
than the top so that they can stand up to
the high pressure exerted by the water.

2-27

Teacher Sheet

BEAVERS AND THEIR DAMS

Beavers love water. They live where there is a year-round source of water. T hey live 111 otuall1b, Idmub, YU1 lub, bVVC2111yo,
wetlands, roadside ditches, canals, mine pits, drains from sewage disposal ponds, and below natural springs. Once beavers
move into an area they quickly begin building dams to modify the environment to their liking.

Beavers build their dams with logs, branches, and twigs from the trees they cut down and with mud from the stream or lake.
Beavers eat the trees as well as using them for building material. The size of a beaver dam can vary greatly. In some areas
a dam may not be more than 36 inches (65 cm) high even though it may be one-quarter mile (0.4 km) long. In a mountainous
area, a dam might be 10 feet (3 m) high and only 50 feet (15 m) wide.

A lodge or bank den is also built into the riam. The den is used for rsising young, sleeping, and food storage. Beaver dens
always have at least two entrances, at id some have four or more.

IfN

7;'
k,,,IT7
TO'

;;S4

1. A
YAI VW!/
W/V* M1,11

THE INVISIBLE WATER SOURCE

OBJECTIVES rSUBJECT:
The student will do the following: Science, Art, Social Studies
1. Identify various sources of drinking water. TIME:
45 minutes

2. Relate the water cycle to water supply. MATERIALS:
3. Demonstrate the presence of water in a cloud. map of your state (1 for each student)
large jar
plastic bag of ice (to fit over the jar opening)
a sheet of black paper
f lashlight
BACKGROUND INFORMATION 2 chalkboard erasers (used)
matches (for teacher use only)
Water is a familiar substance. We drink it, wash blue markers or crayons
with it, swim in it, and sometimes grumble when it
falls from the sky. We are so accustomed to water that most of us are unaware that it is among the rarest
and most unusual substances in the universe. Our planet has a vast supply of water but only a tiny f raction
is readily available for use by people.

Most of the earth's surface is covered with water. More than 70 percent of the human body is water. Water
is essential to all plant and animal life. No organism can live without ft. So water supply and quality are
critical. Much of our water supply is visible in the form of surface water in oceans, lakes, streams, rivers,
and glaciers. Much of our water supply is unseen, as ft is groundwater. Groundwater may be trapped
in rock or sand formations or flow through porous rock or even underground rivers. The ability to access
groundwater supplies through wells or springs is vital to the development of some areas. Deserts have
been transformed into vital agricultural areas using groundwater resources. Today, the amount of water
on earth remains the same as ft always was!

Terms

groundwater: waterthat infiltrates intotheearth and isstored in usableamounts inthesoil and rockbelow
the earth's surface; water within the zone of saturation.

river: a large natural stream of water emptying into an ocean, lake, or other water body.

surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpiration, and is stored in streams, lakes, wetlands, reservoirs, and oceans.

water: a transparent, odorless tasteless liquid, composed of hydrogen and oxygen.

2-29

ADVANCE PREPARATION

A. Maps of your state can be obtained from state social studies resource books. Road maps Eire
a good source to use as outline maps. Universities have cartography labs that can help supply
outline maps, and state water resource departments can also supply maps.

B. Place a jar on black paper ortape the paper to the back of the jar so you can't see through it. Fill
1/3 full with warm water. (NOTE: If a hot plateorsourceof heat isavailable, it can be usedto
keep the water warm until it is used.)

C. Have the bag of ice and matches nearby.

PROCEDURE

1. Setting the stage

A. Brainstorm with the students about areas of the world where they know there is water.

B. Ask the students where they nave seen water in your state (rivers, oceans, rain, faucets, etc.).
Write these sources (at least 10-15) on the board. Write specif ic names if they know them (e.g.,
Mississippi River).

C. Decide with the class which ones they could drink if they were thirsty. Erase the nondrinkable
ones after discussing possible reasons why (e.g., ocean water is too salty to drink).

D. Ask the students if they know why the dri nking water sources do not get used up even though
people use them all the time. (They are renewed by the water cycle.)

11. Activities

A. Distribute maps of your state.

1. Have the students color all areas mentioned as water sources blue.

2. Explain that the areas colored blue are called "surface waters."
3. Explain that some of the areas not colored contain water underground that is called
groundwater. Discuss ways people get water out of the ground, such as wells and springs.
B. Briefly review the water cycle to show that water is also present in the air. Help students
comprehend that rainwater is not a drinking water source but feeds the surface waters and
groundwater. If need be, draw a diagram of the water cycle on the board to remind students of
how it works.

C. Point out to the students that there is a lot of (invisible) water in the atmosphere, as we @ i@ s under
the ground. (In fact, there is nearly 50 times more water in the atmosphere than 1- -- -Ar fresh
surface waters, and about 100 times more water underground than in those "blue waLers.")

D. Explain that a cloud occurs when the invisible water vapor in the air becomes visible water
droplets or ice crystals.

2-30

1 . Clap two used erasers together.

a. Have a student shine the flashlight into the dust "cloud."

b. Explain that these chalk particles are similar to the dust particles that help form clouds.

2. Make a cloud in a jar. Place the jar on black paper or tape the paper to the back of the jar.
(This helps make the cloud more visible. The method used will depend on the number and
location of your students during the activity.)

a. Fill the jar 1/3 full with warm water. (The warmer the water, the better the results.)

1) Light the match and hold it over the jar opening.

2) After a few seconds, drop the match in the jar and cover the top of the jar with the
bag of ice.

b. Observe the inside of the jar against the black paper background.

3. Remind the students that clouds are important because we must have rain to renew our
supplies of water.

2-31

111. Follow-Up

A. Ask what processes led to the cloud formation. (evaporation f rom warm water; condensationon
dust particles because of the cooler air temperature from the ice bag) What if it was much colder?
(Ice crystals would form and it would be "snow!")

B. Why was smoke from the match important to cloud formation? (Provided particles for vapor to
"grab on.")

C.. Review the student maps of water sources.

1. Ask where the surface waters get their water. (rain or groundwater)

2. Ask what happens to the rain or snow that falls on the ground. (Some replenishes surface
or groundwater; some evaporates; some is used by living things.)

IV. Extensions

A. Observe the streams of rainwater runoff on a rainy day and discuss where they will end up.

B. Ask the students to pretend that the area they are living @is a drought.

1. What happens to the water supply? (decreases)
2. What living things might suffer'? (Let them name various things, but be sure they understand
that plants and animals-even people-will be harmed.)

C. Ask the students to think about what would happen if the nearby water source became polluted
in a disaster and then discuss their ideas.

D. Explore the settlement of our country and discover the locations chosen around water supplies.

RESOURCES

Environmental Resource Guidev Nonpgint Source Pollution Prevention (Grades 6-8), Air and Waste
Management Association, Pittsburgh, Pennsylvania, 1992.
Miller, G. Tyler, Living in the Environment: Concepis. Problems. and Alternatives, Wadsworth Publishing
Co., Belmont, California, 1975.
"The Story of Drinking Water: Teacher's Guide, Primary Level," American Water Works Association,
Denver, Colorado, 1984.

Yaros, Ron, WATE-TV 6 Weatherschoolo Teacher's Re2gurce Guide, Yaros Communications, Inc.,
1989.

2-32

HARD OR SOFT?

OBJECTIVES
SUBJECTS:
The student will do the following: Science, Language Arts, Health
1 . Discover that water containing excessive TIME:
dissolved minerals is called hard water. 60 minutes
2. Compare hard and soft water properties. MATERIALS:
2 one-liter plastic bottles with caps
3. Identify health effects of hard water and soft distilled water
water. Calgon" water softener
Epsom salts
liquid soap
2 quart-size (1 -L) clear containers or
two 1 -liter bottles with the tops cut off
1/2 cup (125 mQ soil
student sheet (included)

BACKGROUND INFORMATION

In nature, water circulates through a system called the water cycle. There are two main sources of fresh
water: surface water and groundwater. Surface water f lows over the land in lakes, rivers, and streams.
Groundwater seeps through the soil or through cracks and cavities in rocks.

Fresh, clean, unpolluted water is something no one should take for granted. Only three hundredths of one
percent of the earth's water is drinkable (three out of 10,000 gallons of water on earth).

Minerals that cannot be seen are dissolved in water naturally. Water that is high in some minerals is called
hard water. Hard water has economic, as well as health, effects. Laundry washed in hard water may
require more detergent and energy to get clean. Links have been drawn to kidney stones in people and
high dissolved mineral content in the water they drink.

Water that has a low mineral content reduces the amount of detergent needed, but generally has a higher
level of sodium. Sodium in high levels is linked to heart disease, stroke, and high blood pressure. Water
with low mineral content is usually corrosive and can leach lead out of solder in plumbing.

Depending on where you live, the water may have more or fewer minerals than water in other parts of the
country. The amount of minerals in water makes it "hard" or "soft." "Hard" water gets its name because
it is "hard" to make suds in ft. The minerals in the water combine with soap to make a gray film instead
of suds. It is this film that leaves a ring around a bathtub.

Terms

groundwater: waterthat inf iltrates into the earth and is stored in usable amounts in the soil and rock below
the earth's surface; water within the zone of saturation.

hard water: water that contains a large amount of dissolved minerals.

2-33

soft water: any water that does not contain large amounts of dissolved minerals but may be high in
sodium.

surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpiration, and is stored in streams, lakes, wetlands, reservoirs, and oceans..

ADVANCE [PREPARATION

A. Gather all the materials. Everything you need is available at grocery or drug stores (or maybe
even in your home).
B. Fill the two clear containers. Add 1/2 cup (1125 mL) soil to one container to make it "muddy"
looking. You will be using the two containers to compare clear water to "muddy" water.
C. The activity will compare hard and soft water. In order to provide observable results, we will make
our own hard and soft waters.
1 .Begin by filling each of the liter bottles with distilled water, leaving an inch (2.5 cm) space at
the top.
2. In one, dissolve 1/2 cup (125 ml-) of Epsom salts. Label this one "Hard Water."
3. In the other, dissolve 1/2 cup (125 ml-) Calgon" or similar brand water softener. Label this
one "Soft Water." (This water will have a blue tint, but will become clear in a short time.)

D. Photocopy the student sheet.

PROCEDURE

1. Setting the stage

A. Ask the students to brainstorm different types of water pollution.

B. Show the class the two containers holding clear and "muddy" water.

1. Ask which one they would drink. (All will probably choose the clear water.)
2. Ask and encourage students to discuss the possible effects of drinking the dirty water.
C. Ask the students to brainstorm adjectives that might describe water. (clear, cold, muddy, etc.)

1. Tell the students that water can also be described as "hard" or "soft."
2. Write the terms "hard water"and "soft water" on the board. Can they imagine what this might
mean?

D. Show the class the two bottles labeled "Hard Water" and "Soft Water."

1. Ask which one they would drink. (Most likely, there will be indifference since both look clear.)

2-34

2. Ask and encourage students to discuss the possible effects of drinking either container of
water.

3. Inform the students that sometimes it is difficult to distinguish whether drinking water is pure
or impure.

[I. Activity

A. Allowthe bottles of waterto sit overnight. (This will allow settling to occur. Encourage the students
to compare the bottles and their sediments.)

B. Explain that minerals that cannot be seen exist in water naturally. The more dissolved minerals,
the harder the water. (Optional: If you live in an area with hard water, you may have examples
around your house of how this water can leave mineral deposits. Check your tea kettle for a crust
of minerals left by water. You can probably find other examples in you home, too.)

1 . Show one of the properties that distinguishes between hard and soft water by adding liquid
soap (a hearty squeeze) to each. With the lids on tight, shake each as hard as you can.
(NOTE: You might allow two students each to do one bottle.)

2. Observe the differences in the soap suds level. (More suds appear in soft water.)

3. Encourage class discussion on the effects of having hard or soft water in the home. (You need
less soap to wash clothes, dishes, bodies, hair, etc., if you have soft water.)

C. Pass out student sheet, "Hard or Soft Water."

1. Discuss the sources and household and health effects of hard water.

2. Discuss the sources and household and health effects of soft water.

111. Follow-Up

A. Have each student repeat the suds demonstration at home.

1. The students should orally report their findings to the class the following day.

2. Make a class chart showing the results.

3. Have the students graph the results.

B. You may assign a student to test the school water supply (drinking fountain or sink).

C. Ask the students to answer the following questions:

1 . You have hard water; your friend has soft water. Who will need more bubble bath for a tub
full of bubbles? (you)

2. People in your community seem to have a lot of kidney stones. If the Health Department tests
the water to check its mineral content, they might be expecting to find the water is very ftL@v
soft)?

2-35

3. A community has very soft water, which corrodes peoples'plumbing. What metal can the soft
waiter cause to be in the water from the pipes? Mead)
4. The water at your grandparents' house tastes v,. . metallic. It is hard or soft water.? (ha,rd)
5. When you go to the beach, the water lathers your shampoo so much, you have a hard time
finsing it out of your hair. Is it hard or soft water? (soft)

IV. Extension,-;

A. Have a representative f rom your water utility answer questions about the local water supply. (Be
sure to talk to the representative ahead of time about discussing only dissolved minerals.)
B. Invite a representative from the local health department to present a classroom presentation on
the health effects associated with hard and soft waters.

C. Visit a water treatment plant.

RESOURCES

"About Safe Drinking Water," Channing L. Bete Co., New York, 1990.
Seehafer, Roger W, Health: Choosing Wellness (jeachers Edition. Grades 9 - 12), Prentice-Hall,
Englewood Cliffs, New Jersey, 1989.

2-36

Student Sheet

HARD OR SOFT WATER

Type Mineral Content Problems to Household Problems to Human Health

Hard water High concentrations Metallic taste of water. Kidney stones may be
of minerals such as Staining of porcelain and related.
copper, limestone, laundry. Need more
iron, magnesium, detergents to clean and
and calcium. Low lather.
sodium content.

Soft water Low concentrations of Lathers soap easily. Cardiovascular disease
minerals such as Common cause of maybe related. Lead in
Ip copper, limestone, plumbing corrosion. water increases due to
iron, magnesium, plumbing corrosion.
and calcium. High
sodium content.

2-38

GET THE SALT OUT!

r'-SUBJECTS:
OBJECTIVES Science, Geography

The student will do the following: TIME:
1. Demonstrate that salt water can be changed to 2 45-minute periods
fresh water by evaporation (desalination). MATERIALS:
world map
2. Make and use a hydrometer to measure the 5 clear drinking straws
density (saltiness) of water. 1/4 lb (100 g) clay
20 to 30 steel 1313's
3. Research places in the world where desalinated tap water
water is the main source of drinking water. permanent ink pen
metric rulers
3 samples of liquids
3 clear glass quart jars
BACKGROUND INFORMATION student sheet (included)
table-tennis ball
golf ball
Salt water makes up 97 percent of all the water on clear plastic pitcher
the earth. Though abundant, salt water is not mixing spoon
potable, or fit to drink. duct tape
2 glasses of water
Fresh water can be obtained from salt water by a teacher sheet (included)
process called desalination. There are several two 2-liter bottles
ways to desalinate salt water: evaporation, re- black paint
verse osmosis, membrane electrolysis, and freez- 12 inches (30 cm) of clear plastic tubing (as
ing. The least expensive of these methods is for aquarium)
usually evaporation. aluminum foil
salt
Desalination is seen as a solution to fresh water small (bathroom) paper cups (1 per student)
shortages by some people, but the energy require-
ments of these procedures cause desalinated wa-
ter to be very expensive. Desalinated water costs
six times as much per unit as fresh water.

As of 1985 about 600 desalination plants around the world produced approximately 250 million gallons
(947 million L) of fresh water per day. That is only 0.4 percent of the U.S.'s daily water use and 0.006
percent of the world's daily water use.

A hydrometer is a device used to measure the density of liquids such as salt water. The higher a
hydrometer floats in a liquid, the more dense or safty the liquid is.

2-39

Term

dens0ty: a measure of mass per unit of volume of a substance.

desalination: the purification of salt or brackish water by removing the dissolved safts.

evaporation: the process by which liquid water becomes vapor in the atmosphere.

hydrometer: a device that measures the density of water.

ADVANCE PREPARATION

A. Copy student sheet.

B. Thoroughly clean the two 2-L bottles. Paint one of them black.

C Obtain the clear tubing from any store selling aquarium supplies. Wash it out well.

D. Mix the following solutions in clear jars and label: 1) 2 tablespoons (30 mL) salt in 314 quart (750
mQ water, A; 2) 4 tablespoons (60 ml-) salt in 3/4 quart (750 mQ water, B; and 3) 6 tablespoons
(90 ml-) salt in 34 quart (750 mQ water, C.
E. Prepare 2 glasses of water, one labeled as tap water with a price of 1 cent (A) and one labeled
as desalinated water with a price of 6 cents (B).

F. Fill clear plastic pitcher with water.

PROCEDURE

1. Setting the stage

A. Display a map of the world and the two labeled glasses of water at the front of the room.

1. Discuss with the class the availability of water. Ask the following questions:

a. Do you ever run out of water at your house? (no; except for unusual, and typically short-
term, situations)
b. Can you name a place on earth where people might run out of waterto drink? (the desert)

c. Can you drink sea water? Why not? (No, it's too safty.)
d. Can you change sea water to make it drinkable? (Accept all answers. Then explain that
sea water can be made drinkable.)

2. Point out Saudi Arabia on the map and explain to the class that in thi's region of the world
people must get their water from the sea.

2-40

a. Holdup the two glasses of water and ask,"Who would like to buy a glass of water? Glass
A costs 1 cent and glass B costs 6 cents."

b. Explain that water in Saudi Arabia costs six times as much as water in the U. S.

B. Write the word desalination and its definition on the board.

1 . Explain thatthe Saudi water isdesalinated sea waterandthat is why itcosts six times as much
as ours.

2. Tell the students that you will demonstrate how to desalinate water by the process of
evaporation. See the diagram on the teacher sheet "desalination.'

3. Add 2 tablespoons ( 30 mL) salt to the fresh water in the clear 2-liter plastic bottle and mix.

4. Pour the salt water into the black 2-Ifter bottle.

5. Attach the clear tubing to the black bottle and the clear bottle. Seal with duct tape.

6. Set both bottles in a sunny window with the black bottle 3 to 4 inches higher than the clear
bottle.

11. Activity

A. Hold up a golf ball and a table-tennis ball. Ask the following questions:

1. Which ball is denser?

2. Which ball will float?

B. Write "density" and its definition on the board. Explain that the golf ball is denser than the table-
tennis ball because the golf ball is solid, while the table-tennis ball is hollow.

C. Divide the students into teams of 5 each.

1 . Pass out the student sheets on the hydrometer.

2. Write "hydrometer' and its definition on the board.

3. Explain that each team will make a hydrometer to test the density of three different liquids.

4. Have one student from each team pick up all the materials needed to make the hydrometer
(listed on the student sheet "Hydrometer").

5. Students will follow the directions on the student sheet through Step 5 to complete the
hydrometer. If hydrometers do not float, it is probably because the students have used too
much clay. They should remove some of the clay and try again. (NOTE: For third grade,
you may lead the groups step by step through the process.)

D. Groups will come up one at a time to the testing table to test the density of solutions A, B, and
C.

1. Each team will record the results of their test.

2-41

2. Teams will answer the questions under observations and conclusions. (NOTE: This section
may be done as a teacher-led discussion. The results should show that A is the least dense
salt water, B has medium density, and C is the most dense. Tap water should prove to be
even less dense than A.)

111. Follow-Up

After an observable amount of water has collected in the clear bottle from the desalination
demonstration, pour water into cups from the black and clear 2-liter bottles. Have students taste each
by giving each student a small paper cup and dispensing to each a very small taste from each of the
two bottles. (NOTE: Remind the students never to taste anything used in an experiment unless it is
a safe substance and they are specifically directed to taste it.) Was there a diff erence? (Water from
the black bottle is salty tasting and water from the clear container is not safty.)

IV. Extensions

A. Allow the desalination demonstration to continue until enou,-- water has collected in the clear
bottle to test the density of ft. Compare its density to the dens;,,y of the water in the black bottle.
B. Have the students choose several countries they believe would use desalinated water and
research whether those nations have desalination plants to provide drinking water.

C. Freeze salt water to separate the salt and water.
D. Try to float an egg in salt water and in tap water as another way to show their comparative
densities.

RESOURCES

Handwerker, Mark, et al., Earth Science, Harcourt Brace Javanovich, Inc., Orlando, Florida, 1989.
Hurd, Dean, et al, General Sc*encee A Vgyage of Adventure, Prentice-Hall, Englewood Cliff s, New Jersey,
1989. (Laboratory activity adapted from p. 518.)
Miller, Tyler G., Environmental Science: An Introduction, Wadsworth Publishing Co., Belmont, California,
1986.
Miller, Tyler G., Living in the Env*ronmente Concepis. Problems, and Alternatives, Wadsworth Publishing
Co., Belmont, California, 1975.

2-42

Teacher Sheet

DESAUNATION

CLEAR TUBIN&

SEAL LA)iTA
nUCT TAPE

131-Ar-K 1,0
bPRAY
PAIKIT"

SALT WATF-JZ

1. Spray paint one of the 2-liter bottles black before class.

2. In a clear pitcher mix 1/2 cup (125 ml-) salt in 1 quart (1 L) of water.

3. Pour into the black 2-liter bottle.

4. Attach the clear tubing to both 2-liter bottles and secure with duct tape.

5. Set both bottles in a sunny window. Place the black bottle higher than the clear bottle.

6. Experiment with putting aluminum foil around the black bottle to heat it up more.

2-43

Student Sheet

HYDROMETER

Name Date

Materials (per team):
GLA55 J-,AR-
1 clear plastic: drinking straw
small piece of clay DRINKINC-Y'
2 to 3 steel B13's STP. A \.-J
mayonnaise jar (or 2 liter
bottle with the top cut off) WATER-
fresh water
pencil of permanent ink pen PEPKANiP-QT' IWK
metric ruler MAP-KIQ&S EVER.\<
w 6 T7@@@-3 1313'.5
1. Cut straw in half and fill one end with clay CL-AY

2. Mark off 1/2 centimeters along the straw with a permanent ink pen.

3. Fill the jar 314 full of tap water.

4. Put 2 or 3 BB's in the open end of the straw. Let them roll down to the clay.

5. Put the straw into the water, clay end down. Itshouldfloat. Add BBs until your hydrometer floats very
low in the water. Only 2 or three lines should be above the water.

6. Record the exact level at which your hydrometer f loats. When testing, the higher your hydrometer
floats, the more dense or salty the liquid is. Pourthe tap water out of the jar.

7. Your teacher will provide you with three samples to test. They are labeled A, B, and C.

8. Gently put your hydrometer into each liquid sample (one ata time) and record the level at which itfloats
each time.

Observations and conclusions:

1. Including your fresh water sample, list the samples in order of least dense to most dense.

2. Ina liquid less dense than water, how would your hydrometer float?

3. Ina liquid more dense, how would your hydrometer float?

4. Compare a floating object in salt water and freshwater.

2-44

THE MAIN DRAIN

OBJECTIVES "SUBJECTS:
Science, Language Arts, Math
The student will do the following:
TIME:
1. Identify the septic tank as an afternative method 45-60 minutes
of wastewater treatment.
MATERIALS:
2. Observe how a septic tank works. one plastic or cardboard box or lid
(6-8 inches [15-20 cm] deep)
3. Demonstrate how a septic tank works. one garbage bag (if cardboard box is used)
potting -soil or topsoil
three empty paper milk cartons - one each:
half gallon (2 L), quart (L) and pint (0.5 L)
cartons
plastic straws
BACKGROUND INFORMATION large needle
ice pick or awl
scissors
People who live in small towns and rural areas are marking pen
often not connected to a sewage treatment sys- masking tape
tem; therefore, they must depend on an alternative modeling or florist clay
method of disposing of wastewater. Septic tank ruler with English/Metric measurement
systems provide a safe and effective means for eacher sheet (included)
waste disposal if they are property sited, installed,
and maintained.

A septic tank is a large concrete or fiberglass tank that is buried underground. Drain pipes carry sewage
and wastewater from buildings into the tank. By bacterial action, much of the sewage is reduced to liquid,
which flows out of the tank through the drainpipe to the drainfield. The solids (sludge) settle to the bottom
of the tank. This solid material must be periodically pumped out of the tank and disposed of at a waste
treatment facility or an approved disposal site.

The drainfield allows wastewater to seep into the soil. The soil filters bacteria and nutrients from the
wastewater. The water is further purif ied by the microorganisms that live in the soil.

Many states regulate the siting of septic systems and the distance between a septic tank and groundwater
resource. They also may specify the types of soil where the system can be placed. Some states and local
governments have regulations requiring inspection and maintenance schedules for septic systems.

Lagoons, wetlands, and sand fitters are other alternative methods that rural areas may use to treat
wastewater. However, if these methods are improperly sited, poorly constructed, and/or poorly
maintained, they become a serious threat to groundwater quality and public health.

Terms

drainfield: the part of a septic system where the wastewater is released into the soil for absorption and
filtration.

2-45

lagoon: an anima, i waste treatment method which uses a deep pond to treat manure and other runoff from
a livestock operation. Lagoons can be aerobic or anaerobic. Both use bacteria to break down
materials.

sand fifter: a filter system used to treat wastewater where sand and gravel are mounted on top of the
natural soil.

septic tank or septic system: a domestic wastewater treatment system into which wastes are piped
directly f rom the home; bacteria decompose the waste, sludge settles to the bottom of the tank, and
the treated effluent flows out into the ground through drainage pipes..

siting: the process of selecting the correct location for a septic tank.
sludge: solid matterthat settles to the bottom of septic tanks orwastewatertreatment plant sedimentation;
must be disposed of by bacterial digestion or other methods or pumped out for Land disposal or
incineration.

wetland: an area that, at least periodically, has waterlogged soils or is covered with a relatively shallow
layer of water.

ADVANCE PREPARATION

A. Gather materials for septic tank model. Prepare the cartons and straws as follows:

1. Cut the top off the 1/2 gallon (2 L) milk carton. It should be 6 inches (15 cm) deep. Label this
carton "house."

2. Cut the quart (L) size to 3 inches (7.5 cm) deep and label it "septic tank."
3. Cut the pint (1/2 L) size to 1/ 2 inch (1.3 cm) deep. Label it "drainfield tank."

4. Cut the holes in the boxes for inserting the straws; use an ice pick or awl.

5. Make holes in the straws using a large needle. Make numerous holes, enlarging them by
working the needle back and forth.
B. If you do not have a plastic blanket or sweater storage box to use, cut a large cardboard box down
(a copy paper box works fine); line it with plastic by inserting it in a garbage bag and tying off the
bag with the box inside.
C. Have copies of the model diagram (teacher sheet) for the students to refer to during the
construction.

D. Invite a water quality representative to come to speak to the class.

PROCEDURE

1. Setting the stage

A. Put the following questions on the board or use sentence strips and place them on a pocket chart.
(These assume that you are located in an area not served by a wastewater treatment plant.)

2-46

1. What happens to the wastewater and sewage when it leaves your house?

2. Where does the sewage/waste water go when it leaves the school?

B. Explain how a septic tank system works. Paraphrase the background information.
C. Comparelcontrast a septic tank system and a wastewater treatment plant. List advantages and
disadvantages of both.

11. Activities

A. The students will construct a model of aseptic tank system with a drainfield.

B. Show the class the diagram of the model of a septic tank system.

1. Instruct the students to prepare the large box for the septic tank system model. The box
should be filled 1/2 full of soil.

2. Cut the tops from the milk cartons (if this has not previously been done).

C. Assemble the septic tank system.

1 . Instruct the students to connect the three boxes, from the largest to the smallest, with the
straws (refer to diagram). Use ice pick or awl to make holes in boxes (if not already done).
Fit the straws into the holes, connecting the boxes with the straws. Use small pieces of
masking tape to seal leaks by making "collars" of tape around the connection between box
and straw.

2. Instruct them to assemble the drainfield. Connect straws following the diagram of model. (To
make the connections between straws, you will have to make large holes in the straw
crosspiece; use the ice pick or awl.) Use a large needle to punch drain holes through the
straws. Plug the ends of the drains (straws) with modeling or florist clay. Use masking tape
to seal any leaks.
3. Test for leaks by putting the model in a sink and filling "house" with water. Water should only
come out of the holes in the drain (straws).

D. As the assembly progresses, discuss with the students what each part of the model represents.

E. Test the septic tank system.

1. Put the model in the box with the porous soil.

2. Pour water in the "house" slowly. Observe what happens. Ask the students to explain what
happens. (The water should go to the drainfield and trickle into the soil.)

111. Follow-Up

A. Have the students ask their parents what type of wastewater disposal they have. Construct a bar
40 or circle graph to represent the type of wastewater disposal the students have in their home: (1)
wastewater treatment plant, (2) lagoon, (3) septic tank, (4) wetland, (5) sand filter. What
percentage does each group represent?

2-47

B. Did any parents tell what type of maintenance schedule has to be followed to keep the system
working property?

C. Brainstorm with the group the answers to these questions:

1 . W]Ut happens if the system does not function properly? (Malfunctioning septic systernswill
have a smell or have noticeable wetness on the ground above them. Such systems represent
a threat to public health and to nearby groundwater supplies.)
2. What do you think will happen to the water supply in the area if the waste disposal system
do-es not work properly or is not maintained adequately?

IV. Extensions

A. Invite a water quality representative to come and speak to the class about wastewater treatment
in their area.

1. Ask what type of waste disposal systems are represented in the area.

2. What kind of local or state regulations or restrictions are mandated for maintenance, siting,
and construction of wastewater facilities in the area?

B. Write to a local or state water quality agency and ask them to send information about septic tanks.

RESOURCES

Branley, Franklyn M., Water for the World, Thomas Y. Crowell Junior Books, New York, 1982, p. 77.
Environmental Resource Guide: Nonpg*nt Source Pollution Prevention (Grades 6-8), Air and Waste
Management Association, Pittsburgh, Pennsylvania, 1992.
Jorgensen, Eric P., ed, The Poisoned Welle New Strateg*ea for Groundwater Protectioll Island Press,
Washington, DC, 1989.

2-48

Teacher Sheet

SEPTIC TANK MODEL

WATER-

F707TI N S01 L
co HOUSE

SE
I c

CLAY
5'ropprizs

2-50

THE WASTEWATER STORY

OBJECTIVES "SUBJECTS:
The student will do the following: Science, Art, Math

1 . Identify what wastewater is and where it comes TIME:
from. 45 minutes

2. Explain why wastewater must be treated before MATERIALS:
it is returned to the water supply. overhead projector
acetate sheets
3. Know the steps in the wastewater treatment drawing paper
process. teacher sheets (included)
student sheets (included)
4. Utilize wastewater treatment vocabulary in a
flow chart.

BACKGROUND INFORMATION

Each person uses an average of 150 gallons (570 Q of water a day. All of the clean water that comes
into your house by one set of pipes, leaves your house by another set of pipes; clean water becomes
wastewater. Wastewater comes from houses, schools, businesses, industry, and storm runoff.

In cities, wastewater goes into sewers and then to wastewater treatment plants. In the country,
wastewater goes into large underground tanks called septic tanks.

Treatment of wastewater at a treatment plant includes the following steps; primary treatment, secondary
treatment, and advanced treatment. The primary treatment of wastewater uses bar screens to f ifter out
objects like sticks, rags, and rocks, and sedimentation tanks to settle out suspended solids. Suspended
solids are pumped from the bottom into another settling tank. Secondary treatment uses a biological
process where bacteria break down the wastes. The wastewater is run through aeration tanks where air
is added and the waste is stirred to aid the growth of bacteria. The bacteria attach to suspended solids;
these settle out in the secondary sedimentation tank. The advanced treatment process includes filtering
through sand and gravel, disinfection using chlorine, ultraviolet light, or ozone to kill dangerous or
pathogenic (disease-causing) bacteria.

The cleaned wastewater can be used for irrigation or released back into a lake or river. For discharge and
disposal, wastewater must meet standards set by federal and state governments. Wastewater solids,
meeting additional criteria for beneficial use, are called biosolids. They can be used as a nutrient-rich
fertilizer. The average person produces approximately 200 pounds of biosolids per year.

2-51

Terms

advanced treatment: the third or last step in cleaning wastewater using sand and gravel filters; chlorine
may be added after this.

bacteria: small living organisms that consume the organic parts of sewage.

bilosolids: solid materials of organic origin resulting from wastewater treatment formerly referred to as
.sludge"; meet federal standards for beneficial use, such as land application.
effluent: waste material (such as water f rom sewage treatment or manufacturing plants) discharged into
the environment.

primary treatment: the first process in wastewater treatment which removes settled or floating solids.

reclaimed waiter: effluent usable for irrigation or ready for release into lakes and rivers.
secondary treatment: the wastewater process where bacteria are used to digest organic matter in the
wastewater.

sewer system: an underground system of pipes used to carry off sewage and surface water runoff.

suspended solids: undissolved waste particles in wastewater.

wastewater: water that has been used for domestic or industrial purposes.

wastewater treatment facility: a facility for cleaning and treating wastewater before discharging into a
water body.

water conservation: practices which reduce water use.

ADVANCE PREPARATION

A. Prepare a large poster or overhead transparencies from teacher sheets "Down the Drain,"
"Wastewater Treatment ProcessAnswer Key," "Flow Chart Symbols," and "Flow Chart Answers."
B. Make copies of student sheets 'Wastewater Treatment Process," "Flow Chart Directions," and
"Flow Chart."

PROCEDURE

1. Setting the stage

A. Ask the class the following questions:

1. Who brushed their teeth today? Whose parents washed their clothes this week?

2. Count hands for each question and list numbers on the board.

2-52

B. Display the poster or overhead of the teacher sheet "Down the Drain" and ask these questions:

1. Where does this pipe (at the bottom of the diagram) go?

2. Where does the water go when it goes down the pipe?

11. Activities

A. Pass out a sheet of drawing paper to each student.

1. Have the students draw a picture of where they believe the pipe and water go.

2. Have the students describe their wastewater route in paragraph form. (NOTE: You may need
to review proper paragraph form.)

B. Pass out the student sheet "Wastewater Treatment Process." Lead the class through the steps
as explained on the teacher sheet "Wastewater Treatment Process Answer Key." (Use the
transparency if you have made one.)

1. Write and explain vocabulary words on board.

2. Have the students label each step as you explain ft.

C. Have the students complete a flow chart showing the wastewater treatment process.

D. Display the poster or transparency of teacher sheet "Flow Chart Symbols."

1 . Explain or review what a flow chart is (a chart showing how to do something step by step).

2. Read over the explanation of each of the flow chart symbols.

3. Pass out the student sheets "Flow Chart Directions" and "Flow Chart." (Answers appear on
the teacher sheet "Flow Chart Answers.")

4. Explain thatthe students will make af low chart showing the steps inthe wastewater treatment
process using the student sheets to help them.

III. Follow-Up

Take the class to visit a wastewater treatment plant. As you tour the facility, remind the students of
the flow chart and diagram.

IV. Extension

Simulate a flow chart with the students.

A. Assign process names to students. Give each a process card describing what happens at their
station.

B. Tape paper scraps on the wastewater students.

C. As the wastewater students go through the cleaning process, each cleaning process student will
describe his/her cleaning process and remove one paper scrap.

2-53

D. Continue until all wastewater students are clean water. (NOTE: You can time wastewater
students 5 seconds apart to begin with and then shorten the time to show wastewater overload.
This can lead to a discussion on water conservation.)

RESOURCES

Bernstein, Leonard, et al., Concots and Challenges On Earth Science, Globe Book Co., Englewood Cliffs,
New Jerse, 1991.
y

Burch, Sandra K., "Be Water Wise", Virginia Water Resource Center, Blacksburg, Virginia, May 1992.

Cobb, Vicki, Itie Trip gi a Ddp, Little, Brown and Company, Boston, Massachusetts, 1986.
Duckworth, Carolyn, "Dropping in on Water," Ranger Ric , National Wildlife Federation, Vienne Virginia,
August 1992. p. 30-31.

"Let's Learn About Wastewater Treatment," Channing L. Bete Co., Inc., South Deerfield, Massachusetts,
1990.

Miller, TylerG., Environmental Scaencey An Introduction, Wadsworth Publishing Co., Belmont, California,
1986.

2-54

Teacher Sheet

DOWN THE DRAIN

Zn &I PA
A
Ull

Irl

1 To 37-REAM

7-o -rREA-rMENT PLA N7-

WASTEWATER TREATMENT PROCESS Student Sheet

2. 7
3.

-ro
DISPOSA L-

CHLORINE

2-56

Teacher Sheet

WASTEWATER TREATMENT PROCESS
ANSWER KEY

v I C01-LECTIOAl 6. AERATION
2. 5A R SCREEN 7 -SECONDAMY SETTL i M
3.3AND 'REMOVAL 9 SDLif)S 14AA1DLlJ\(6-
,q PRIMARYSETTLING- @. DISINFECTION
5 SOL I TIS 0 0 LLECT I o Nlo. DISCHARGE

oo
J
@7' 7-7

-ro
DIS?OSA L-

CHLORINE

2-57

Teacher Sheet

FLOW CHART SYMBOLS

Arrows Arrows show the direction of the flow of wastewater
from process to process.

Start/SIM An oval is used to show where the treatment process
starts and stops.

Sguare A square is used to show when chemicals are added to
or materials are removed from the wastewater.

Rectanale A rectangle is used to show when a treatment process
is taldng place.

Diamond A diamond is used to show when parts of the wastewa-
ter flow go in two different directions.

2-58

Student Sheet

FLOW CHART DIRECTIONS

Name- Date

SteQs to clean wate

1. Intake wastewater (collection)

2. Run through bar screens

3. Remove sand

4. Settle out solids (sedimentation)

5. Send solids to wastewater solids treatment tank

6. Treat solids for disposal

7. Add bacteria to effluent and aerate

8. Send to secondary settling tank (sedimentation)

9. Send solids to wastewater solids treatment tank

10. Send through filtration

11. Disinfect using chlorine, ultraviolet light or ozone

12. Discharge into lake or stream

13. Dispose of solids

2-59

Student Sheet

FLOW CHART '

START

9 -

u I
m
u F--,-]
AL
a a -
10

A
9 -1 0

1 F
u m
I
I I m
F -
-@ @START

I @@m -
I
I -
mF 1

2-60

Teacher Sheet

FLOW CHART ANSWERS

START

COLLEC-

RUNS THROUGH
BAR SCREENS

SAND
REMOVAL
m
SETTLE OUT SOLIDS
SOLIDS DISPOSAL
(SEDIMENTATION) SOLIDS TO a A
TREATMENT TANK SOLIDS
TREATMENTTANK

EFFLUENT
TO AERATOR
SOLIDS
AERATE TO
TREATMENT
TANK
SEND
M EFFLUENT
TO FILTER
SEND TO
SECONDARY FILTER
SETTLING

SEDIMENTATION DISINFECT
SETTLING TANK
START
,TffHROUGH
'CREENS

@
T
0 @R

SENE
TEOFFLJU E
F LT

m DISCHARGE INTO
LAKE OR STREAM

2-61

2-62

WETLAND IN A BOTTLE

OBJECTIVES @_SUBJECTS:
The student will do the following: Science, Art, Language Arts
TIME:
1 . Differentiate between constructed wetlands 90-120 minutes
and natural wetlands.

MATERIALS:
2. State that constructed wetlands can be used teacher sheet (included)
to treat domestic, agricultural, industrial, and student sheets (included)
mining wastewater. 8 celery stalks
food coloring
3. Observe how plants in wetlands remove wastes water
from water. paring knife
4. State that plants have limited abilitiesto remove 2 glass jars or beakers
wastes. butcher paper or poster board (1 piece per
group)
crayons
scissors
glue sticks
BACKGROUND INFORMATION gallon (4 Q jar with lid
gravel
sand
Natural wetlands are areas like marshes, swamps, soil
bogs, sloughs, and floodplains that are covered sphagnum moss
with water at least part of the year. Constructed humus
wetlands are similar to natural wetlands, but con- plants (see teacher sheet)
structed wetlands are built to treat wastewater mall animals (see teacher sheet)
from domestic, agricultural, industrial, and mining
processes. The water flow in a constructed wet-
land is spread evenly over the wetland area while
the water flow in a natural wetland is confined to
small channels.

As a means of treating wastewater, constructed wetlands are much less expensive to build (50 to 90%)
than conventional treatment systems. The initial building costs of constructed wetlands are less than the
costs of one year of conventional chemical treatment and, once built, the maintenance costs are little to
none.

In a constructed wetland, wastewater f lows through a septic tank or other primary treatment and into the
cell or compartment of the wetland. The bottom and sides of the cell are lined with a waterproof liner to
prevent leaks and keep the water level even. Plants such as cattails and bulrushes absorb trace metals.
Suspended solids and other trace metals settle to the bottom of the wetland as sediment. As is the case
in a wastewater treatment plant, bacteria do most of the work of removing pollutants. Though wetlands
plants remove some pollutants, their chief benefit is to provide an enhanced environment for bacterial
growth.

Another benefit of constructed wetlands is the creation of wildlife habitat. Constructed wetlands also
become areas for educational opportunities.

2-63

Tear&
constructed wetlands: wetlands that are designed and built similar to natural wetlands; some are used
to treat wastewater. Constructed wetlands for wastewater treatment consist of one or more shallow
depressions or cells built into the ground with level bottoms so the flow of water can be controlled
within the cells and from cell to cell Roots and stems of the wetland plants form a dense mat where
biological and physical processes occur to treat the wastewater. Constructed wetlands are being
used to treat domestic, agricultural, industrial, and mining wastewaters.
natural wetlands: swamps, marshes, bogs, and low pieces of land soaked or flooded by water at least
part of the year.

ADVANCE PREPARATION

A. Gather all the materials needed for the "Wetland in a Bottle."
B. Photocopy the student sheets "Wet What?" and "Plants, Animals, and Soils!' for each student.
C. In order to simulate how wetland plants absorb pollution, put the freshly cut celery stalks in colored
water 24 hours before the lesson (divide the stalks between 2 glass jars or beakers).

PROCEDURE

1. Setting the stage

A. Write the terms "Constructed Wetland" and "Natural Wetland" on the board.

1. Ask the students to define a wetland.

2. Write the definitions of the terms on the board.

3. Discuss the differences between constructed and natural wetlands.

B. Pass out the student sheet "Wet What?"

1. Ask volunteers to read aloud from "Wet What?"

2. Ask the students to write the definitions of constructed and natural wetlands on their papers;.

C. Divide the class into teams and do the following:

1 . Show the class the celery in the colored water.

2. Explain that the food coloring represents pollutants in wastewater.
3. Explain that the celery absorbs the colored water like some plants in a wetland absorb th a
pollutants in wastewater.

4. Give each team a stalk of celery.

2-64

a. Have each team cut the celery so everyone has a piece.

b. Have each student observe how the piece of celery shows absorption of the "pollution."

11. Activity

A. Having observed their pieces of celery, the students will write answers to the following questions
on the back of their "Wet What?" student sheets.

1. If the food coloring represents pollutants, how does the celery represent a wetland plant? (it
absorbs pollutants in the water.)

2. Was all the food coloring (pollutants) absorbed by the celery? (no) Explain why not. (Plants
only absorb as much water as they need.)

B. Demonstrate a constructed wetland by building a wetland terrarium. (See the teacher sheet
"Wetland in a Boftle.")

1. Explain step-by-step how to build the wetland as you build ft.

2. Ask the following questions and discuss the answers with the students:

a. What absorbs the pollutants in our terrarium? (The plants soak up the pollutants.)

b. Where would a constructed wetland be beneficial? (to treat mine run-off jor failed septic
tanks and field systems, for areas where septic tanks cannot be used, for small
communities that cannot afford to build a conventional treatment plant, for industries and
farm operations that cannot use a conventional plant)

111. Follow-Up

Divide the students into groups. Pass out the student sheet "Plants, Animals, and Soils," poster board
or butcher paper, and art supplies.

A. Explain that each group will make a mural of a constructed wetland terrarium.

B. First, have them color soils and water as shown on the student sheet.

C. Next, have them color and cut out all the plants and animals.

D. Then, they will decide where to place their plants and animals on their piece of paper or poster
board with the soils and water drawn on.

E. The students will complete their constructed wetland collage by drawing more plants and animals
of their own to fill in. (Remind them that wetlands have lush vegetation.)

IV. Extensions

A. Students can research wetlands in encyclopedias, magazines, newspapers, and library books
and give oral reports to the class.

B. Each student can imagine he/she is an animal who lives in a wetland and write a creative story
about one day in his/her life.

2-65

RESOURCES

Breazeale, Jaret, "What's in the Boxes? One Way of Handle Wastes," Inside TVA, Vol. 13, No. '15,
Tennessee Valley Authority, Knoxville, Tennessee, 7/1411992.
DeBruin, Jerry, Creative, Hands-On Science EaMriences Using Free and Ineg2ensive Materials, Good
Apple, Inc., Carthage, Illinois, 1986, p. 79.
McCarthy, Dennis,"The Wonders of Wetlands," Inside TVA, Vol. 13, No. 15, Tennessee Valley Authority,
Knoxville, Tennessee, 7/1411992.

"Natural WetlandstConstructed Wetlands, (Factsheet)," Tennessee Valley Authority, October 1989.
Slattery, Britt Eckhardt, "WOW! The Wonder of Wetlandfi. Environmental Concern, St. Michael's,
Maryland, 1991, p. 43.

2-66

Student Sheet

WET WHAT?
Name Date

Swamps, marshes, bogs, and low pieces of land that stay soaked or flooded by water are natural wetlands. Constructed wetlands are designed and
built to treat wastewater from domestic, agricultural, industrial, and mining activities.

In a constructed wetland, wastewater flows through aseptic tank or other primary treatment and into the cell or compartment of the wetland. Thebottorn
and sides of the cell are covered with a waterproof liner to prevent leaks and to keep the water level even. Plants such as cattails and bulrushes absorb
trace metals and other pollutants. Suspended solids and other trace metals settle to the bottom of the cell as sediment. The wastewater then flows
into another cell, where it nourishes thick-growing wetland plants. Extra water soaks into the ground because the second cell is not lined. Water left
over from this cell is clean enough to discharge.

Define the following:

Constructed wetlands -

Natural wetlands -

Student Sheet

WET WHAT?
(continued)

CELL

CELL
Cf!:>

@A H.
%A

CELL CELL
T WATF-R-
CAVAILS 0 R- i-EVEL ORMAMCAIrAl
81ALkU5HES CoMTROL- WETLAND PLANT'5

VISCRAR&E

7.
\0 K7 4c? v K7 r7
LINED

Teacher Sheet

WETLAND IN A BOTTLE

Gallon (4 L) jar with lid
GIANT Gravel
MAYO Sand
TA R Soil
Sphagnum Moss
Humus
Water
OrHEP-
SMALL Plants (such as Venus' flytrap, bladderwort,
WETLAND
PLANTS tems)
Small Animals (such as salamanders, frogs,
501 L@ turtles)

SAND (NOTE: If you use Venus'flytraps, you will
need to add live flies. Also, if you use
salamanders, frogs, or turtles, you will need
GRAVEL to obtain the proper foods and feed them.)

The soil of a wetland is very moist and surface water can vary from shallow to deep. Our terrarium
needs shallow water.

1.1 First add a layer of gravel.
2. Add a thin layer of sand and soil mixture.
3. Next, add a mixture of 2 parts sphagnum moss and one part humus in a thin layer.
4. Slope all the layers and the surface to make a low spot on one side.
5. Evenly space the plants.
6. Add water to the lowest level of soil.
7. Add animals last.
8. Then cover and place in a location with filtered sun.

2-69

Student Sheet

PLANTS, ANIMALS, AND SOILS

Name Date

To make a constructed wetland mural:

1 . Draw a rectangle or jar shape on your group's butcher paper or poster board.

2. Color layers of soil as shown below.

a. Gravel layer
b. Sand layer
c. Sphagnum moss and humus layer

3. Color in the water in the wetland.

4. Color and cut out plants and animals and glue them on the mural.

5. Draw in more of your own plants and animals.

;51

WAT F- F,
Oki
L

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4- -406- _tr a q-
0-0 U-- -@ -a
0 0
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0 0
0 0 57 0 -0 0 0 0
0

2-70

PLANTS, ANIMALS, AND SOILS Student Sheet
---------- (continued) AV,

SALAMA NvER-

BLUEGILL
SUNFISH

WATER (30ATMAN
FE RN

WATER SNAKE

BEAVER-

SWAMP
RosE.
MALLO\-/ DRAGONFLY BLUE HERON

, 0@7@ @@

FRO&

CAR.OtNAL
-rv RTL-f=- CAJ-rA I L- RACCOON FLOWEP-

2-71

2-72

SETTLING THE WASTEWATER
PROBLEM

OBJECTIVES rSUBJECTS:
The student will do the following: Science, Language Arts
1 . Name models that are representations of larger TIME:
objects. 90 minutes
MATERIALS:
2. Suggest ways that industry, agriculture, and 3 large jars
mining affect water quality. charcoal
3. Demonstrate the use of lagoons for treating 6 smaller containers (such as small buckets)
ammonia
wastewater. funnel or liter bottle with bottom cut off
pieces of wood
soil
BACKGROUND INFORMATION paper towels
coffee grounds (or sterile gardening manure)
Water pollution remains a serious problem in most nylon hosiery
parts of the United States. Sediment, nutrients, flour
bacteria, and toxic material still find their way into medium rocks
the nation's waters where they damage ecosys- vegetable oil
tems, cause health hazards, and prevent the full cotton balls
use of water resources. bleach
sand
In agriculture, all livestock operations face the iron filings
growing concern of animal waste disposal. Animal 3 paper or plastic cups
wastes pollutethe environment when not disposed small rocks
of property. Because of its nutrient value, animal inegar
waste should be viewed as a resource rather than
asawaste. It provides the producer with a valuable soil conditioner and source of fertilizer. Animalwaste
doesn't have to be a pollution problem. A well designed and maintained waste management system
benefits not only the producer, but the community as well.

Pollutants carried by runoff from such urban features as streets and roadways, commercial and industrial
sites, and parking lots affect between 5-15 percent of surface waters. Urban runoff contains salts and oily
residues from road surfaces and may include a variety of nutrients and toxic material as well.

Higher temperatures associated with industrial wastewater can result in "thermal pollution." Up to 10
percent of surface waters are adversely affected by acid drainage from abandoned mines, pollution from
mill tailings, mining waste piles, and pollution from improperly sealed oil and gas wells.

All of these kinds of wastewatercan betreated by allowing them to rest in settling/treatment ponds to clean
the water for discharge.

2-73

Termp
groundwater: water that infiltrates into the earth and is stored in usable amounts in the soil and rock below
the earth's surface; water within the zone of saturation.
lagoon: an animal wastetreatment method which usesa deep pond totreat manure and other runoff from
a livestock operation. Lagoons can be aerobic or anaerobic. Both use bacteria to break down
materials.

model: a small representation of a larger object.
surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpinaition, and is stored in streams, lakes, wetlands, reservoirs, and oceans.
water treatment: the conditioning of water to make it acceptable for a specific use.

ADVANCE PREPARATION

A. Fill the 3 large jars (use gallon jars from the lunchroom) with clean water.
B. During the demonstration you will create models of agricultural, industrial, and mining wastewater
by "dumping" the waste substitutes into the appropriate jar. Gather the following materials for the
demonstration:
1. To simulate agricultural wastewater, obtain 1 cup (250 ml-) ammonia, 2 cups (500 mL) soil,
and 2 cups (500 ml-) used coffee grounds or sterile gardening manure for the substituted
waste.
2. To simulate industrial waste, obtain 1 cup (250 ml-) flour, 1 cup (250 ml-) vegetable oil, ark,
1 cup (250 mL) bleach.
3. To simulate mining wastewater, obtain 2 cups (500 ml-) soil, 1 cup (250 mQ iron filings, 1 cup
(250 mL) small rocks, and 1 cup (250 mQ vinegar (for acidic smell). (NOTE: Iron filings are
readily available from auto parts stores where they work on brakes; these are usually free.)
NOTE: Take extra care to make sure ammonia and bleach aren't accidentally mixed. Mixingthern
can release poisonous chlorine gas.
C. Gather the other materials. Try to avoid giving the students glass containers.

PROCEDURE

1. Setting the stage
A. Divide the class into 6 teams. Tell members of the first two teams they represent farmers; the
third and fourth teams represent manufacturers; and the fifth and sixth teams represent miners.
B. Each group should have a funnel and several items available to them to attempt to purify the
wastewater. Suggested items might include charcoal, pieces of wood, paper towels, rlylon
hosiery, rocks (small and medium size), moss, cotton balls, or sand.

2-74

C. You will divide the 3 wastewater supplies in half. Each group should have a large jar or pitcher
(or a small bucket) of its own.

D. Tell the teams not to touch the jars until they are ready. This helps avoid spills and accidents.

11. Activity

A. Explain and give examples of a model representing a larger object. (globe= earth, model car=
vehicle, "I = baby)

1. Tell the students that it is sometimes impossible to show real objects (like the earth) because
of their size.

2. Have them che other examples to show comprehension.

B. Show one of the jars of clean water. Tell the students that this jar is a model that represents 1
million gallons of water that falls on a large farm with fields and cattle operation.

1 . Ask the students to suggest ways the water could become polluted. (runoff from animal
waste, fertilizer, etc.)

2. Simulate the agricultural wastewater by "dumping" in the agricultural pollutants to make
wastewater.

3. Explain what each pollutant represents: The ammonia represents animal urine. The soil
represents eroded topsoil, and the coffee grounds or gardening manure represents solid
animal waste.

4. Divide the agricultural wastewater between the 2 groups of "farming representatives,"
leaving about 1/3 of it for a further demonstration.

C. Select another jar of clean water. Tell the students that this jar is a model that represents 1 million
gallons of water that flows from a manufacturing plant.

1 . Ask the students to suggest ways the water could become polluted. (dumping, cleaning,
mixing chemicals)

2. Simulate the industrial wastewater by "dumping" the industrial pollutants intothe second jar.
Explain what each pollutant represents: The flour represents biological wastes like paper
pulp; the oil represents wastes like lubricating (motor) oil; and the bleach represents, and is
very similar to, chemicals used by many factories.

3. Divide the industrial wastewater between the 2 groups of "manufacturing representatives,"
leaving about 1/3 of it for a further demonstration.

D. Select the third jar of clean water. Tell the students that this jar is a model that represents 1 million
gallons of water that flows from a mine.

1 . Ask the students to suggest ways the water could become polluted. (runoff, washing
equipment, washing work clothes, etc.)

2. Simulate the mining wastewater by "dumping" the mining pollutants into the jar. Explainwhat
each pollutant represents: The soil and rocks obviously represent the tons of earth material
disturbed by mining; the iron filings represent the minerals exposed by mining; and the
vinegar represents the acids that can leach from rocks dug up by mining.

2-75

3. Divide the mining wastewater between the 2 groups of "mining representatives," leaving
about 1/3 of ft.

E. Explain that the different land uses represented are necessary for us to live our lives the way, we
do, but the by-products of the activities represented in each of the three jars is the same: ft is called
"wastewater."

1. Ask that students the following questions. (NOTE: Remind the students that their jars each
represent 1/2 million gallons of water.)

a. Would you drink this water?

b.. Would you dump this water into the river or lake?
c. If you dumped this water down a drain, where would ft go?
2. Tell the teams they must find a way to make the wastewater reusable since there is so much
of it. Take the class outside; this is a messy process.
a. They are to use the materials available and attempt to remove as much of the odor and
pollutants as possible using paper cups and smaller containers provided. (CAUTION:
Containers may become slippery when wet.)
b. Allow the students to work on their own in their teams for about 15-20 minutes. Supervise
for safety.
F. Let representatives from each team explain their processes and results.
G. Explain that there is another treatment method (if no one mentions ft) that is less expensive anJ
more feasible called a "holding pond" or lagoon.
H . Label each jar (agriculture, mining, and industry). Demonstrate the lagoon by allowing each jar
to sit undisturbed overnight. (This allows settling to occur.)

1. Allow the students to observe and smell each jar after 24 hours.

2. Discuss the differences in the appearance of the wastewater.

111. Follow@up
A. Compare the various methods the groups used to treat wastewater with the lagoon method.
1 . Ask which method would be less expensive to treat large amounts of wastewater. (lagoorl)
2. Ask which method would be easier to use with large amounts of wastewater. (lagoon)

3. Ask the students what else needs to be considered before the wastewater could be of better
quality. (get rid of pollutants that did not settle-like smell and color)
4. How could the water from lagoons be used? (irrigation, discharge into streams, etc.)

B. Have each group write a report of their wastewater treatment results.

1. What products did not settle?

2-76

2. Which team's jar settled the most?

3. Which group would benefit the most from using a lagoon as a water treatment process?

4. How could the processed water be used?

C. Dispose of the simulated lagoons by pouring the water off the settled solids. Allow the jars to dry
and, then dispose of the dry material in the trash, and wash out the jars for reuse.

IV. Extension

A. Visit a wastewater treatment plant.

B. Plan a field trip to a large farm, manufacturing plant, or a mining area that utilizes a lagoon.

C. Have a representative from each category above visit the classroom and discuss using a lagoon
as a treatment method.

RESOURCES

Environmental Resource Guodes NonMint Source Pollution PreventioJ2 (Grades 6-8), Air & Waste
Management Association, Pittsburgh, Pennsylvania, 1992.

EPA Journal Vol. 17, No. 5, U.S. Environmental Protection Agency, Washington, DC, November/
December 1991.

Leopold, Luna, Water Use and Development, U.S. Government Printing Off ice, Washington, DC, 1960.

"Nonpoint Source Pollution" (Water Quality Factsheet #4), Tennessee Valley Authority, 1988.

2-77

2-78

WASTE NOT, WANT NOT

OBJECTIVES SUBJECTS:
Math, Ecology, Science, Language Arts,
The student will do the following:: Conservation

1. Simulate the uses and conservation of water. TIME:
45-90 minutes
2. List 3 to 5 ways to conserve water.
MATERIALS:
3. Recognize wasteful uses of water in their own two 2-gallon (8 L) buckets
environments. 2 measuring cups
"Water Use" cards (included)
student sheets (included
BACKGROUND INFORMATION teacher sheet (included)
ruler
At this very second, somewhere on the earth, water scissors
is failing as snow, rain or sleet. Nature provides us glue
with so much waterthat if all the mountains and hills crayons or markers
were leveled, water would completely cover the heavy construction paper
earth to a depth of nearly 2 miles (3.2 km). Despite brass paper fasteners
this abundance, water does not fall evenly overthe
earth's surface. Where precipitation supplies too little water, the result can be desolation. Organisms in
a dry environment must be specially adapted to minimize their need for water. Liquid water is the most
important single substance for life on earth. Some bacteria live without oxygen, but all known life forms
require water.
Water makes up more than 70 percent of all living things. It is found in almost everything we see and touch.
The use of water is required by almost every kind of economic activity. It is indispensable to our lives.
Water is a natural resource that must be used wisely.

conservation: the act of keeping, protecting, or preserving our natural resources.

ADVANCE PREPARATION

A. Prepare ahead of time by bringing two 2-gallon buckets (or similar containers). Labelone"Water
Supply"and one"Water Used." Fill the bucket labeled"Water Supply" with water.

B. Duplicate and cut out the water use number and letter cards (teacher sheets).

C. Make photocopies of the water conservation quiz (one per student).

2-79

PROCEDURE

1. Setting the stage

A. Have the students discuss all the various ways they use water in a single day.

1. List them on the board and encourage them to include ways that water is used indirectly (e.g.,
farTning, manufacturing, food processing).
2. Categorize the list by having the students decide if the usage is play, work, or home.

B. Assign two students to special positions: one will be a recorder and the other will measure the
amount of water used (this person will be the "Quantity Control Officer").

C. Show the students the bucket labeled "Water Supply." Measure the depth of water in the bucket
with a ruler and have the "recorder" write the results on the board. Tell the students that the bucket
labeled "Water Supply" represents the amount of fresh water allowed per day for the group.
D. Explain that in this simulation, there will be a Group I and a Group 2. (NOTE: This simulation is
designed for 24 students. The number of participants can be varied as needed. Make sure there
is an equal number of conserver and nonconserver cards.)

11. Activity

A. Divide the class into 2 groups.

B. Pass out the "Water Use Number Cards" to G roup 1 and the "Water Use Letter Cards" to G roup
2. Explain that these cards represent how much water each person will use in a day.

1 . Begin with Group 1.
2. As, each student reads his demand on the water supply aloud, the "Quantity Control Off icer"
should remove that amount of water from the water supply bucket and place it in the buckel
labeled "Water Used."

3. Ask the student who has card number 1 to read histher demand and the amount of water,
needed. Continue with subsequent numbers.

4. This process should continue until all the number cards are used.

C. Measure the depth of water left in the "Water Supply" bucket. Have the recorder write the results,
on the board.

D. Subtract the amount of water left from the starting amount. Record the difference for Group 1,

E. Repeat the process for Group 2, beginning with the same amount of water as before. (NOTE:
If none of the water has been spilled, dumping the used water back into the first bucket should
be equal to the same amount.)
1. Ask the student who has card A to read his/her demand and the amount of water neeJed.
Continue with subsequent letters. is
2. This process should continue until all the letter cards in the group are used.

2-80

F. Measure the amount of water left in the "Water Supply" bucket and record as before.

G. Subtract the amount of water left from the starting amount. Record the difference for Group 2.

H. Discuss the noticeable difference between the amounts left and have the students formulate
explanations.
1. lnter@ect the "Water Trivia" teacher sheet; share selected facts with the students.

Ill. Follow-Up

A. Have the students state the difference in the groups; they should notice how one group carefully
used its water supply and the other used it without concern for the amount available.
B. Help the students explain the differences in behaviors in the water use by each group.

C. Ask the students how group 1 could have conserved more.

D. What things do the students do that could conserve water in their daily uses?

E. Have the students list 3 to 5 ways to conserve water.
F. Have the students complete the student sheet, "Water Conservation Quiz." (Answers: 1.W, 2.W,
3.W, 4.S, 5.S, 6.S, 7.S, 8.S, 9.W, 10-M

IV. Extensions

A. Give the students copies of the"Water Use Detective Badge and Citation" student sheet. Have
them color and cut out the badge; they can pin or tape it to their shirts. Have the students become
"Water Use Detectives" by finding as many ways as possible the school wastes water. Makea
list of their findings and suggested solutions on the citation. Post these lists or send them to the
principal.
B. Have the students complete a checklist of conservation improvements and practices in their
individual homes as a homework assignment.

C. Have the students categorize the teacher sheet information (trivia) and student water use
suggestions as to whether they are home, work, or play uses. Design circle, bar, or line graphs
to show the results.

D. Have the students write a letter to the local newspaper explaining their concerns to the public.

RESOURCES

'The ABC's of Water Conservation," Channing L. Bete Company, New York, 1981.

Burch, Sandra K., "Be Water-Wise," Virginia Water Resource Center, Blacksburg, Virginia, 1983.
Leopold, L. and W. Langhein, A Primer On Wate , U.S. Government Printing Office, Washington, DC,
1960.

'The Story of Drinking Water: Teacher's Guide Primary Level," American Water Works Association,
Denver, Colorado, 1984.

2-81

WATER USE NUMBER CARDS Teacher Sheet

Group 1
#1 1 have been working in the sun #2 1 have been playing basketball and
and am very thirsty. I would like need totake a bath. 3CUPS(75OmL)
some cold water to drink. 1 CUP
(250 mL)
#3 Mom asked me to wash the #4 Mom said my tennis shoes need
breakfast dishes, so I put them in the @leaning, so I ran them through the
dishwasher and turned it on. 2CUPS washing machine. 2 CUPS (500 mL)
(500 mL)

#5 Since it's so hot outside, I want to #6 It is time for lunch and I need to wash
fill up the wading pool. 2 CUPS my hands with the faucet running. 1
(500 mL) CUP (250 mL)
#7 Mom wants me to wash her car #8 Flush the toilet, please. 1 CUP
F (250 mL)
tonight. 2 CUPS (500 mL)

#9 Dad and I are growing a garden. 10 1 just ate an ice cream cone. I need
Since plants need water, turn the to brush my teeth with the faucet run-
sprinkler on, please. 2 CUPS ning. 1 CUP (250 mL)
(500 mL)
#11 Our grass needs water to grow #12 1 noticed the faucet leaking but it's
every day. 1 CUP (250 mL) nothing more than a drip. 1 CUP
(250 mL)

2-82

WATER USE LETTER CARDS Teacher Sheet

Group 2

A. I have been working in the sun and B. I have been playing basketball and
am very thirsty. There is a cold bottle I need totake a short 5-minute shower.
of water in the refrigerator. 1/2 CUP 1/2 CUP (125 mQ
(125 mL)

C. Mom asked me to wash the break- D. Mom said my tennis shoes need
fast dishes. I will wait until our dish- cleaning. I'll run them in the washing
washer is full. 1/2 CUP (125 mL) machine when it is full of old towels or
cleaning rags. 1 CUP (250 mQ

E. Since it is so hot outside, I want to F It is time for lunch and I need to wash
fill the wading pool, but I don't need to my hands. I'll just fill the sink halfway
fill it to the top. 1 CUP (250 mL) and not run the faucet. 1/2 CUP
(125 mL)

G. Mom wants me to wash her car, so H. Please flush the toilet. There is a
I'll use the water I saved from the plastic bottle filled with stones in the
kitchen and bathroom sinks instead of tank. 1 CUP (250 mL)
letting the water run down the drain.
0 CUPS (0 mL)

1. Dad and I are growing a garden. We J. I just ate an ice cream cone. I need
usea soakerhoseand mulch the plants. to brush my teeth. I never leave the
I'll also use rainwater we have saved. water running. 1/2 CUP (125 mQ
1/2 CUP (125 mQ

K. Our grass needs water to grow, but L. I noticed the faucet leaking so I told
not every day. We use a soaker hose. mydadandhefixedit. OCUPS(OmL)
1/2 CUP (125 mQ

2-83

Teacher Sheet

WATER TRIVIA

1. It takes 100,000 gallons, @379,000 L) of water to manufacture one automobile.

2. 122 gallons (462 L) of water are needed to produce one loaf of bread.

3. It takes 50 glasses of water to grow 1 glass of orange juice.

4. 97 percent of all earth's water is safty; only 3 percent is fresh water.

5. 314 of the earth's surface is covered with water.

6. A 20-minute shower uses 16-20 gallons (60-75 L) of water.

A 1 0-minUte shower uses 8-10 gallons (30-38 L) of water.

A 5-minute shower uses 4-5 gallons (15-19 L) of water.

7. It takes 3 gallons (11 L) of water to flush a toilet.

8. It takes 30-40 gallons (115-150 Q of water for a tub bath.

9. 10 gallons (38 L) of water is required to hand wash dishes.

10. It takes 20-30 gallons (75-115 L) of water to run a washing machine.

11. The average American home uses an average of 293 gallons (1, 110 L) of water a day.

12. It takes 2,500 gallons (9,500 L) of water to produce one pound (2.2 kg) of beef.

2-84

Student Sheet

WATER CONSERVATION QUIZ

Saying or Wasting

Print an "S" on the line before an action that saves water. Print a'W on the line before an action that
wastes water.

Take long showers.

2. Fill the bathtub full.

3. Delay fixing a leaky faucet.

4. Fix a leaky toilet.

5. Wash only full loads in the washing
machine or dishwasher.

6. Fill the bathtub 1/4 full.

7. Turn off water while brushing teeth.

8. Fix leaky faucet.

9. Wash a few clothes every day.

-10. Let water run while brushing teeth.

2-85

Student Sheet

Water Waste
CITATION

Location of water waste

Description

Suggested solution(s)

Issued by Officer (name)

Date-

PRO
FC

2-86

Student Sheet

MAKE A WATER CONSERVATION WHEEL!

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2-87

Student Sheet 0

MAKE A WATER CONSERVATION WHEEL!
(continued)

I 1 0
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2-88

WATER PATROL

OBJECTIVES @`SUBJECTS:
The student will do the following: Science, Social Studies, Health, Language
Arts
1 . Become aware that there are laws enacted
and enforced to protect people's health and TIME:
safety. 45-90 minutes
2. Demonstrate, through role play, different laws MATERIALS:
or acts that protect the health and safety of hat or badge to represent police or fireman
citizens. posterboard or construction paper
markers
stapler
student sheet (included)
teacher sheet (included)
BACKGROUND INFORMATION

Most of us take safe, clean drinking water for granted. Prior to the passage of the Safe Drinking Water
Act in 1974, the protection of public water supplies in the United States was guided by drinking water
standards developed by the United States Public Health Service. Congress enacted the Safe Drinking
Water Act in 1974 to ensure safe public drinking water. This law was amended in 1986 to expand the
Environmental Protection Agency's role in protecting public health from contaminated drinking water. The
amendments require the Environmental Protection Agency to:

1 . Control specific disease-causing organisms and indicators of their presence in drinking water.

2. Require public water supply systems that use surface water sources such as lakes to f ifter their water
unless it is established that their sources are very clean and well protected.

3. Require public systems to disinfect their water, unless the water comes from sources that are not at
risk from microbiological contamination.

The Safe Drinking Water Act is primarily enforced by the states. Therefore, it is the responsibility of the
local water supply system, the states, and the federal government to provide clean, safe drinking water
to the public.

Terms

Environmental Protection Agency (EPA): the U.S. agency responsible for efforts to control air and
water pollution, radiation and pesticide hazards, ecological research, and solid waste disposal.

groundwater: waterthat inf iltrates into the earth and is stored in usable amounts in the rock and soil below
the earth's surface; water within the zone of saturation.

Safe Drinking Water Act: a regulatory program passed by the U.S. Congress in 1974 to help ensure
safe drinking water in the United States; sets maximum contaminant levels for a variety of chemicals,
metals, and bacteria.

2-89

waterboffm dilsease: a disease spread by contaminated water.

ADVANCE PREPARATION

A. Gather materials for the role playinc -)u may make hats or badges from poster board and/or
construction paper to represent different people who enforce rules or laws (policemen, fireman,
principal, mayor, governor, etc.).

B. You may also use toy badges or hats that represent these persons if they are available.

C. Make photocopies of the student sheet, "Cause and Effect," for each student.

PROCEDURE

1. Setting the stage

A. Ask the students the following questions:

1 . What are laws? (any rule or principle that must be obeyed; relate to school rules that must
be- followed in the school environment)

2. Why do we have laws or rules that we must obey? (to protect people)
3. Give an example of a law or rule being broken. (e.g., exceeding the speed limit) Is this,
dangerous? (yes) Why? (it affects the safety of the driver and others.)

4. Who enforces the law?

a. On the local level, the mayor and those persons acting under his orders.

b. On the state level, the governor and those agencies that are under his jurisdiction.

c. On the federal level, the president and those agencies that are established for specif ic
laws.

B. Share with the students the following information:

We only have to look around us to see the effects of rules or laws. We can see rules or laws being
observed in our schools, in our community, and throughout our environment.

1 . What do you think would happen if we had no rules in our school? (We would not be able to
do our work, and/or it would not be safe.)
2. What do you think would happen if we had no rules or laws in our community? (People might
not respect others'rights and our environment would not be a very safe or happy place to live;
accept any answer.)

11. Activities

A. Have the students demonstrate laws being broken by role-playing "cops and robbers."

2-90

1 . Have the students prepare a list of rules or laws that would protect their health or safety.

2. Have each student act out or role play (using props such as hats) one of the law breaking
situations they have listed.

3. Ask the classmates to try to guess what rule or law is being portrayed. The first student to
guess the rule or law being acted out, will role play the person who enforces that law and
Uarrest or reprimand" that person who has broken a law or rule.

4. Continue this process until all students have participated. (You may want to set a time limit
for each student.)

B. Discuss with the students what laws or rules are being represented in each situation. Tell the
students that they have a responsibility as a citizen to help to see that laws and rules are followed.
Ask what they might do as citizens to help enforce the laws. (report wrongdoing they observe to
the proper person who enforces the laws or rules)

C. Share the background information with the students. Emphasize that drinking water must be very
clean or people could get sick. Ask the students to apply what they have learned about protecting
er supplies and enforcing laws to ensure their water is safe to drink. Ask them these questions:

1 . What can you do? (never pollute water in streams; report to proper authorities if you observe
anyone dumping pollutants into drains, streams, and other bodies of water; accept any
reasonable answer)

2. What law protects your drinking water? (the Safe Drinking Water Act)

3. Who enforces the Act? (the Environmental Protection Agency and the states)

4. What should you do if you suspect your water supply is contaminated? (You can contact your
local water treatment plant or water utility to f ind out what steps you should take to have your
water tested for contaminants. The address of your local facility will be on your bill.)

5. For detailed information, contact your local water treatment facility or health department. Ask
them how they comply with the Safe Drinking Water Act.

111. Follow-Up

A. Have the students complete the student sheet, "Cause and Effect." (Answers: 1-c;2-a;3-f;4-b;
5-c; 6-d.)

B. Have the students write a paragraph explaining why we have laws.

IV. Extensions

A. Have the students choose one of the following topics, look up its danger to drinking water, and
write a report on how each could contaminate drinking water. Younger students might depict
these on "mini-murals" (large construction paper sheets).

1. Landfills

2. Underground storage tanks

2-91

3. Hazardous waste

B, Contact your senator, congressman, or local state representative and ask what bill,@@ -ave been
offered in the legislature to protect ddnldng water standards and groundwater in you: state.

RESOURCES

Jorgensen, E. P., ad., The Poisoned YVells New Strategies for Groundwater Protection, Island Press,
Washington, DC, 1989.

"Protecting Our Drinking Waterfrom Microbes,"U.S. Environmental Protection Agency, Washington, DC,
1989.

2-92

Student Sheet

CAUSE AND EFFECT

Match the causes and effects.

Causes Effects

1. Pour oil in drainage ditch a. Serious damage to brain, kidneys, and
nervous system

2. High concentrationof lead in drinking water b. Ensures clean drinking water to protect
public health

3. Contaminated surface and groundwater c. Stronger, healthier teeth

4. Safe Drinking Water Act d. Sets national standards and monitors water
supply operators

5. Adding fluoride to drinking water e. Groundwater contamination

6. Environmental Protection Agency f. Waterborne diseases

2-93

Teacher Sheet

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2-94

SURFACE WATER

A SALT WATER-Y WORLD

OBJECTIVES rSUBJECTS:
Science, Social Studies, Math
The student will do the following:
TIME:
1 . Observe a model of the distribution of the 50 minutes
earth's water.
MATERIALS:
2. Compare the relative volumes and percentages two 1,000-mL graduated cylinders (or 1 -L
of types of water on earth. clear containers)
four 100-mL graduated cylinders (or small
3. Demonstrate solar distillation. jars)
medicine dropper
food coloring
BACKGROUND INFORMATION teacher sheet (included)
acetate sheet
overhead projector
Humans must have fresh waterto live, butabout 97 large bowl or pan (1 per group)
percent of the earth's water is too salty to use. The small drinking glass (1 per group)
remaining 3 percent is fresh water, but most of it is small rocks
in polar icecaps, remote glaciers, and icebergs and plastic wrap
is not easily accessible. Accessible fresh water, 2-gallon bucket
therefore, comes from surface water and ground- water
water sources. These sources represent less than soil
one-half of one percent of all water on the earth. @,5udent sheet (included)

Terms

groundwater: water that infiltrates into the earth and is stored in usable amounts in the soil and rock
below the earth's surface; water within the zone of saturation.

surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpiration, and is stored in streams, lakes, wetlands, reservoirs, and oceans.

ADVANCE PREPARATION

A. If you do not have two 1,000-mL graduated cylinders, use other clear liter containers. Ifyouhave
accessto laboratory glassware, fifteen 1 00-mL graduated cylinders will work. If you usethe small
cylinders, ten of them will hold 972 mL of salt water, while the remaining five will hold freshwater.
A clear plastic jug (soft drink container) holding one liter of colored water can be used. Otherclear
glasses or jars can hold the smaller divisions. The following table shows the distribution of water
for this demonstration.

3-1

Earth's Total Water Supply Earth's Total Fresh Water Supply

972 mL Ocean (saft water) 23 mL Icecaps and glaciers
28 ml. Fresh water 4 mL Groundwater
1,000 mL Total Water on Earth 2* drops Surface water
1 drop 'Water in air and soil
28 mL Total Fresh Water on Earth

1 liter = 1,000 mL
*3 drops = 1 mL

B. Make a transparency from the teacher sheet 'Water Distribution on Earth." (NOTE: You can
make a chart rather than using a transparency and overhead projector.)

C. Duplicate copies of the student sheet.
D. Get a liter of water in the cylinder or bottle. Put food coloring in it so the students can-see ft.
E. Gather the materials to have 5-6 groups each build a distillation apparatus. Make muddy water
by filling a 2-gallon bucket with water and mixing in about 2 cups of soil.

PROCEDURE

1. Setting the stage

A. Share with the students the background information.
B. Display the transparency or chart, "Water Distribution on Earth." Discuss this briefly with the
students. Tell them you are going to show them what these proportions look like.

11. Activity

A. Place all the materials on a table in front of the class.

1 . Fill one graduated cylinder with colored water to the 1,000 mL line. Tell the students that this
represents the earth's entire supply of water. Pour 28 mL of this water into a second 1,000-
mL graduated cylinder. The 28 mL of water represents the earth's total fresh water supply.
The remaining 972 mL of water is salt water that occurs primarily in oceans.
2. Divide the 28 mL of fresh water by pouring portions of ft into smaller containers: 23 mL for
icecaps and glaciers, 4 ml-for groundwater, 2 dropsforsurface water, and 1 dropforthe water
in the atmosphere and soil.

3. Refer the students again to the table on surface water distribution.

B. As the students examine and compare the different volumes of water in the graduated cylinders,
ask the following questions:
1. Which of the four freshwater graduated cylinders represents the most freshwater on earth'?
(23 mL, representing icecaps and glaciers)

3-2

2. Is this a source of fresh water commonly used by humans for drinking, watering the lawn,
cleaning, and so on? Explain. (No, icecaps and glaciers are usually too far away from
population centers.)

3. Approximately what percentage of the earth'sfresh wateris groundwater.? (0.4%, or lessthan
one-half of one percent)

4. Where is most of earth's water found? (oceans)

5. Can cities such as San Francisco, Miami, and New York City, which are near oceans, use
the water from the oceans for households and industry? Explain. (No, the ocean water
contains safts that are harmful to humans, plants, animals, and metals.)
6. Can the safts be removed from water? Why isn't this commonly done? (Yes, but the
desalination process is very expensive.)

7. Why is the little bit of water in the atmosphere important to plants, animals, and humans?
(Water in the atmosphere is carded inland in the forms of rain, snow, sleet, and hail which
supply fresh water sources such as takes, streams, and groundwater.)
C. Have the students do the demonstration of desalination using solar energy found on the student
sheet "Sun Power for Clear Water." (Choose a sunny day.)

1 . Divide them into groups of about 5 students each.

2. Give each group the materials. Explain that you will use muddy water instead of salty water
so they can see that the distilled water is clean.

3. Take the class outside and let them set up their distillation devices.

4. Allow the students to play or do outdoor education activities for about 20-30 minutes, then
begin checking the devices.

5. When clear water has dripped into the glasses, discuss with the students how heat from the
sun cleaned the water.

Ill. Follow-Up

A. Ask the class the following questions:

1. Which kind of water (fresh or salt water) do we have more of on the earth? (salt)
2. Can people drink salt water right out of the ocean? (no)
3. Is there more water underground than in all the lakes and rivers of the world combined? (yes)
4. Can people make freshwater out of saltwater? (yes)
B. Have the students draw a picture of the distillation device and write a few sentences describing
how it worked.

3-3

IV. Extension

A. Have the students write the percentages of water distribution, as given on the teacher sheet. Can
they express this in hundredths and thousandths?

B. Have the students think of several ways that saft water could be distilled to make drinkable f resh
water. (You might divide them into groups.) Allow them to sketch distillation devices to provide
families or communities with large amounts of water.

C. Have the students sing the following song to the tune of "My Bonnie Lies Over the Ocean":

Sing a S Song

The Earth is all covered with ocean.
The Earth is all covered with sea.
The Earth is all covered with ocean.
More water than land, don't you see?

Chorus
Water, water, there's water all over the world, the world.
Water, water, there's water all over the world, the world.

So safty and cold is the ocean.
So safty and cold is the sea.
So safty and cold is the ocean.
Too cold and too safty for me.

Repeat Chorus

Atlantic, Pacific, the Arctic,
And then there's the Indian too.
These oceans all over our planet.
I named all of them, now can you?

Repeat chorus

RESOURCES

The Energy Sgurcebook: Elementary Unit, Tennessee Valley Authority, 1990.

"Sing A Sea Song," Ranger Rick's NatureScope: Diving Into Oceans, National Wildlife Federation,
Washington, DC, p. B., 1989.

Vandas, S., 'Water: The Resource That Gets Used and Used and Used for Everything!" (poster).
Available from American Water Resources Association, 5410 Grosvenor Lane, Suite 220, Bethesda,
Maryland,'@0814-2192,301-493-8600 orThe National Science Teachers Association, 1742 Connecticut
Avenue NW, Washington, DC 20009, 202-328-5800.

3-4

WATER DISTRIBUTION ON EARTH Teacher Sheet

Earth's Total Water Supply

97.2% Oceans (saft water)
2.8% Fresh water
100.0% Total Water on Earth

Earth's Total Fresh Water Supply

2.38% Icecaps, glaciers
0.39% Groundwater
0.029% Surface water (lakes, rivers, etc.)
0.001% Air and soil
2.8% Total Fresh Water

3-5

Student Sheet

SUN POWER FOR CLEAN WATER

1 . Put muddy water in a large bowl or pan to a depth of 2 inches (5 centimeters).

2. Set it in a place where it will receive sun all day.

3. Place a small glass right-side up in the middle of the tub. You may have to weight it down by putting
two small, clean rocks in ft.

4. Cover the tub tightly with clear plastic wrap.

5. Place a rock on the plastic over the center of the glass. Do not let the plastic touch the glass. (Just
weight it down in the middle.)

6. Observe what happens. Record your observations. Propose a way that this procedure, called
"distillation," might be helpful on a larger scale.

Observations

Questions
1. What kind of energy cleaned the water?

2. How might this process be useful to people?

3-6

WATERY WORDS AND PLACES

OBJECTIVES @'SUBJECTS:
The student will do the following: Geography, Language Arts, Ail
1 . Name several kinds of bodies of water on TIME:
earth. 3-30 minute periods
2. Locate the major bodies of surface water in MATERIALS:
your state. 3'x 5'(1 m x 1.5 m) piece of blue paper
magic marker
3. Construct a relief map of his/her state using a salt dough (recipe included)
physical map. food coloring (blue, green, brown)
physical map of your state (2 copies per
student or team)
BACKGROUND INFORMATION individual-sized pizza box for each student or
Most of the surface of our world is covered by team
water. Salt water bodies include bays, estuaries, glue
fjords, guffs, harbors, oceans, seas, sounds, and crayons
straits. Freshwater bodies include coves, creeks, pencils
inlets, lagoons, lakes, ponds, reservoirs, rivers, wall map of your state
rivulets, streams, tributaries, and waterfalls. student sheet ( included)
teacher sheet (included)
iffm

surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpiration, and is stored in streams, lakes, wetlands, reservoirs, and oceans.

ADVANCE PREPARATION

A. Have the blue paper "pond" ready.

B. Make salt dough for the relief map: 1 cup (250 mL) plain flour
1/2 cup (125 mL) salt
2 tsp, (10 mL) cream of tartar
1 cup (250 mL) water
1 tbs (15 mL) cooking oil
food coloring (green, brown, or blue)

Stir the dry ingredients together in a heavy saucepan. Add the liquids and cook 3 minutes at low
temperature or until it pulls away from the sides of the pan. Knead slightly almost immediately
and store in an airtight container. Determine how many batches of each color you need by your
state's geography and the number of maps to be made.

C. Obtain individual-sized pizza boxes (one per student or team) from a local restaurant.

3-7

D. Get 2 or 3 parent volunteers or aides to help you with the map activity.

E. Obtain, a physical map of your state. Make two copies of a physical map of your state for each
stu, -,itorteam; reduce or enlarge them as necessary to make them fit the small pizza boxes.

R Makea copy of the word search puzzle (included) for each student.

PROCEDURE

1. Setting the! stage

A. Have the students complete this analogy.

generic: common nouns :: brand name:
(proper nouns)

B. Tell the students that in the following activity, they will be using common nouns.

C. Have the students brainstorm all the types of surface water they can think of. Write the
appropriate words on the blue paper as they think of them.

11. Activities

A. Pass out the student page Vatery Words@' (word search).

1. Have them find as many words as possible. (Seethe teacher key following the puzzle.)

2. Have the students select 5 words they are not familiar with. Look them up, and write the
definitions on the back of their paper.

B. Have the students construct a relief map of your state. Use cooperative learning groups or, if you
have enough supplies, let each student do histher own map. (NOTE: You will need several adult
helpers.)

1 . Have the students examine a wall map of your state. Discuss the most noticeable features
of your state's geography.
2. Give the students two copies of the state's physical map and have them use blue, green, and
brown crayons to color the maps. Have them make a legend and label the important bodies
of water and cities.

3. Discuss the fact that many cities were originally located on rivers because of transportation
and water source purposes. 1
4. Have the students glue this map to the top of the pizza box and glue the second map to the
inside of the box.

5. Have them use the saft dough to build the relief map, starting with the green or brown dough
to make the mountains, hills, and valleys. Tell them to do the blue bodies of water!zzst. They
will be in depressions. Let the maps dry.

3-8

III. Follow-up

A. Have the students redraw from memory a map of your state. Tell them to name the major bodies
of water (choose appropriate requirements for you state and your students).

B. Have the students write sentences using 10 of the "watery words" correctly. (If you desire, you
could modify this to require more words or to use a given number of them in a story.)

IV. Extensions

A. Have the students put the water words on your blue pond in alphabetical order.

B. Have the students look up different countries, cultures, and/or bodies of water around the world.
What do they call their boats? (Examples: Hong Kong - sampan, junk; Alaska - kayak; Florida-
hydrofoil; Navy - destroyer. What about ferry, tugboat, felucca, prau, scor, xebec, and dhow?)

C. Check the Macmillan 4th Grade Book, Music and You (pages 22-23) for the song "Little Blue Top."
Teach it to the students.

D. Play the Alphabet Game: Form a circle with your class. Say, "I am going to start the alphabet
game using proper nouns associated with water." Begin by saying, "A - Atlantic Ocean." The next
person says "B - ." (Rules: Students must say their letters then think of the word.
This assures that they are working on the correct letter. You might want to give a time limit for
thinking. If a student wants to pass, he/she may just say "pass." The next person must repeat

3-9

the same letter and think of a word. If everyone in the circle passes, then the game continues
with the f irst person that passed taking the next letter in the alphabet. (It should continue like this:
13- Bay of Fundy, C-Caribbean Sea, etc.) (This may be difficult for them, but you could let them
play in teams, with each team using a globe or world map.) You may play it with other categories
of water words.

E. Have the students complete more analogies.

swam: swim:: sailed: (sail)

NaCl : saft :: : water (H20)

source: beginning outflow: (end)

river: line :: lake (circle)

F. Have the students list water words related to prepositional water phrases. Put the following on
the chalkboard. Get students to think of words to put in each column.

With Water On Water In Water

shower (example) ski (example) swim (example)

G. Read At the Edge of the Pond by Dewey to students. Ask your students to think of as many verbs
as they can to describe how pond animals move. (slither, dart, gyrate, leap, etc.)

H. Ask your students to think of as many adjectives as they can to describe water in this phrase: the
- pond (smooth, glassy, ripply, wavy, scummy).

I . If you have an Electronic GeoSafari Geooral2hy Game, this is a great time to use ft.

J. Ask the students what body(ies) of water could they swim in where they would f loat most easily?
(Great Salt Lake, Dead Sea) Have the students investigate where they would find inland saft lakes
or seas. Look for information on "why" they are safty. Locate them on a world map.

K. Read Paul Bunyan stories that pertain to water to your class (see Resources section).

RESOURCES

Dewey, Jennifer Owings, At the Edge of the Pond, Little, Brown & Co., Boston, Massachusetts, 1987.

Electronic GeoSafari geography Game, Educational Insights, Dominquez Hills, California, 1989.

"Little Blue Top," Music and You. 4th Grade Boo , Macmillan, New York, pp. 22-23.
Rounds, Glen, "The Whistling River," Ql' Paul the Mighty Lggaer, Cadmus Books, Wisconsin, 1949-

Schwartz, Linda, I Love Lists, Learning Works, Santa Barbara, California, 1988.

Shephard, Esther, "Digging Puget Sound," Paul Bunyan, Harcourt, Brace & Co., New York, 1952.

3-10

Student Sheet

WATERY WORDS

Y L S M I R N M S W P C D G P S H M Q 0 Y X M M B U E Q
B Z E G T E X K W N W I N S L 0 S D W R I V U L E T I Q
I G A V C X S K 0 B Y Q H C Q A V E A E X E Z V 0 R V T
Y A F B I P J R P N K P F A E H D T T S G 0 0 1 1 C 0 P
N Y J X J T D I E 0 K E J U R W U N E E M C W C C F B S
I M 0 G Z L C V B Z F 0 V M C B J K R R K Q Y C K U R 0
N 0 R P E X T E V C A I S I I T 0 G F V B S Y I C G D U
L G D Q E F Q R J Q A U W R D 0 B R A 0 A G D D P G X N
E T K C F N T Q G F U V T E A N P S L I B I C W L J X D
T F S I H V M 0 M I W T I W Z K X I L R C E N Z C S E X
D E H D Q G H D S K X U W W 0 R T T I Q D X X I F I Z L
X A S M S W V N S Q C P T L S 0 S M S V E K Q B F L I J
Y U Z M T H R H Z M T E N H R G L K E W P R L 0 R C S F
S I V W R G F U J C F B T 0 W Y X Z A X B T M 0 D F E 0
Z P N G A T F H Y B A C V H A A L K H V D E D D L L T P
G 0 N K I Q 0 C E A N A K E Z S S U N J U D F U A L Z H
Y N Y P T P J F M Y P L I D C D X B 0 K R P G K G M C 0
B D F U U H 1 0 F D Z K Z V R L V W Y U P H 0 J 0 T A J
M U K E S T U A R Y S M B T E Q A Z C J I F F Q 0 D F E
S T L 0 K D J C E K U J N B E I H K R M G P B Z N D K C
E S T R E A M Q A V P D U U K L K C E B C.G N A B I T Y

Teacher Sheet

WATERY WORDS
ANSWER KEY

Y L S M I R N M S W P C D G P S H M Q 0 x M M B U E Q
Y, IT TfT 'M rn
B Z E G T E X K W N W I N S L 0 S D @ v %J @ I Q
I G A V C X S K 0 B Y Q C Q A V E X E Z 0 R V T
Y A B I P J R P N K P F E H D G 0 1 1 c 0 p
N Y kT X J T D -- E 0 K E J U W N l7i "I M W C C F B
M G Z L C V B Z F 0 V M C J K 1 @ K Q Y C K U R
11 0 P E X T V C A I S I T G I, B S Y I C G D
1, G Q E F Q J Q A U W D 0 B A A G D D P G X
T K C F N T Q G F U V E A N P S 1, B I C W L J X
F S I H V M 0 M I W T I W Z K Xx 11 11 C E N Z C S E X
D E H D Q G H D S K X U W W 0 R T T I Q D X X I F I Z L
X A S M S Q C P T L S 0 S M V E K Q B F L i i
Y U Z M r.'.' H R H Z M T E N H R G L K W P R L 0 R C S F
S I V W & G F U J C F B T 0 W Y X Z i X B T M 0 D E 0
Z 1) N G A T F H Y 1 A C V H A A L K H V D E D D L T P
GoNK'-Q(3el"@lil'lkiAKEZSSUNJUDF LZH
y Ijy p m
M w
P J F .. P L I D D X B 0 K R P K M C 0
B IP F U U H 1 0 F D Z K Z V 1 v W Y U P H 0 J T A J
M U K S 6 IP @U A R @zL S M B T Ili Q Z C J I F F Q D F E
S T L 0 K D J C E K U J N B I H R M G P B Z M D K C
E 9 T R R A M Q A V P D U U L K C B C-G N A B I T Y
N
L 0 S D v @'j
C Q A V E E /ZO
E H D 0 1 1
V U C W j N W C C
M K
S I T G
W D 0 B
E A N p S
"4
Z K X I
0 fD
D@D L
F L
K M

V W y
Z C
I @HR
L K C

ie LIVING IN WATER

OBJECTIVES rSUBJECTS:
Science, Writing, Art
The student will do the following:
TIME:
1. Create a pond model. 120 minutes

2. Research and report about plants and animals MATERIALS:
found in aquatic habitats. aquarium or plastic containers
gravel
3. Contribute to a pond mural. sand
small fish
snails
water
buckets or other containers
BACKGROUND INFORMATION aquatic plants
butcher paper
A body of water where organisms live is called an blue tempera paint
aquatic habitat. One type of aquatic habitat is the magic markers
freshwater habitat. Ponds, lakes, and streams are index cards
freshwater habitats. Many kinds of plants are glue sticks or transparent tape
found in or near the water. Cattails may grow at the reference materials (encyclopedias, etc.)
water's edge. The roots of water lilies anchor at the teacher sheets (included)
bottom, while their leaves and flowers float on top acetate sheet
of the water. Other plants live under the water. overhead projector
Aquatic animals need oxygen. A few aquatic sentence strips
animals breathe with lungs. Most aquatic animals scissors
have gills instead of lungs, to take the oxygen they magnetic tape or masking tape
need from the water. Many animals in the water shoe boxes (optional)
move around to find food and to get away from typing paper (optional)
predators. Other animals attach themselves to box cutter (optional)
objects in the water and collect their food as it floats
past. Some animals that live in or near fresh water
are fish, such as bass and trout; birds, such as ducks and geese; insects, such as dragonflies and
mosquitoes; amphibians, such as frogs and toads; and reptiles, such as turtles and snakes.
When aquatic biologists (scientists who study things that live in or on the water) study a lake or other body
of fresh water, they look at characteristics of the habitat to assess its "heafth." These would include (1)
the amount of dissolved oxygen in the water; (2) algal content (enough to provide food but not enough
to become a burden itself); (3) the health of the fish; (4) the diversity of bottom-dwelling insect larvae,
worms, shellfish, and other invertebrates (simple animals with no backbone); and (5) the amounts and
types of pollution settled into the mud on the bottom of the lake. When factors such as these are in order,
the lake is likely to be a healthy place for plants and animals.

Terms

aquatic: living or growing in or on the water.

organism: any living being; plants and animals.

habitat: place where an organism grows or lives.

3-13

ADVANCE PREPARATION

A. Gather materials for this activity. (NOTE: Rsh, sand, gravel, aquatic plants, and snails may be
collected locally orpurchased at an aquarium supplystore or biological science supply company.)

B. For the 'Password" game, write the sentences, cut up the sentence strips, and put magnetic tape
on the backs of the pieces.

C. Makea transparency of the teacher sheet, "Checking Out the Neighborhood."

PROCEDURE

1. Setting the stage

A. Tell the students to imagine they are aquatic organisms. Let them imagine that the classroom
is a large fishbowl or pond. (If you wish, let them "swim" around briefly.)

B. Tell the class to "become land-dwelling creatures again," and ask them to name things they think
aquatic creatures would need to be healthy.

11. Activities

A. There are at least five characteristics that indicate a healthy lake or other body of freshwater. List
these on the board and briefly share with the students the information for each. You might call
these "ar for Life," or "A Fish's Wishes."

1. Algae: Just the fight amount of algae means there is enough plant material for a strong food
chain, but not so much that oxygen supplies are used up bythe decay organisms that multiply
excessively if there is too much algae (too much algae means too much dead algae).
2. Oxygen: Water has oxygen dissolved in it. Oxygen levels in the water affect the size and
number of fish, as well as other life in the lake. Without oxygen, almost all aquatic life is driven
away or dies.

3. Fish: The condition of the fish living in the water tells a lot about the condition of the lake or
pond. If the fish are healthy and there are a lot of different kinds and sizes, the lake is in good
condition.

4. Bottom Life: The mud, sand, or gravel from a healthy take bottom will include a large number
and wide variety of worms, snails, crayfish, mussels, clams, and aquatic insect larvae.
5. Sediment: Samples of mud taken f rom the bottom of the lake are checked to see if it contains
harmful chemicals from human activities (metals, PCBs, or pesticides). This is importani
because pollutants settle to the lake bottom where many fish and other small animals live.
Show the students a transparency of the teacher sheet "Checking Out the Neighborhood.'
Review with them what each illustrated item means.

B. Have the students make a pond model.

1. Fora class pond, use an aquarium. For individual ponds, have students or teams of students;
use large, clear plastic contairers, such as large peanut butter jars. As the students watch
and/or participate, review the five habitat factors.

3-14

2. Place aquarium gravel, sand, or soil on the bottom of the containers.

3. Plant the water plants from a biological supply house or aquarium supply store (many large
discount stores carry aquarium supplies).

4. Add dechlorinated water. (NOTE: You may dechlorinate tap water by letting it stand out
overnight or using dechlorination tablets. The water must be dechlorinated or the animals
you add may become ill or die.)

5. Complete the pond by adding tadpoles or small snails and small fish to the aquarium.

6. Maintain the classroom model pond as a classroom aquarium for the remainder of the school
year. Make sure animals have clean water and enough food and air.

C. Have the students draw a diagram of the model.

111. Follow-Up

A. Have the class make a pond mural.

1. Use blue tempera paint (thin works fine) to paint a blue oval on along piece of white butcher
paper.

2. Assign pairs of students a pond plant or animal.

a. Possible plants and animals:

Plants - iris, reed, water lily, willow tree
Insects - dragonfly, damselfly, water beetle, pond skater, water scorpion
Reptiles - snake, turtle
Amphibians - frog, toad, newt, salamander
Mammals - beaver, otter, mink, raccoon
Fish - carp, sunfish, perch, bullhead, bass
Birds - red-winged blackbird, duck, swan, heron, hawk
Mollusks and crustaceans - snail, mussel, crayfish

b. Have students research their plant or animal and write one fact about it on an index card.
(Ask the librarian to pull some appropriate references. Encyclopedias can also be used.)

c. Provide magic markers and direct each pair to draw its plant or animal on the mural and
paste or tape the index card near ft.

d. Let the class name their "pond." Write the name on the mural and let each student sign
ft (like an artist).

3. Display the mural on a wall outside your classroom for everyone to learn from and admire.
B. Have the students play the "Password" game on the teacher sheet, "Aquatic Password."

3-15

IV. Extensions

A. Have the students pretend they are pond plants or animals. Tell them to write sen or a story
describing their day without revealing what they are. Have them end their g with the
question, "What am I?" Then direct students to draw and label the mystery plant or animal on the
back of their papers. Compile the papers into a class book titled, A Day at the Pond. The students
will have fun as they "visit a pond" by reading each other's writings.

B. Have the students create water habitat models out of shoe boxes. (This is a good take-home
activity.)

1 . Cut slits on the sides of the box.

2. Use one sheet of typing paper for

each aquatic habitat: bottom mud,
plants anchored to the bottom,
the water, and the air above the
water.

3. Cut the paper to fit the sifts. (The

strips are progressively wider. See

the figure.)

4. Have the students draw or
illustrate each habitat on a
separate strip of typing paper.

5. Slide the paper through the sifts.

(NOTE: You might let some students make dioramas.)

RESOURCES

Hackett, J. K. and R. H. Moyer, Science In Your World, Macmilllan/McGraw-Hill School Division, New
York, 1991.

Gay, K., Water Pollution, Franklin Watts, New York, 1990.

Frank Shaffer, "Pond Life," School Days, New York, 1992, pp. 34-57.
"What's Happening in Your Lake?," RiverPulse, Tennessee Valley Authority, Water Resource Division,
July 1992.

3-16

Teacher Sheet

CHECKING OUT THE NEIGHBORHOOD

C14ARACTERISTIC-S OF- ALUE
A HEALTHY LAKEr

Oxy EN

Iit

130TTOM LIFE FISH

SEDIMENT

10.
OXY65EN

3-17

AQUATIC PASSWORD Teacher Sheet

Rules

Divide the class into six or eight teams. Let two teams come to the chalkboard at the same time. Have
both teams face the classroom. At a given time, the two teams are to turn to the board. Each will arrange
the mixed-up sentence in front of it in the right order. Both teams will have the same sentence. The winner
is the team that finishes first. Let the teams compete, then let the winning teams compete.

Preparation

Write the sentences on colorful sentence strips. (Make two versions of each one.) Cut them up
(separating the words) and put magnetic tape on the back to enable them to stick to the board (masking
tape can be used).

Use the following sentences:

1. Water lily is an aquatic plant.

2. Water beetles, dragonflies, and water scorpions are insects.

3. A turtle isa reptile.

4. Frogs, toads, and salamanders are amphibians.

5. Raccoons, minks, and beavers are mammals.

6. Bass, perch, and sunfish are fish found in ponds.

7. A hawk is a bird.

8. A cattail is a water plant.

9. An offer is a mammal.

10. A heron is a bird.

11. Algae are plants.

12. Sornp small animals live in the bottom mud.

3-18

POSTED! NO FISHING, NO SWIMMING

OBJECTIVES rsUBJECTS:
Science, Health, Language Arts, Physical
The student will do the following: Education

1 . Play a game to leam that it is not always safe TIME:
to eat fish they catch. 60 minutes

2. Write a story about taking a tfip to the beach MATERIALS:
and finding swimming prohibited. construction paper
scissors
3. Recognize that environmental laws protect markers
their health. masking tape
art paper
crayons
BACKGROUND INFORMATION U.S. map

The first Federal law dealing exclusively with water quality was passed in 1948. It set aside government
money for research. Offenders of the law only received a weak punishment. In 1969 the National
Environmental Policy Act started all the environmental protection legislation. In 1972 the Clean Water Act
was passed and in 1977 and 1987 more water quality regulations were added. The protection of human
health is the most important goal of these laws.

Despite the passage of such laws, we still must deal with water quality issues. Some polluting happens
now, but often we are faced with pollution that entered the environment years ago. This is the case with
chemicals like DDT and PCBs; they do not break down in the environment and so tend to settle and collect
in sediment on the bottom of bodies of water. They sometimes find their ways into food chains, ending
up in fish that may end up on fishermen's lines. Waters are posted in such cases to prevent people from
eating fish that might contain dangerous levels of chemicals.

Sometimes warning signs are posted around water bodies to prevent swimming because the water has
been found to have unsafe levels of coliform bacteria from fecal contamination (human and animal waste).
Coliforms are used as indicators for the presence of pathogens (disease-causing organisms). Fecal
contamination represents on-going problems with waste management, not a long-ago problem, as the
chemical pollution sometimes does.

Terms

DDT (dichlorodiphonyltrichloroothane): an insecticide that does not break down in the environment.
Once widely used but now prohibited from most uses in the U.S.

dioxin: a toxic by-product of the manufacture of certain pesticides and other products.

mercury: a poisonous metallic element, Hg, atomic number 80, atomic weight 200.59, existing at room
temperature as a silvery, dense liquid.

3-19

PCB9 (polychtoroblphonylls): industrial chemicals that do break down in the environment; once widely
used in electrical transformers but now prohibited in the U.S.A.
posti,cide: any chemical or biological agent that kills plant or animal pests; herbicides, insecticides,
fungicides, rodenticides, etc., are all pesticides.

ADVANCE PREPARATION

Make a fish for each of two-thirds of your students. Fold a sheet of construction paper in half and cut out
a simple fish shape, leaving it hinged on the fold. For half of them, open the fish, and write one of the
messages below ("I ate.. .") inside.

CUT OUT-
SMPI-5
FISH SHAPE-

PAPER,
FOLDED
IN KAL F

PROCEDURE

1. Setting the stage
Share the background information with the students (as appropriate). Remind them that when clean
water becomes polluted, it can cause diseases and upset the balance of nature. This requires people
to set standards for water quality.

11. Activities

A. Take the students outside to play the "Going Fishing Game."

1 . Divide the class into three equal groups. One group will be the fishermen/women. Take the
other two groups aside. They will not know if they are healthy fish or unhealthy fish. Each
one will get a folded paper cut in the shape of a f ish taped to his/her back. Half will be heafthy
fish with nothing written on the inside. The other haff will have one of these notes written in.-Side
(where the fishermen can't see them): I ate PCBs," I ate pesticides," I ate dioxin," I ate
mercury.-

3-20

DE5 I C-4 qATE
RiVEP, or<-
LAKE AREP, J@f.

FISHER-
ME N VJ0 M Etj

BOAT
MAPKF-D
WITH
CHALK OR
ITU M P
A "F7 I S P FOPES

2. Designate the area that will be the lake or river. Fish must stay in this area. Designate (using
chalk or jump ropes) the "boat" area that will be big enough to contain the whole class.
Fishermen/women must start in the boat. On a given signal, fishermen/women start'lishing."
They must run after the fish and catch two fish and take them back to the boat. Whenalithe
fish are caught and in the boat, the fishermen look inside the paper fish on each fish's back
to see if they caught healthy or contaminated f ish. If he/she catches 2 contaminated fish, he/
she will not be dining on fresh fish (unless the family goes out to eat!).

3. Ask the students how many will be going out to eat. Should there be a sign at this lake that
says, "No fishing"? (yes)

B. Have the students write a story about "My Imaginary Trip to (lake, ocean, river- whatever is near
you)." Teach paragraphing by using the following topics:

1. Planning my trip

2. Packing for the trip

3. Arriving at the beach and seeing a "No Swimming - Polluted Water"sign posted

4. Feeling disappointed

5. (Optional) What I did instead of going swimming.

3-21

111. Follow Up
A. Ask the students what it means when a "No fishing" or"No swimming" sign is posted. Doesthis
always mean the water is polluted? (No; it could mean something else, e.g., this lake is on private
property and the owner doesn't want you to do these things.) Tell them that if the water is polluted,
or if there is some other possible danger there, the signs will explain ft.
B. Remind the students that the first goal of the laws to protect the environment is to protect people's
health. Discuss with the students how they should react when they see a sign prohibiting fishing
orswirnming. Would they do ft anyway? Whyorwhynot?
C. (Optional) Have the students write a paragraph on what they learned in this lesson.

IV. Extensions

A. Have -the students make signs like "No Fishing Allowed," "Polluted Water," "No Swimming,"
"Contaminated Water," and so on, and illustrate them.
B. Havethern research places where water bodies have been closed to fishing and/or swimming and
locate them on a U.S. map. (Or find out if any nearby waters have been closed to fishing and/
or swimming.)
C. Have each student write a creative story or draw a cartoon in which he/she is a fish. Havethem
decide what species of fish they are, where they live, and what they eat, making up names for
themselves and the lakes in which they live. (NOTE: Remind students these are proper nouns.)
In the story or cartoon, have the fish fight water pollution.

RESOURCES

Lucas, Eileen, Water: A Resource in Crisis, Childrens Press, Chicago, 1991, p. 52.
"Water Quality Fac, -eets," Tennessee Valley Authority, TVA/ONRED/LER, 1988.

3-22

CLEANING UP

OBJECTIVES rSUBJECTS:
Science, Math
The student will do the following:
TIME:
1. Identify ways to prevent surface water pollution. 50 minutes

2. Simulate the removal of pollutants from water MATERIALS:
by filtration. cotton balls
toothpicks
3. Compute the area of an illustrated pond. clear plastic straws (large) or tubing
activated charcoal
water
plastic cups
BACKGROUND INFORMATION spoons
food coloring
eyedroppers
For years people believed that materials dumped scissors
into water supplies would decompose or be diluted metric rulers
to the point that they were virtually harmless. Ithas @!udent sheets (included)
been shown that unlimited and unrnonitored dump-
ing of wastes can be very harmful to water sup-
plies. The vast quantities of industrial and human wastes produced must first be treated, either physically
or chemically, before they are allowed to re-enter lakes, streams, rivers, and oceans. Bodies of water
cannot clean themselves as fast as people pollute them - so people must try to keep pollution out of water.

imm

cooling pond: a pond where hot water from factories and power plants is stored until it is the same
temperature as nearby bodies of water.

diluted: reduced in strength.

industrial pond: a pond used to hold dirty water until it is clean enough to be put into a nearby body of
water.

pollution: contaminants in the air, water, or soil that cause harm to human health or the environment.

ADVANCE PREPARATION

A. Preparation of Materials: Use large diameter clear straws or clear tubing for this activity. Cutthe
straws in half. Finely crush the charcoal. Pour food coloring into small dropper bottles. Activated
charcoal may be purchased wherever aquarium supplies are sold; you may buy capsules of
activated charcoal at the pharmacy. If activated charcoal is not available use regular charcoal,
but crush it very fine before using ft.

3-23

B. Wide clear plastic tubing may be used in place of large-diameter straws.
C. Provide a spoon and small paper cup for the Organizer to obtain the charcoal. One small bottle
of food coloring can be shared by the entire class. At the - id of the period, the straws, cotton
and charcoal should be placed in solid waste receptacles Water and food coloring may be
flushed down the drain. Cups and droppers should be rinsed.
D. An alternative approach to doing the activity is to do it as a teacher demonstration for lower
grades. Use a large piece of clear plastic tubing or a buret borrowed from a high school chemistry
teacher.
E. Make copies of the student sheets. (You may prefer to make transparencies of "Water Poll LA ion
Solution" and "Plant's Pond.")

PROCEDURE

1. Setting the stage
A. Tell the students a story about a boy or girl whose room is really messy. Describe in comical
details how dirty the room is and what a big job it will be to clean it up. Then ask the students what
the owner should do. Keep probing until someone suggests that he/she should not let the room
get so dirty; keeping it neat is less work than a big cleaning job.
B. Tellthe students that water pollution has become oneof the most serious environmental problems.
facing the United States as well as countries around the world. Industry, government, cities, and
towns have spent billions of dollars on research and treatment plants to try to reduce water
pollution. Three chief sources of water pollution are: industrial (factories) wastes, municipal (cityl,@
wastes (sewage), and agricultural (farm) chemicals and wastes. Oil spills are another source of
pollution. This activity will help you realize how hard it is to clean up polluted water.

11. Activity
A. Ask the students to think of ways we could clean polluted water. Write their answers on the board.
Direct their responses to the idea of filtering. Tell them they are going to work in teams to
investigate filtering.
E. Divide the class into teams of at least five. Each group will have an organizer, investigator,
manager, recorder, and reporter.

1. Have students draw numbers for the following roles:

a. Investigator - manipulates materials
b. Organizer - gathers and organizes materials, directs the cleanup
c. Manager - helps investigator, keeps time, makes sure safe procedures are followed,
performs calculations, and encourages the team
d. Recorder - writes down the team's observations and answers to questions, and makes
drawings as needed
e. Reporter - shares the team's results and conclusions with the class.

3-24

2. Give each student a copy of "Trying to Make It Clean and Clear."

3. Remind the students to use a very tiny piece of cotton to plug the straw. If the cotton is too
dense, the water will not pass through the straw.

4. Tell the students to hold the dropper at an angle when dropping colored water into the straw.

5. 1 nstructthe studentsto collect waterfiltered through cotton in cup B, and water f iftered through
cotton and charcoal in cup C.

C. Ask the designated student(s) in each team the questions below.

1 . Manaaer. Recorde : How does the color of the water in cup B compare with that in cup C?
(The water in cup B will still be colored, while the water in cup C will be clear.)

2. Investigator, Recorde : What could account for any difference in color? (Since the only
difference between the two setups was the charcoal, the charcoal must have removed color
from the water.)

3. Reggrte : How do your results compare with those of your classmates? (NOTE: Results
should be alike.)

D. Discuss with the students how the experiment they did relates to cleaning up pollution.

1 . Does filtering work (at least for some kinds of pollutants)? (yes)

2. What if you had a whole lake full of polluted water? Would filtering it be practical? (no)

3. What might you do to clean the whole lake? (Accept all answers, asking for their reasons.)

4. Some pollutants cannot be f iftered out of water. How might you clean water polluted with un-
filterable pollutants? (Accept all answers; ask for reasons.)

5. Remind the students of the messy room story. What can we conclude about cleaning up
pollution? (It is better to prevent pollution than to have to clean it up.)

E. Demonstrate that pollution does not "just disappear."

1 . Set aside several cups having various amounts of food coloring in small quantities of water.
Make sure that one is so dilute that the color is not readily observable.

2. Let them sit for a couple of days or until the water evaporates. Let the students observe the
residue left when the water evaporated.

3. Put a drop or two of water into each cup to reconstitute the food coloring. They will see that
the "pollution" remains, even though the water comes and goes.

4. Discuss with the students that even if people clean up water pollution, they still must do
something with the pollutants. This is a very difficult problem.

3-25

III. Follow-Up

Have the students complete the "Water Pollution Solution" student sheet. The answers are: 1. F,
2. no, 3. charcoal, 4. F, S. cotton and charcoal, 6. F, 7. fish, 8. F, 9. prevention, 10. (answers will vary).

IV. Ebdensions

A. Take a field trip to a wastewater plant. Tour the treatment facility. Have the students develop a
list of questions to ask about the plant beforehand.

B. Hold a debate about an environmental issue, such as uses of pesticides, sewage treatment, or
thermal pollution. Each issue has pros and cons. Allow students time to research the point of
view they are to represent. Establish debate rules and procedures before beginning.
C. Have the students complete the student sheet "Plant's Pond." (Answer: 360 sq. meters.)

RESOURCES

Cohen, M. R., T. M. Cooney, and C. M. Hawthorne, Discover Science, Scott, Foresman and Company,
Glenview, Illinois, 1991.
Mallinson, G. G., J. B. Mallinson, Linda Froschauer, and J. A. Harris, Science Horizons, Silver Burdette
& Ginn, Morristown, New Jersey, 1991.

3-26

TRYING TO MAKE IT CLEAN AND CLEAR Student Sheet

1. Investigator: Pull a small piece of cotton from a cotton ball. With a toothpick or paper
clip, stuff this piece into one end of each of the two straws. In one straw pour a layer
of charcoal 1 cm high. The charcoal should be above the cotton.

2. Manager: Fill a plastic cup, cup A, 1/3 full of water. Add 1 drop of food coloring. With
the eyedropper, mix the food coloring and water thoroughly.

3. Investigator, Manager: Using the eyedropper, add colored water to the straw that
has only cotton in one end. Catch the water dripping from the straw in cup B.

4. Investigator: Repeat step 3, using the straw with charcoal and cotton. Collect the
water in cup C.

5. Manager: Compare the water color in cup B with that in cup C.

6. Recorder: Record the results.

ra 0 C>
COL.O1z1tjC-- !3MA 0
CHARCOAL

COTT-0 N

A C

3-27

Student Sheet

WATER POLLUTION SOLUTION

Answer these questions by filling in the blank or circling the correct answer.

1. IF F It will be very easy to clean up water pollution.

2. Our experiment showed that we can filter some pollution out of water. Isthisalways
possible? yes no

3. We used cotton and to filter the water.

4. T F It is impossible to clean up water pollution.

5. Which workt;:j better? just cotton cotton and charcoal

6. T F Pollution will disappear if we wait long enough.

7. Which of these is not a source of water pollution?
factories cities farms fish oil spills

8 T F There is nothing we can do to prevent pollution.

9. What is the very best solution to pollution?-

10. This is a thinking question. What would you do to clean up water pollution if you were
in charge of protecting the environment?

3-28

Student Sheet

PLANTS POND

Factories and power plants do many things to keep from polluting lakes and rivers. They store hot water in special ponds called cooling ponds.
When the water cools, it can safely be released. They store dirty water in special ponds called lagoons. When the dirt settles out, the clean water
can be released.

IG
T75-
41-

If the diagram represents a pond and each square is ten square meters, what is the area of the plant's pond?

3-30

ACID RAIN, GO AWAY!

OBJECTIVES rSUBJECTS:
Science, Language Arts
The student will do the following:
TIME:
1. Define acid rain. 60 minutes

2. Simulate the effects of acid rain on limestone. MATERIALS:
vinegar
3. Write a paragraph about life in a dying lake. cups (4 per team)
marble chips
regular chalk (not "dustless")
water
safety goggles
BACKGROUND INFORMATION student sheet (included)

"Acid rain" is the term used to describe the result of a chain of complex chemical, atmospheric, and
environmental processes that start with air pollutant emissions from utilities, industries, and motor
vehicles, as well as natural sources (like volcanoes). When rain mixes with certain kinds of smoke and
pollution in the air, acid forms. When these substances fall with rain, it is known as "acid rain." Acid rain
can slowly dodamage by killing plant life and water-dwelling creatures, and by damaging metal and stone,
such as that in statues and buildings.

The air pollutants that result in acid rain are sulfur oxides and nitrogen oxides. The major source of sulf ur
oxides are coal-burning power plants and industrial boilers. The major sources of nitrogen oxides are
automobiles and coal-fired boilers at power plants and industries

The most cost-effective (and the only reliable) solution to the problem of acid rain is to control the offending
pollutants at their source. The goal must be to emit fewer sulfur oxides and nitrogen oxides into the air
so that fewer acids form in the atmosphere. Today power plants and industries emit a small fraction of
what they did years ago. As pollution control technologies improve, and as society's commitment to
environmental quality grows, we will emit even fewer acid-forming pollutants.

Terms

acid: a kind of chemical; acid in food is sour, sharp, or biting to the taste.

acid rain (or acid precipitation): rain with a pH of less than 5.6; results from atmospheric moisture
mixing with sulphur and nitrogen oxides emitted from burning fossil fuels; may cause damage to
buildings, car finishes, crops, forests, and aquatic life.

acidic: tending to form an acid.

pollutant: an impurity (contaminant) that causes an undesirable change in the physical, chemical, or
biological characteristics of the air, water, or land that may be harmful to or affect the health, survival,
or activities of humans or other living organisms.

vegetation: plant life.

3-31

ADVANCE PREPARATION

A. Gather the materials needed. Note that the chalk must be regular chalk, not "dustless." Obtain
marble! chips wherever landscaping supplies are sold.

B. Make copies of the student sheet "Acid Rain, Go Away!"

PROCEDURE

1. Setting the stage
A. Have the students imagine they are on a trip to some mountains far away. They want to visit a
beautiful lake they once saw in a picture. Describe a trip from where you are located to such a
place. Tell the students that when they arrive at the take, it looks even more beautif ul than in the
picture. The lake is deep, clear, and very blue; it reflects the sky perfectly. Describe how quiet
and serene it is there. Then introduce an ominous note by saying that it is "too quiet."

Describe how the students would start to notice that there were no fish jumping in the lake, no
frogs 'ribbet"-ing along the shore, and no dragonflies buzzing about the edge of the water.
Because they have been good science students, they know that a lake should have all kinds of
creatures and plants in and around ft. As they start to examine the lake, they find no living things
in the water - just some old shells, insect cases, and dead moss. This lake is dead!
Ask the students what they think happened. How could such a crime have been committed? Who
is the murderer of the lake? Tell them they will learn to be better environmental detectives in this
lesson.

B. Continue the story by telling the students that just as they are discussing what happened to the
lake, they hear someone coming. (Could ft be the criminal?) The students look for a place to hide,
but before they can hide, Ranger Dave rides out of the forest on his faithf ul horse, Giddlyup. He
waves and smiles. The students are relieved. They crowd around as he climbs down from his
mount, asking him about the dead lake. The ranger frowns, takes his hat, and says only two
words..."Acid Rain." What on earth does ft mean? How could rain hurt the lake? How could the
rain be acidic? Ranger Dave shook his head and drawled, "You folks best be getting back to class.
The next lesson is about acid rain, and R you don't hurry, you're gonna miss ft!"

11. Activity
A. Share with the students that sometimes moisture in the air mixes with certain kinds of smoke and
other types of air pollution, producing acids in the rainwater; this is known as "acid rain." When
acid rain falls, it affects the land ft falls on. The worse the problem, and the longer ft goes on, the
greater effect on the land.
B. Discuss the problem with the students. Acid rain may have recently been in the newspaper or
magazines. Scientists cannot say exactly what the effects of acid rain on every place are, but I hey
do know that there are places where acid rain has had serious effects. In Scandinavia and the
Adirondack Mountains in the U.S., there are "dead" lakes like the one in our story. In many
beautif ul and historic old cities, famous buildings and statues seem to be "melting" because acic;
rain slowly dissolves the stone they are made out of.
C. Have the students explore the effects of acid rain on building materials. They will simulate this
process.

3-32

1 . Divide them into small tearns. Give each student a copy of the student sheet "Acid Rain, Go
Away!" (included), and have them complete this act". They are to follow the directions on
the student sheet. While they are waking the 15 minutes, have them look up these terms in
their dictionaries and write the definitions down.

a. pollutant

b. acid rain

c. vegetation

d. acidic

e. acid

2. Ask, "How did vinegar affect the chalk?" Explain to the students that they should see a
noticeable dissolving effect because the acid in vinegar will react with the calcium in chalk.

3. Ask, "How did the vinegar affect the marble chips?" Explain that the vinegar does not affect
the marble chips as noticeably, although they too contain calcium. Stress that the (suff uric)
acid in rain is different from the (acetic) acid in vinegar, so the effect is not exactly the same.
This is a simulation-something fikj what really happens.

D. Tell the students that acid min affects water environments, too. Over a long period of time, a take's
water can collect acid and other chemicals (e.g., metals that acidic rainfall leaches out of soil
around the lake) that are harmful to the living things in the water. If the problem becomes severe
enough, the smallest animals and plants will die first; then the larger animals will die. Finally,
nothing will be alive in the lake.

E. Have the students research local newspapers to find out if acid rain or snow is a problem in your
area. What are the causes and possible solutions?

111. Follow-Up

Have the students imagine that they are fish living in a take where there has been acid rain. Have
them write a paragraph describing their experiences. Ask them to answer the question "What is life
like for you in your lake?" What is happening to you, your neighbors, and your home?"

IV. Extensions

A. Have the students write their senators and representatives about the problem of acid rain.

B. Contact the Environmental Protection Agency or your state's environmental protection office for
information about acid rain.

RESOURCE

Hackett, J. K. and R. H. Moyer, Science In Your World, Macmillan/McGraw-H ill, New York, 1991.

3-33

Student Sheet

ACID RAIN, GO AWAY1

1. Label four plastic cups A, B, C, & D.

2. In cup A place a piece of chalk in water.

3. In cup B place sorrie marble chips in water.

4. In cup C place some marble chips in vinegar.

5. In cup D place a piece of chalk in vinegar.

6. Now stand back and waft. After 15 minutes, examine the materials in the cups.

7. What has happened in cup A?

8. What has happened in cup B?

9. What has happened in cup C?

10. What has happened in cup D?

Vinegar has acid in it, though not exactly like the acid in pollution. Notice what it does to the chalk.
in cup D. The acid in acid rain is not the same strength as that of vinegar, so the effect in nature will
occur at a different speed than in your test, but in the end the effect is similar.

11. How might acid rain affect buildings and monuments?.

12. What might the acid do to trees and plants?

13. Judging from the activity, would you say tap water has acid in it?

14. Define acid rain.

3-34

N, B, & T: POLLUTANTS THREE

OBJECTIVES "SUBJECTS:
The student will do the following: Science, Art, Language Arts
TIME:
1 . List and describe three types of surface water 60 minutes
pollution (nutrient, bacterial, toxic).
MATERIALS:
2. Observe the effects of various water pollutants 5 baby food jars with lids
on algae growth. six 2-liter plastic bottles
gallon (4 L) milk jug
3. 1 Ilustrate a cause of each of the three types of water
pollution. soap or detergent
vinegar
flea powder
food scraps
BACKGROUND INFORMATION five Viter plastic bottles (clear, not tinted)
pond water
teaspoon
Nutrients from fertilizer have been major water crayons or markers
pollutants since the 1940's. Although plants and @student sheet (included)
animals need these for growth, if there is too much
phosphorus and nitrogen in water, algae and other aquatic plants grow too rapidly. Rapidly growing plants
in water also means more plants die and decay, and in the process they use up the oxygen dissolved in
the water. As a result, fish and other aquatic life die.

Another major water pollutant is human and animal wastes. Lakes and beaches are often closed to
swimmers and anglers because of high counts of fecal coliform bacteria from raw sewage (human waste)
and feedlot runoff that makes its way into rivers and streams then empties into the lakes and oceans.
Although coliform bacteria are not harmful themselves, they usually indicate that pathogens, disease-
causing organisms, are present.

The third major type of water pollutant is toxic, or poisonous, chemicals. Toxic pollution is most often from
pinpointable sources, such as industrial discharges or accidents in transportation (such as oil spills). It
can also come from less identifiable sources, including runoff f rom both urban and rural areas, and fallout
from the atmosphere.

The sources of pollutants that cause water pollution vary. In some cases, pollutants may come from a
pipe discharging into a river, a boat, irrigation ditch, underground storage tank, or other single source,
called a "point source" of pollution. But frequently they are varied sources, collectively called a "nonpoint
source," that could include industries, agriculture, and other human activities.

Point source problems are the easiest to correct. Their cause-wastewater emptied into the lake through
a pipe--can be dealt with directly. Nonpoint source problems are more difficult to fix. Fixing nonpoint
source problems usually requires a lot of cooperation by every part of society.

3-35

Term,s

3acterial water pollution: the introduction of unwanted bacteria to . water body.

conservation: preserving from loss, waste, or harm.

erosion: the wearing away of the earth's surface by running -water, wind, ice, or other geological agents;
processes, including weathering, dissolution, abrasion, corrosion, and transportation, by which
material is removed from the earth's surface.

fertilizer: any one of a large number of natural or synthetic materials, including manure and nitrogen,
phosphorous, and potassium compounds, spread or worked into the soil to increase its fertility.
nonpoint source pollution (NPS): pollution that cannot be traced to a single point, because it comes
from many, individual places or a widespread area (e.g., urban and agricultural runoff).

nutrient pollution: a nourishing contamination that causes unwanted plant growth in water.
point source pollution: pollution that can be traced to a single point, such as a pipe or culvert (e.g.,
industrial and wastewater treatment plant discharges).
pollutant: an impurity (contaminant) that causes an undesirable change in the physical, chemical, or
biological characteristics of the air, water, or land that may be harmf ul to or affect the health, survival,
or activities of humans or other living organisms.

pollution: contaminants in the air, water, or soil that cause harm to human health or the environment.

sewage: human waste.

toxic pollution: harmful, chemical contamination in water.

ADVANCE PREPARATION

A. Cut the tops off the five Viter bottles. (Scissors work fine. Just cut the top section off each, and
recycle.) You may use large, clear jars as long as all of them are exactly the same.

B. Take five 2-liter bottles to a pond, lake, or river, and fill each with water.

C. Gather the other jars, bottles, and so forth, and the "pollutants."
D. Run a jar (approximately a pint, or 500 mL) of tap water and let it set overnight so the chlorine will
dissipate.

E. Copy the student sheet for distribution.

3-36

PROCEDURE

1. Setting the stage

A. Ask students to guess how much water they use each day. Then tell them that each person in
the United States uses about 150gallons (570 L) of watereach dayfordrinking, bathing, cleaning,
flushing the toilet, watering lawns, and soon. Provide a gallon (4 Q milk jug and a 2-liter soft drink
bottle of water to show gallons and liters of water.

B. Point out to the students that while we progressed as a nation we became very careless with our
water. Farmers used chemicals to help crops grow and kill insects, and later the rain and snow
washed these chemicals into streams and lakes. Factories made many useful products from
chemicals, such as medicine, clothes, automobile lubricants, and household goods. Water was
always used in the process, and wastewater was discharged into streams. People added
pollutants to water when they used it in their homes. They added soap, toothpaste, shampoo,
bleach, detergent, fertilizers, insect spray, human wastes, paint, oil, grease, plus many more. Tell
the students many of these activities continue today.

C. Emphasize to the students that people thought that because rivers and lakes had so much water,
they could clean themselves. We now know that a little here and a little there can eventually add
up to a lot. In the'60s, lakes and streams were overnourished with phosphorus that came from
detergents; they became choked with algae. Nutrients from fertilizers and untreated sewage
added to the problem. Fecal coliform bacteria from raw sewage flowing into the lakes and
streams caused a lot of beaches and lakes to be closed. Now we know that we must clean water
before it can be used again; we pollute bodies of water too much for them to clean themselves.

11. Activity

A. Have the students list sources of each of the three categories of pollutants (nutrient, bacterial,
toxic).

1 . Write the three categories on the board. (These are the "N, B, & T' pollutants to which the
title refers.) Make them headings for columns.

2. Ask the students to identify the kinds of substances causing each kind of pollution. Lead them
to summarize: nutrient - fertilizer, bacterial - human waste, toxic - chemicals. Write these
terms beside the headings.

3. Have the students list as many sources as possible for each of the three kinds of pollution.
Write their answers in the columns.

B. Do this activity to show that a little pollution here and there can do harm.

1. Prepare "pollutants" to mix with the pond water. Have the students help you measure, mix,
andlabelthem. Use the tap water you have let set to dechlorinate. Mix the following in small
jars (e.g., baby food jars).

a. Pour 1/4 cup (60 mQ of plain water into the first jar. You will not add a pollutant to this
jar.

b. Mix a scant half-teaspoon (2-3 mL) soap or detergent and water (1/4 cup or 60 mL).

c. Mix a solution of vinegar (1-1/2 ounces or45 ml-) and water (1/4 cup or60 mL).

3-37

d. Mix a scant haff-teaspoon (2-3 ml-) of flea powder and water (1/4 cup or 60 mL).
e. Mix a scant half-teaspoon (2-3 ml-) food scraps and water (1/4 cup or 60 mL). (NOTE:
You may want to avoid using any rneat scraps because they will become very smelly.)

2. Use five 3-liter plastic bottles (with the tops cut off) or other clear containers. Fill each "pond
moder with pond water. They will be identical; then add one of the following to each. As you
do this, point out to the students that the models are just alike except forthe pollutants added
to them. This is very important in an experiment. Identify each as to its pollution category.

a. Add the plain water.

b. Add the mixture of soap and water. This represents nutrient pollution.

c. Add the solution of vinegar and water. This represents toxic pollution.

d. Add the mixture of flea powder and water. This represents toxic pollution. The powder
is similar to the chemicals used to kill pests on crops.

e. Add the food scraps and water. This represents bacterial pollution; the bacteria will break
the food down.

3. Label the models with treatment type and the date and time of the treatment.

4. Have the students predict what will happen to each.

C. Ask the students what a "monitor" is. (someone who keeps a check on something) Ask thern to
give examples. Tell them they will be "monitoring"the progress of the models. Tell them scientists;
monitor our water for water pollutants. This helps keep us safe from polluted water.

D. Have the students observe daily and record any differences in growth and development of the
algae for about 10 days to two weeks. (NOTE: If the smell becomes too unpleasant in the food
scraps pond, you may have to discard ft.). Discuss their observations. (The model plain water
was added to should look the same, the vinegar and flea powder should show no growth [toxic],
the detergent should have extensive growth of algae [nutrient], and the food scraps should be
smelly [bacterial.) Can the students explain these results in light of what was added? (Algae and
algae spores were present in the pond water that was collected for the experiment.)
E. When you are through observing the pond models, the algae and water (with the additives) may
be safety flushed down the toilet.

III. Follow-Up

A. Have students complete the sheet "A Little Here and There is Too Much."
B. Have students write a poem ora song about the N, B, & T Pollutants (Nutrients, Bacteria, Toxics)

IV. Extension

A. Have the students imagine they are each the governor of a state. They are having three major
problems: 1) Businesses are discharging hazardous wastes into the lakes; 2) Farmers are using
chemical fertilizers that run off into the rivers; and 3) The sewage treatment plant leaks raw
sewage into the rivers. Have the students write ways they would take care of these concerns.
(NOTE: Younger students might act out their solutions to these problems.)

3-38

B. Have the students examine local newspapers to find out what their community's major water
pollutants are.

RESOURCES

Elick, C.,"Water,"Tennessee Conservationist -Student Edition, Nashville, Tennessee, January/February,
1988.

Gay, K., Water Pollutoon, Franklin Wafts, New York, 1990.

Holmes, N. J., et al., Gatewgys to Sciences Grade 5, Webster Division, McGraw-Hill, New York, New York,
1985.

"Your Lake Is Unique," RiverPulse, Tennessee Valley Authority, Water Resources Division, July 1992.

3-39

A LITTLE HERE AND THERE IS TOO MUCH Student Sheet

Draw a picture to illustrate a cause for each kind of pollution.

NUTRIENT POLLUTION

F
E
R
T
I
L
I
z
E
R
S

BACTERIAL POLLUTION

S
E
W
A
G
E

TOXIC POLLUTION

C
H
E
m
I
C
A
L
S

3-40

STOP THAT SEDIMENT

OBJECTIVES "SUBJECTS:
Science, Social Studies
The student will do the following:
TIME:
1 . List soil conservation methods. 100 minutes

2. Identify sediment as a result of soil erosion and MATERIALS:
a water supply problem. 1 quart (liter) jar or 2 liter bottle
sand
3. Demonstrate contourfarming, windbreaks, and topsoil
terracing as erosion prevention methods. pea gravel
world map or globe
acetate sheet
overhead projector
BACKGROUND INFORMATION teacher sheet (included)
three plastic-lined boxes
When it rains or when snow thaws, the water in a sphagnum moss (or rye grass seed)
river becomes muddy. The water is carrying three 1 -liter plastic bottles or large spray
sediment. Sediment is picked up by the water on bottles
its way over the land and through the stream
channels. Water is in contact with the soil nearly everywhere. Some times and in some streams, the water
carries more sediment than at other times or in other streams due to varying amounts of precipitation and
varying land slopes. Sediment is a water supply problem because when water is to be used for municipal
supply or for industry, sediment in it must be removed and disposed of.

Erosion is the carrying of soil from one place to another by water and wind. It is a natural process but
people have accelerated its pace. Much erosion results from the removal of vegetation from the land.
For example, forests can be completely removed to make room for farms or to harvest timber or firewood
(people in many developing countries depend on wood for heat and cooking).

In developing countries, erosion is a growing problem because there is pressure to develop and people
lack the knowledge and means to implement environmentally-sound agriculture practices. Theresulting
lack of vegetative cover (with spreading roots to help hold soil) increases the loss of topsoil by wind and
water. To slow soil loss by wind erosion, farmers can put rows of trees - windbreaks - between their
f ields. Farming methods can prevent erosion. For example, plowing up and down a slope causes
erosion. A better method, called contour farming, is to plow horizontally across the face of a slope.
Another method is called terracing, in which a farmer builds a series of level plots in step-like fashion on
the slope. Contour farming and terracing slow runoff and allow water to soak into the soil.

Across the world, topsoil is being lost at a yearly rate of up to 10 times the rate at which new soil forms.

Terms

contour farming: plowing horizontally across the face of a slope.

erosion: the wearing away of the earth's surface by running water, wind, ice, or other geological agents;
processes, including weathering, dissolution, abrasion, corrosion, and transportation, by which
material is removed from the earth's surface.

3-41

sedirnent: insoluble material suspended in waterthat consists rnainly of particles derived from rocks, soil,
and organk.@ materials; a major nonpoint source pollutant to which other pollutants may attach.

terracing: a series of level plots in step-like fashion on a slope.

topsoil: the dch upper layer of soil.

windbreak: rows of trees between fields to prevent k)ss of soil by wind.

ADVANCE PREPARATION

A. Prepare three plastic lined boxes ahead of time. (Empty soda boxes [that hold 24 cans] lined with
plastic garbage bags work well.) He# fill each box with soil. (Use regulartopsoil, not commercial
pottingsoil.) These will be used by the students to demonstrate contour farming, windbreaks, and
terracing as methods of erosion prevention.
B. Have enough sphagnum moss for each team to successfully complete its project. You may have
the students sew rye grass seed if you waft about a week for it to sprout.

C. Make a transparency of the teacher sheet, "Soil Conservation." If this isn't practical, each team
should have a copy for reference.
D. To dernonstrate sediment, fill the quart (liter) jar with water and have the "sediment samples" (one
handful each of pea gravel, sand, and soil) nearby. Your students may be able to see it befter
if YOU Use a Viter bottle.
E. You will need to fill, or ask a student to fill, the three 1 -liter bottles with water. Spray bottles of water
are more efficient in the demonstrations and less messy, but are expensive and will need to be
purchased N not available. (Suggestion: Have parents lend them from home. Wash them out
carefully before letting the students use them.)

PROCEDURE

1. Setting the stage

A. Ask the students the following questions:
1. Where have you ever seen muddy water? (puddles, rivers, streets, etc.)
2. What do you believe causes the water to become muddy? (Soil washed into ft.)

3. How would soil get washed into a water source? (rain, etc.)

B. Show the quart (liter) jar of water.
1. Explain that this jar represents one of the water sources they mentioned.
2. Explain that soil washed into the water is called sediment.
a. Put in the "sediment samples" as you explain this (the water will become muddy).
b. Shake ft vigorously and set it down (the soil particles will begin to settle).

3-42

c. Observe that large particles settle first and finer particles settle slowly. Waft a few
minutes to allow settling that is noticeable, then ask the students to describe the settling.

d. Note that the process of settling took place while the water was still.

e. Shake the jar again. Explain that in a moving stream, the motion of flow keeps stirHng
up the water and the sediment.

C. Ask the students the following questions:

1 . In what ways would sediment in a flowing water source be good? (new fertile land like the
Mississippi Delta or along the Nile River) Have the students point these places out on a world
map or globe.

2. In what ways would sediment in a flowing water source be a problem? (drinking water, loss
of depth in shipping and barge channels, flooding, clogging of streams, loss of fish and other
aquatic life)

11. Activity

A. Divide the class into three teams.

B. Write the word "erosion" on the board. Define erosion as the transport of soil from one place to
another by water and wind.

1. Ask the students what kinds of actions might result in erosion. (cutting away trees, farming,
heavy rains, etc.)

2. Tell the students to think of the box of soil in their group as barren land.

3. Tell the students to blow on one end of the box to show how wind blows away the top layer.

a. Explain that the top layer of soil is called topsoil and is very important to grow vegetation.

b. Ask the students to brainstorm ways to prevent wind erosion.

4. Tell the students to have two people elevate one end of the box to represent a slope.

5. Tell each team to have one student SLOWLY and carefully pour or spray a little water from
their bottle across the end (from left to right) to show water erosion. Ask the students to
brainstorm ways to prevent water erosion.

C. Show the overhead transparency of the teacher sheet "Soil Conservation" (or pass out copies to
each team). Explain the method used in each picture.

D. Assign one of the methods used to each team. (NOTE: You may take the students outside for
this activity.)

1 . Tell Team One to construct a windbreak across their field using the sphagnum moss.

2. Tell Team Two to construct pattems of contour farming using rows of sphagnum moss and
tilling their box to demonstrate a slope.

3. Tell Team Three to build terraces with the soil and "plant" sphagnum moss on each one.
(NOTE: The team may need to moisten the soil to perform this task.)

3-43

E.. After each team completes its task, ask them to again blow across the "field" to simulate wind
erosion. (NOTE: Team Three should blow from the top to the bottom of their terrace.)
F. Ask each team to SLOWLY and carefully pour water from their liter bottle to simulate water
erosion. (NOTE: Team Three should pour water from the toD to the bottom of their terrace.)

G. Observe the differences in runoff.

H. Ask each team to report on its results.

Ill. Follow-Up
A. Have the students demonstrate their knowiedge of soil conservation by performing the following
tasks.
1 . Explain how water sources get muddy. (water erosion; open, bare fields; etc.)
2. Define sediment. (tiny bits of rocks, soil, and other materials washed into water sources)
3. Name some problems associated with sediment. (flooding, contaminated water supplies,
etc.)
4. Define erosion. (the transport of soil from one place to another by water and wind)
5. Name three ways to prevent soil erosion. (windbreaks, contour farming, and terracing)
B. Have the students write a paragraph in which they tell of a terrible rainstorm and a community's
resulting problems with muddy water. Tell them to choose one particular problem (e.g., bad taste,
dirtying of laundry) that would occur and let them make up the source of the eroded soil and what
could be done to stop the soil loss. (Review paragraphing with them first.)

IV. Extensions

A. Invite a soil conservation representative to discuss methods of preventing erosion.
B. Ask the students to draw pictures showing soil conservation and non-conservation farming
methods.

C. Have the students research areas of their state where sedimentation in a water source has
created problems and present their findings to the class.
D. Ask the students to f ind articles in magazines and newspapers concerning erosion, sediment, or
soil conservation. Create a bulletin board with the articles.

RESOURCES

Cohen, Michael R., Discover Science (Grade 3), Scott Foresman, Glenview, Illinois, 1991, pp. 214-215-
Hurd, Dean, Qeneral Science* A Vgyage of Explorat6on (Grade 5), Prentice-Hall Publishers, Englewood
Cliffs, New Jersey, 1989, pp. 536-539.

3-44

SOIL CONSERVATION Teacher Sheet

CONTOUR FARMING

TERRACING

if Wilt

lit.
WINDBREAK fit..
@hht I @111 if k @11 I W L

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3-45

3-46

WORKING TOGETHER TO PREVENT
POLLUTION

OBJECTIVES "SUBJECTS:
The student will do the following: Science, Music, Art
1. Distinguish between point source and nonpoint TIME:
source pollution. 90 minutes
2. List ways to prevent nonpoint source pollution. MATERIALS:
posterboard (one per group)
3. Sing a song about working together. old magazines
scissors
glue
markers
crayons
BACKGROUND INFORMATION teacher sheet (included)
acetate sheet
The sources of pollutants that cause water pollu- overhead projector
tion vary. In some cases, pollutants may come @student sheet (included)
from a pipe discharging into a river, from a boat,
irrigation ditch, underground storage tank, or other single source, called a "point source" of pollution. But
frequently they are varied sources, collectively called "nonpoint sources," that could include pollutants
from industries, agriculture, and other human activities.

Point source problems are the easiest to correct. Their causes -wastewater emptied into bodies of water
through pipes - can be dealt with directly. Additional treatment can be required, water conservation
programs can be started, or other measures can be used to prevent water quality problems.

Nonpoint source problems are more diff icult to fix. They result when rain from your lawn, city streets,
parking lots, and barnyards runs off into lakes and streams. This runoff may contain oil, fertilizers,
antifreeze, pesticides, bacteria, and other substances harmf ul to water quality. Another type of nonpoint
source pollution is erosion of soil from farm lands, construction sites, and stream banks.

Fixing nonpoint source problems usually requires a great deal of cooperation. Communities, farmers,
homeowners, forest managers, developers, and companies -all of us- must all take better care of the
land to reduce nonpoint source pollution.

Terms

conservation: preserving from loss, waste, or harm.

contaminant: an impurity that causes air, soil, orwaterto be harmful to human health orthe environment.

3-47

fertilizer: an, one of a large number of natural or synthetic materials, including manure and nitrogen,
Y
phosphorous, and potassium compounds, spread or worked into the soil to increase its fertility.

nonpoint source pollution (NPS): pollution that cannot be traced to a single point, because it comes
from many individual places or a widespread area (e.g., urban and agricultural runoff).

point source pollution: pollution that can be traced to asingle point, such as a pipe or culvert (e.g.,
industrial and wastewater treatment plant discharges).

pollutant: an impurity (contaminant) that causes an undesirable change in the physical, chemical, or
biological characteristics of the air, water, or land that may be harmf ul to or affect the health, survival,
or activities of humans or other living organisms.

pollution: contaminants in the air, water, or soil that cause harm to human health or the environment.

ADVANCE PREPARATION

A. Gather needed materials. Use travel, outdoor sports, and home and garden magazines for the
most appropriate pictures.

B. Make a transparency of the teacher sheet.

C. Copy -the student sheet for distribution.

PROCEDURE

1. Setting the stage

A. Begin by asking the students what water pollution is. Help them clarity their definition.

B. Ask them whose fault water pollution is. Discuss the issue of responsibility with them.

C. Tell the students that protecting water quality and controlling pollution is everybody's business!
The Clean Water Act gives states the authority to control pollution sources, but each of us must
share in the responsibility.

11. Activity

A. Write "point source pollution" and "nonpoint source pollution" on the board. Can the students
guess what these mean?

1 . Give the students the definition of each term.

2. Ask them to give examples of each one.

3. Askthern which kind of water pollution they would be most likely to cause by their own actions.
(nonpoint source) Have them identify some ways they might prevent this. (e.g., not littering,
using the right amount of fertilizer and Dug spray)

B. Have the students complete the exercise on the teacher sheet "Point or Nonpoint?" (use it as a
transparency). These answers are 1.P, 2.N, 3.N, 4.P, 5.N.

3-48

C. Give each student a copy of the mini-poster "Do What You Can Do." Discuss it with them. Let
the students decorate the sheet. Have them take it home to their families.

111. Follow-Up

A. Have the students work in teams of three or four. Supply them with posterboard, scissors, glue,
old magazines, and markers. Each team should prepare a poster display on ways to reduce
nonpoint source pollution. Suggest collages of applicable photos and words. Have the teams
share their posters. Hang them in local libraries, sporting goods shops, and community centers.

B. Have the students sing the following to the tune of "The More We Get Together."

The more we work together, together, together,
The more we work together, the happier we'll be.
For your lake is my lake and my lake is your lake.
The more we work together, the cleaner it will be.

IV. Extensions

A. Take a field trip to your local lake or river. If there is a dam there, arrange to have someone give
your class a guided tour. Have the students ask pre-prepared questions about point source and
nonpoint source pollution.

B. Have the students make up more verses to the song. Suggest they use local water bodies and
point/nonpoint differentiation in their lyrics.

RESOURCES

Gay, K., Water Pollution, Franklin Wafts, New York, 1990.

"Your Lake is Unique," RiverPulse, Tennessee Valley Authority, Water Resources Division, July 1992.

3-49

Teacher Sheet

POINT OR NONPOINT

Identify the following as point sources or nonpoint sources of water pollution. Write"P" or"N" in the blanks

1. Leaking underground storage tank

2. Neighborhood yards to which weed killer has been applied

3. Farmlands to which fertilizer has been applied

4. Factory with wastewater discharge pipe

5. All the town's construction sites

3-50

Student Sheet

DO WHAT YOU CAN DO

Learn as much as you can about your lake or river.
Become informed about the conditions there. Ask he
state agencies responsible for managing water quality
and fisheries.

Share your concern about our lakes and streams with
others-friends, parents, neighbors, and elected
representatives. Join forces to protect and improve water
quality by joining a lake association in your area. The
North American Lake Management Society can help you
start one if there is not a lake association in your area.
Write to them at: NALMS, 1 Progress Boulevard, Box 27,
Alachua, FL 32615.

Takeaction. Set an example for your friends. Helpyour
family learn about best management practices and apply
them in managing their land. Avoid over-fertilizing your
lawn. Have your septic tank pumped out occasionally to
keep the field lines from clogging and failing. Fence
livestock out of streams and properly manage animal
wastes. Encourage other relatives to do their part in

3-51

3-52

WATER-WISE LANDSCAPING

OBJECTIVES "SUBJECTS:
The student will do the following: Science, Social Studies, Language Arts, Art
TIME:
1 . Use the telephone book to find the phone 2 - 4 hours
number and invite a guest speaker.
MATERIALS:
2. Develop interviewing techniques. U.S. wall map
reference books
3. Read rainfall and seed package maps to acetate sheets
compare climate conditions. several telephone books
4. State the definition of xeriscaping. teacher sheets (included

BACKGROUND INFORMATION

Xeriscape ("zeer uh scapej is a word coined in 1981. It is so new that it probably is not in a dictionary.
"Xeros" is a Greek word meaning "dry." The word "xeriscape" means landscaping that reduces the need
for water. This is important because people use so much water to water their lawns, trees, gardens, and
ornamental plants such as shrubs and flowers. More than 40 states in the U.S. now have xeriscaping
programs.

All plants need water, but different plants have differing requirements for ft. For example, houseplant
owners know that their potted plants will not thrive (or maybe even survive) if they water them with equal
amounts on a set schedule (e.g., once a week). Of course there are many reasons this is true, but one
of the main reasons is that different kinds of plants have different needs. The same is true for outdoor
plants with which we landscape our houses, schools, and other buildings.

Considering that we often use utility water (for which we pay) to water our landscapes, ft makes sense
both practically and economically to choose plants that are adapted to our locales' normal rainfall and
temperature ranges. In and areas, ft is very important that people not use too much water for landscapes
filled with thirsty shrubbery, lawns, and flowers. In those areas, it is especially important that landscapers
choose plants that thrive without a lot of watering.

xeriscape: a way of landscaping that reduces the need for water.

3-53

ADVANCEPREPARATION 40
A. Make transparencies from the teacher sheets.

El. Collect enough telephone books so that each team of four has one.

C. Ask your librarian to pull library books with pictures of trees, shrubs, and flowers for a small class
library.. (NOTE: You may also make use of colorful seed/plant catalogs.)

PROCEDURE

1. Setting the stage

A. Ask the students to list things plants need to live. (water, air, nutrients from soil, sunlight) Write
their responses on the board.

B. Ask them how plants get the water they need. (rain, or someone "waters")

C. Tell the students they are going to investigate using plants that do not require much watering.

11. Activities

A. Show the students a transparency of the teacher sheet showing six different species of plants and
ask where these plants might grow best.

1. Let the students match the plants with the regions listed on the transparency.

2. The answers are:

Cypress- Southeastern U.S. (coast)
Cactus- Southwestern U.S. (desert)
Palm- Florida & Southern Caldomia
Birch- Northeastern U.S.
Sassafras- Eastern U.S.
Giant Redwood- Northern California

3. Let the students locate the areas on a large wall map.

B. Show the students the transparency of the annual average rainfall in the continental United
States. Compare major areas of the country. Discuss how climate (including rainfall and
temperature ranges) affects the plant species native to any region.

C. Have the students look through the library books (and/or seed catalogs) to find a favorite (1)
flower, (2) shrub, and (3) tree that they would like to put in their yards. (NOTE: Ifastudentdoes
nothave; , ard, substitute the schoolyard or a city park.) They should write the names of these
plants on a sheet of paper and make a sketch of each of them.

D. Divide the students into teams of four. Have each team use the telephone book to find the phone
numberforthe County Agricultural Extension Agent. Have one student call and invite your County
Extension Agent to come to your school for about 1-1/2 hours. (Set the date and time 411
beforehand.) Be sure the student communicates to the agent that you are studying xeriscaping.
(NOTE: Follow up with your own call to the agent.)

3-54

E. As a homework assignment, have the students watch the news and pay special attention to a
newscaster interviewing someone. The next day discuss good interviewing techniques.

F. Let the class decide on the logistics of how they can efficiently and effectively interview their
County Extension Agent. (For example, they might have 3 x 5 cards listing their questions.)

G. Have an interview session with the County Extension Agent. Be very clear that he/she needs to
advise students as to whether their favorite flowers, shrubs, and trees will require too much or
receive too much water to grow well in your area. (Don't plant a cactus in Seattle or impatiens
in Arizona.)

111. Follow-Up

A. Have the students write in their own words what "xeriscaping" means.

B. Have the students take a tour of the school grounds to evaluate the landscaping. Then have them
design an improved landscape for your school. You might have them present this to the principal
or the parent-teacher organization.

IV. Extensions

A. "Xeriscaping"is a very new word. Investigate other new words in our language. Talkabouthow
language changes over time.

B. Read the Paul Bunyan story, "Why There Are No Trees on the Desert."

C. Invite a landscaper, horticulturist, or landscape architect to talk to your class about his/her job,
plants native to your area, or some other topic related to landscaping.

RESOURCES

Electronic Geosafari Geogra2hy GaM, "Biomes card," Educational Insights, Dominguez Hills, California.

Rounds, Glen, "Why There Are No Trees on the Desert," 01' Paul. The Mighty Logger, Cadmus Books,
Milwaukee, Wisconsin, 1949.

Wade, Gary, at al., Xeriscape - A Guide to Developing a Water-Wise Landscape, Cooperative Extension
Service, College of Agriculture and Environmental Services, University of Georgia, Athens, Georgia.

3-55

Teacher Sheet

WHERE DOES THIS GROW BEST?

Match these kinds of plants with the region in which they grow best.

CACTUS
CYPRESS
171

FALM
1A.

SASSAFF,A5 REDWOOV

@(77

Northern California Southeastern U.S. (coast) Florida & Southern California

Eastern U.S. Northeastern U.S. Southwestern U.S. (desert)

3-56

RAINFALL MAP

A -r3m-

EIL E55 THA N 211
""To
4911 To 41(o.0
OVER ?611

410

3-58

WHOSE WATER IS IT?

OBJECTIVES SUBJECT:
The student will do the following: Geography, Social Studies
1 . Understand that sometimes it isverydiff icuftto TIME:
determine what is "fair." 90-120 minutes
2. Role play holding various viewpoints on an MATERIALS:
issue. small pitcher of cold water
one small cup per student
symbols representing each group (e.g.,
3. Recognize and state how valuable water is cowboy hats for ranchers, headdress for
when it is scarce and how this causes social Indians; optional)
problems. western states map
highlighter
teacher sheet (included)
acetate sheet
BACKGROUND INFORMATION overhead projector
butcher paper
Seven states are drained by the Colorado River. markers
This means that all the rainwater runoff and natu- pan (optional)
rally occurring springs drain eventually to the Colo- water (optional)
rado River. The Upper Colorado Basin lies in Utah, 10-25 pounds of non-hardening clay
Wyoming, Colorado, and New Mexico. The Lower (optional)
Basin lies in California, Nevada, and Arizona. The
Colorado River's source is in Rocky Mountain National Park, Colorado. It flows 1,450 miles into the Gulf
of California.

Demand for water from the river is high in the dry Southwest. Cities like Las Vegas, Phoenix, Tucson,
Palm Springs, and San Diego use water from the Colorado River; it comes through canals or aqueducts,
some of which are hundreds of miles long. Agricultural lands have been developed in Southern California
and Arizona, where desert once lay, using water diverted from the Colorado River. In addition to these
demands there are many ranchers and others who need the river's water. Native American tribal groups
claim some of the water for use in their fields and in their communities. By the time the Colorado River
gets to Mexico, its flow is a mere fraction of what it otherwise would be; as you might expect, Mexican
government officials and farmers are not pleased with this.

There is considerable controversy over who should be able to divert this water and in what amounts. It
is very complicated because the issue involves a number of states, two nations, Native Americans, and
many other groups (like farmers and ranchers) - not to mention large cities.

it=

drought: a long period without rain

outflow: where a river flows out to a larger body of water (usually an ocean or sea).

Riparian Rights: water law or doctrine that authorizes the use of water in a stream or river based on
ownership of the land adjacent to the river.

3-59

source: where a river begins (usually high in mountains).

ADVANCE PREPARATION

A. Obtain a map of the western states. (if you area member of the American Automobile Association
[AAA], you can get some free.)
B. Collectsome symbols (Native American headdress, cowboy hat, etc.) to place on groups of desks
to indicate where groups will sit.

C. Make a transparency of the teacher page.

D. Prepare, a pitcher of cold water just before the lesson.

PROCEDURE

1. Setting the stage

A. After recess when the students are thirsty, distribute a small paper cup to each student. Have
on hand a pitcher of cold water. Call on the first row of students to come to the front and drink
as many small cups of cold water as they want. If there's any left, call the next row. (NOTE: See
how long it takes before someone speaks up about the "unfairness" of this scenario.) After the
point his been made, then let the other students get their drinks.

B. Rrst have the students find the Colorado River from source to outflow on a U.S. map or western
statesmap. Use a highlighter to mark the Colorado River. Then ask them what states and cities
it goes through. Ask, "Who do you suppose owns that water?" (Encourage lots of discussion.)
Now use the transparency on the overhead projector and show them the dams and canals.
Discuss what cities the water goes to (especially San Diego and Tucson, a long way away).

[I. Activity

A. Role Playing -Divide the class up into groups by drawing names. Groups are: Native Americans
(the first ones there), farmers, ranchers, city landscapers, homeowners, environmentalists,
recreation enthusiasts, and Mexican citizens.

1 . Have them work in their groups to find as many uses for water as they can for the group they
are in. Begin by brainstorming. Older students may use reference material from the library
(or copies of the magazine articles in the resource section). (Note that the long article is from
Ngtoonal Geogrgphig; most libraries have this resource.)
2. Now have the class make a bulletin board. Use an overhead projector to enlarge the teacher
sheet of the Colorado River or just hand copy the teacher sheet on the bulletin board. Have
each group draw a symbol to locate where they live along the river. (Some groups live all
along the river and therefore may make many symbols along the course of the river.)
3. Have them write slogans, make posters/banners, write a speech/advertisement/public
service announcement for their needs for the water. 40

4. Let each group present its most important needs (suggest 3-5 needs).

3-60

B. The students will have a mini-debate. Divide the class in half. Explain that they will be role playing
forafewminutes. One group will be the "selfish" group at the upper end of the river. Theother
group will be the "deprived" group that lives far downstream on the Colorado River. Let each
group get together to develop its arguments about its need for water. Each group needs to elect
a spokesperson. Remind them again that they are role playing. Let them have a mini-debate over
the use of the Colorado River. When they finish, tell them they are through role playing. Each
student gets to vote according to how he/she "really" feels. Let the students decide what they will
vote on and how to organize the election.

111. Follow-Up

A. Have a discussion on what happened to them as groups. What were their feelings? What about
the need for informed decisions? What about laws? What's fair?

B. Have each student write a paragraph on the most fair solution to the problem of allocating the
river's water.

IV. Extension

Make a model of the Colorado River using non-hardening clay and water in a plastic pan. Mark off
the states with a pencil point and the river with your finger. Indicate where each group lives.

RESOURCES

Carrier, Jim, "The Colorado - A River Drained Dry," National Geographic, Washington, DC, June 1991,
pp 2-35.

Gray, Paul, "A Fight Over Liquid Gold,"J@=, July 22,1991, Vol. 138, #3, pp 20-26.

Speidel, Ruedisili, and Agnew, eds., Perspectoves on Water Uses and Abuses, Oxford University Press,
New York, 1988.

3-61

Teacher Sheet

THE COLORADO RIVER

IDAHO

----------
WYOMING

V141160 STATIES
*-I
COLORADO DENVER
RIVE P- 13AS I N
14F.XiCo LATA H
COLORADO

NEVADA

LA K E7
LA'S MEAV Gi-r=N
\4EQAS "A CAWON DAM

GRANT.)
HOOVEP- OCANYON NEW
DAM
'DAVIS ARIZONA mrzxtco
CALIFMMA 'DAM
PALM SKINGS 'PARKER, 'DAM DAM
4Trrj,lC- CA N A L-
'FVi 0 E N 0( OR AQUEDLAC-r-

5AN
imPEIZIAL
VAM
MEXICALI 0 7UCSON

MEXICO
------------
\L

lip

3-62

POLLUTION PETE PATROL

OBJECTIVES SUBJECTS:
Science, Art, Social Studies
The student will do the following:
71ME:
1 . Brainstorm recreational uses of surface water. 2 50-minute periods

2. Be awarethat federal laws prohibit thedumping Materials:
of garbage and pollutants into surface water. drawing paper
crayons or colored markers
3. Simulate the impact of recreational pollutants 10-gallon (40 L) aquarium
on surface water. pump from liquid soap bottle
plastic caps from soda bottles
plastic 6-pack rings
plastic bags
scissors
BACKGROUND INFORMATION glue stick
vegetable oil
All forms of recreation on and around surface used coffee grounds
waters have the potential for polluting the water. small toy boat
Houseboats pollute with human sewage wastes; rubber gloves
boats pollute with garbage, motoroil, and gasoline; fish hooks
boat docks with human wastes, motor oil, and fishing line
gasoline; boat launching pads and parking areas foods (such as crackers, chips, bread)
with run-off oils and gas; campsites with wastewa- milk carton [washed out] from the cafeteria)
ter, garbage, human wastes, and erosion; and posterboard
swimming with human wastes. student sheet (included)
teacher sheets (included)
Polluting our waters is against several federal and
international laws. The Refuse Act of 1899 prohibits the throwing, discharging, or depositing of any ref use
matter of any kind (including trash, garbage, oil, or any other liquid pollutants) into the waters of the U.S.
The Federal Water Pollution Control Act prohibits the discharge of hazardous substances or oils into U.S.
navigable waters. The MAR POL Annex V international law restricts overboard dumping of garbage. The
U.S. law of Annex V prohibits the dumping of plastic trash and limits the overboard dumping of other
garbage.

If you witness a boat discharging oil or hazardous substances into the water (or if yours does) you must
notify the U.S. Coast Guard. You must give this information: (1) location, (2) source, (3) size, (4) color,
(5) substance, and (6) time observed.

All recreational boats with toilet facilities must have a working marine sanitation device (MSID) on board.
The Coast Guard must certify all installed MSDs.
Terms FSU E
CT
Scit eAr

contaminant: an impurity that causes air, soil, orwaterto be harmful to human health orthe environment.

3-63

pollutant: an iimpurity (contaminant) that causes an undesirable change in the physical, chemical, or
biological characteristics of the air, water, or land that may be harmf ul to or affect the health, survival,
or activities of humans or other living organisms. 40

recreation: any activity, sport, or hobby that refreshes your mind and body.

ADVANCE PREPARATION

X Secure a 1 0-gallon (40 L) aquarium the day before the lesson is taught (may borrow one from a
parent) and fill it half full with water.
B. Collect the following items several days before the lesson: pump from a liquid soap bottle, plastic
caps from soda bottles, plastic six-pack rings, plastic bags, vegetable oil, used coffee grounds,
smalltoy boat, fish hooks,fishing line, foods (such ascrackers, chips, bread), milkcarton (washed
out) from the cafeteria.

C. Make a copy of the student sheet "Pollution Pete Patrol" for each student.
D. Mix the used coffee grounds with water and put the mixture in the milk carton (only fill 1P3 to
1/2 Will s.3 it will float). Seal the end and make a small round hole, with a pencil, in the side of the
milk carton to insert the hand soap pump into.

PROCEDURE

1. Setting the stage

A. Lead the students in a brainstorming session on the recreational uses of surface water.

1 . List the student examples on the board. (Examples, swimming, fishing, boating, camping,
etc.)
2. Add to the list if needed or limit the list if needed. (NOTE: See teacher sheet "Overboard.")
3. Conduct a survey of the class to determine how many students participate in the listed
recreational activities. Graph the results.

B. Have the students create a picture showing as many of the listed activities as they enjoy doing.
. Give each a sheet of drawing paper.
C. Lead a discussion on how each of the listed activities can pollute surface waters. (Note: See
teacher sheet "Overboard" for examples.)

1 . After the discussion the students will examine their recreation drawings to identify possible
sources of pollution.
2. Give each student a copy of the student sheet "Pollution Pete Patrol." Let them color the
"Pete" symbols.
3. The students will mark the possible pollution sources in their drawings by gluing a CUt-OLft lip
"Pollution Pete" symbol beside the possible pollution sources.

3-64

4. Post the drawings around the classroom.

IL Activity

A. Set the half-filled aquarium on a table in front of the class. Explain that the aquarium represents
a lake (or other body of surface water). (NOTE: Seethe teacher sheet "Recreational Pollutants
Demonstration.")

1. Ask individual students to name pollution sources they depicted in their drawings.

a. As each student reveals his/her pollution sources, simulate the pollution by adding
representatives of the pollution to the aquarium. (NOTE: You might wear rubber gloves.)

b. Continue the process until each student has rev"ed his or her pollution sources.
(NOTE: Repetitive naming of sources will only heighten the visual impact of the activity.)

c. Allow the students to come to the aquarium and observe and smell the water.

B. Ask the students how many of them would like to use this lake for their recreation fun.

1. Ask the students the following questions:

a. What can we do about this pollution?

b. Are there any laws against polluting?

c. What should you do if you see someone polluting the lake?

2. Explain the Refuse Act of 1899, the Federal Water Pollution Control Act and the MARPOL
Annex V international law to the students. (NOTE: Use the teacher sheet "Recreational
Pollutants Demonstration" for this information.)

C. To extend the student's thinking beyond pollution to the cleaning up of polluted waters, let the
students plan some ways to attempt to clean it up.

D. When you are through with your lesson, remove all the solid trash from the aquarium. Throwaway
what you cannot recycle. The liquid may be discarded down the drain or toilet (try to decant it off
the coffee grounds, leaving them in the bottom). Scrape the coffee grounds out. Compost them
if possible; if not, put them in the trash. Clean the aquarium with a biodegradable cleanser.

111. Follow-Up

A. Have the students make posters on the theme of "Stopping Recreation Pollution with Pollution
Pete." Encourage the students to come up with catchy slogans for their posters.

B. Ask community businesses especially sporting goods shops, boat shops, marinas, and
campgrounds-to display the finished posters.

IV. Extensions

A. Contact a local wildlife, fisheries, or forestry officer to come and talk to your class about
recreational pollution.

3-65

EK Create pledge cards to join Pollution Pete's Patrol. Have students "join" the patrol and check the
community for any recreational pollution.
C. Invite a newspaper representative to class to see and hear about what the Pollution Pete Patrol
is doing to help stop recreational pollution. Have pictures taken of the posters for inclusion in the
newspaper.
D. Make a study of how pollution affects wildlife. Look carefully at how plastic trash (especially 6-
pack rings and plastic bags) affects water-dwelling creatures. For example, birds and marine
mammals get plastic rings around their beaks or necks, which causes choking and/or starving.
Some animals ingest plastic, which stops up their intestines and starves them.

RESOURCES

Federal RMirements for Recreatiol3al Boats, United States Coast Guard, U.S. Department of
Transportation.
Kathryn O'Har.VCMC, "Tossing ThisTrash Overboard Could Leave Death in YourWake,"S & S Graphics,
I nc., May '199 1.

lip

3-66

0 OVERBOARD Teacher Sheet

Recreational Uses of Water Recreational Pollutants

Camping, Swimming, and Picnicking Litter (plastic bottles, cans, 6-pack rings,
plastic bags, and pet waste)

Houseboats Litter and Wastewater (human wastes)

=71

Ape

Boating, Boat Ramps, and Parking Lots Litter and Waste (fishing hooks, fishing line,
oil, and gasoline)

Gas Tanks and Pumps Oil and Gasoline

e)A IT

3-67

POLLUTION PETE PATROL Student Sheet

Hi! I'm Pollution Pete! I'm here to help you stop Recreational Pollution!
Look at your recreation drawing and find the things that could cause pollution of your lake or river. Cut
out my symbol and glue it beside the possible pollution sources.

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3-68

Teacher Sheet

RECREATIONAL POLLUTANTS DEMONSTRATION

1 . Mixused coffee grounds with water and pour into a milk carton, filling it 1/3 to 1/2 full; it will still float.
Poke a We in the side of the carton with a pencil to insert the liquid soap pump into it. With the coffee
grounds inside and the pump installed, float the "bilge moder in the aquarium. For each mention of
the human waste pollutant sources, pump a small amount of the mixture into the water.

2. Pour a small amount of the vegetable oil into the plastic toy boat and float it in the aquarium. With
each mention of oil and gas from boats, tip the boat and allow some "pollutant" to leak out.

3. Add other items as the listed pollutants are mentioned.

4. As more students reveal their possible sources of pollution, add more representatives of that pollution
to the aquarium. Keep adding as many times as needed. Repetition will give a stronger impact.

What the laws says

The Refuse Act of 1899 prohibits the throwing, discharging, or depositing of any refuse matter of any kind
(including trash, garbage, oil, or any other liquid pollutants) into the waters of the U.S. The Federal Water
Pollution Control Act prohibits the discharge of hazardous substances or oils into U.S. navigable waters.
The MAR POL Annex V international law restricts overboard dumping of garbage. The U.S. law of Annex
V prohibits the dumping of trash and limits the overboard dumping of other garbage.

If you witness a discharge or your boat discharges oil or hazardous substances into the water, you must
notify the U.S. Coast Guard. You must give the following information: (1) location, (2) source, (3) size,
(4) color, (5) substances, and (6) time observed.

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THE WATER SOURCEBOOK
GROUNDWATER

AQUIFER ADVENTURE

OBJECTIVES SUBJECTS:
Science, Social Studies, Language Arts
The student will do the following: TIME:
1 . Observe and/or use several simple aquifer 90-120 minutes
models.
MATERIALS:
2. Locate areas of major aquifers on a U.S. map acetate sheets
and name states. overhead projector
wipe-off transparency pens
3. Infer the meaning of terms based on the Latin U.S. map
root word "aqua." clear plastic cups (11 per student)
drinking straws (1 per student)
chipped ice
lemonade or juice drink
BACKGROUND INFORMATION clear glass bowl
aquarium gravel
An aquifer is an underground layer of rock or soil modeling clay
that holds the water that we call groundwater. The water
word "aquifer" is derived from the Latin "aqua," jar or bottle
meaning "water," and "fer," meaning"to yield." The blue food coloring
ability of a geological formation to yield water pump (from liquid soap bottle)
depends on two factors--porosity and permeabil- Qeacher sheets (included)
ity. Porosity is determined by how much water the
soil or rock can hold in the spaces between its particles (as with a sponge). Permeability means how
interconnected the spaces are so that water can flow freely between them.

There are two types of aquifers. One is a confined aquifer, in which a water supply is sandwiched between
two impermeable layers (geological formations through which water cannot pass). These are sometimes
called artesian aquifers because when a well is drilled into this layer, the pressure is so great that water
may spurt to the surface without being pumped. This is an artesian well. The other type of aquifer is the
unconfined aquifer, which has an impermeable layer (or one of lower permeability) under but not above
it. It is the most common type.

Aquif ers may be categorized according to the kind of material of which they are made. A consolidated
aquifer is composed of a rock formation (that is porous or fractured). An unconsolidated aquifer is
composed of a buried layer of sandy, gravelly, or soil-like material.

The top surface of the groundwater is called the water table. The water table depth varies from area to
area and fluctuates (rises and falls) due to seasonal changes and varying amounts of precipitation.
Excessive pumping from the aquifer can also lower the water table.

Perhaps the largest aquifer in the world is the Ogallala aquifer located in the Midwestern part of the United
States. This aquifer is named after a Sioux Indian tribe. It is estimated to be more than two million years
old and to hold about 650 trillion gallons (2,500 trillion liters)! It underlies parts of 8 states, stretching about
800 miles (1,288 km) from South Dakota to Texas. The Ogallala aquif er supplies vast amounts of water
X@:tECTS
e,Sc

440 to irrigate the crops grown in this vitally important agricultural area.

4-1

Terma

aquifer: an undergrou.-;-_-- layer of unconsolidated rock or solid that is saturated with usable amounts of
water.

artesian aquifor: an aquifer that is sandwiched between two layers of impermeable materials and is under
great pressure, forcing the water to rise without pumping. Springs often surface from artesian aquifers.

confined aquifer: see artesian aquifer.

groundwater: water that inf iltrates into the earth and is stored in usable amounts in the soil and rock below
the earth's surface; water within the zone of saturation.

Impermeable: not permitting water or other fluid to pass through.

unconfined aquifer: an aquifer containing unpressurized groundwater, having an impermeable layer
below but not above ft.

water table: the top surface of the groundwater.

ADVANCE PREPARATION

A. Collect materials for activities and demonstrations.

1. Rif a jar or bottle with water. (Size will depend on how large the glass bowl is.) Tint the water
blue with food coloring (probably one drop). Set it aside.

2. Pat out a "pancake" of modeling clay. Size it to fit into the glass bowl with a good (but nol
necessarily tight) fit.

B. Make a transparency of each of the teacher sheets.

C. Have several dictionaries available.

PROCEDURE

1. Setting the stage

A. Pass out clear plastic cups and drinking straws to each student.

B. Put the word "aquifer"on the board and askstudents if anyone knows what the word means. Ther,
put the Latin derivation on the board so they can see the parts of the word and how we arrived al
its definition.

C. Tell students they are all going to make a model aquifer. Fill each cup with chips of ice. The ice
represents rock and soil-like materials underground. Pour into each of their cups lemonade or
juice drink. The drink represents groundwater. Explain that the cup and drink represent an aquifer
and groundwater. The bottom of the cup is the layer of rock or soil that keeps the water from
seeping down any further. The top of the water is the water table, the top of the underground water
layer.

4-2

D. Have students sip some of the liquid. Explain that they have just simulated a well by using their
straw to "pump" the liquid from the aquifer. They have lowered the water table.

E. Ask what they would have to do to bring the water table back up to its original level. Compare
adding more liquid to rainfall, which replenishes or "recharges" groundwater.

11. Activity

A. Show the students the transparency of the aquifer diagram teacher sheet.

1 . As you point out the aquifers, the water table, and the wells, relate these to the drink cup
model. (NOTE: Do not go into differentiating between confined and unconfined aquifers at
this time. You will do this later.)

2. Let several students color the diagram with wipe-off transparency pens. Have them use blue
for water (including groundwater) and other colors for the ground's layers. This will make it
more clear for the students.

B. Construct a more complicated aquifer model for the students to observe.

1 . Use one glass bowl (instead of cups each student used before). As you layer materials in
the bowl, talk to the students about what each one represents. (NOTE: Leave the aquifer
overhead up.)

2. The bottom of the bowl is an impermeable layer (water cannot pass through it), just as
impermeable layers of rock or clay underlie other layers underground.

3. Put in a layer of sand. It represents an aquifer (it can hold water). Pour enough of the blue-
tinted water into the sand to saturate ft. What kind of water is this? (groundwater)

4. Put in a layer of modeling clay overlying the sand aquifer. Clay is impermeable, so the aquifer
is trapped between two impermeable layers. Ask the students what kind of aquifer this is.
(confined) Point out the confined aquifer on the overhead.

5. Pour a layer of aquarium gravel on top of the clay. This represents an aquifer. Pour in some
blue-tinted water. Tell the students to note the top of the water. What is this called? (water
table) What kind of aquifer is this? (unconfined, because there is no impermeable layer on
top of ft) Point out the unconfined aquifer on the diagram.

6. Tell the students that this is quite like the ground under their feet maybe. Aquifers are present
in many locations, although in some places they are deeper in the ground than in other places.

7. Put the pump f rom a liquid soap or other container in the model's unconsolidated aquif er. Ask
the students what they think will happen if you work the pump. Let one of them try ft while
you hold it so the end of the tube stays above the modeling clay layer. Dispense some blue-
tinted water into a cup.

8. Tell the students that this is much the way a well works. Remind them of the demonstration
they completed using the drink cups. Point out the well on the overhead.

9. (Optional) The students may be curious about the artesian well on the overhead. Tell them
that your "groundwater-in-a-glass-bowl" model will not show how an artesian well works. A
model is a representation of something else; ft cannot actually function like the real thing
does.

4-3

C. Have the students examine a map showing groundwater resources in the United States.

1 . Store the following information with the students: Groundwater is almost everywhere. The
layers of rock and soil-like material under the ground hold water in varying amounts. Some
places have a lot of groundwater, but it is deep in the earth and not easy to get from wells.
Some places do not have as much groundwater. Some places have abundant supplies of
groundwater. In these places people rely on water from wells for irrigating crops and for water
supplies for both individual families and whole communities.

2. Show the students the transparency of the teacher sheet "Major U.S. Aquifers." Explain that
the crosshatching on this map marks the places in the continental U.S. where abundant f resh
water is available from aquifers. In these areas, large groundwater supplies are used by
industries, communities (municipal water systems), and irrigation of crops. In the areas
where there are no markings there is less likely to be plentiful groundwater available. These
places will, however, have wells that supply individual households and livestock operations.

3. Ask a student volunteer to come up and mark on the map (with a wipe-off transparency pen)
about where your community is located. Is it in an abundant aquifer region?

4. Ask the students to answer the following questions by naming states. (Allow them to refer
to a labeled map if it is needed.)

a. Name several states where plentiful groundwater is available almost everywhere.
(Florida, Mississippi, Louisiana, Iowa, Delaware, Nebraska, Michigan, New Jersey)

b. Name several states that have the least groundwater in many places. (Montana,
Wyoming, Colorado, Utah, Pennsylvania, Kentucky, West Virginia, New York, Vermont,
New Hampshire, Maine)

111. Follow-Up
A. Have the students choose their state and four others (their choice). Have each student write down
his/her five states and indicate whether each is likely to have large groundwater supplies or not.
They may use yes/no answers, a symbol of their choice, or a sentence.

B. Have the students research specific U.S. aquifers (and perhaps others in different parts of the
world). After sharing the information with the rest of the class, the students could plot the U.S.
aquifers on the maps from activity 11 C.

IV. Extensions

A. Share with students the following information about dowsing or"water witching" and divining rods.
Some people wil I not have a well drilled without calling a "water witch" or a "dowse r"to locate the!
groundwater. Water witches ordowsers have been around for hundreds of years. They use metal
or wooden sticks ("divining rodsl to locate places where wells should be drilled. Some even
predict the depth of the water table. Dowsers are not always successful in their efforts, but many
people believe in their special ability to find water. Ask students to research the local use of
dowsing.

B. Refer the students to the Latin derivation of the word "aquifer." Write on the board a list of other
words, that share the root word "aqur or "aqua." Have the students list the words on their paper,
(List these words on the board: aquacade, aqualunger, aquamarine, aquanaut, aquaplane, 4-10
aquarelle, aquarist, aquarium, aquarius, aqueduct.) Divide the students into groups. Have thern

4-4

discuss and record what they think each word means, then look each one up in a dictionary to
see how close they came to the correct definition. If they were not correct, have them write the
dictionary meaning.

RESOURCES

Branley, F. M., Water for the World, T. Y. Crowell, New York, 1982.

"Ground Water: Issues and Answers," American Institute of Professional Geologists, Arvada, Colorado,
1984.

Haberman, M., Water Magic, American Waterworks Association, Denver, Colorado, 1991.

Pringle, L., Water& The Next Great Resource Battle. Macmillan Publishing Co., New York, 1982, pp. 68-
70.

4-5

Teacher Sheet

AQUIFER DIAGRAM

RECHAgCIE A?-EA
ARTESIAN WELL FOP- ARTESIAN
AQ U I F:G P,
WATF-ZTABLE WELL

STREAK

--UWCONFINED AQUIFEP----

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Student Sheet

LOCATION OF MAJOR U.S. AQUIFERS

4-8

BELIEVE IT OR NOT!

OBJECTIVES SUBJECTS:
Science, Math, Language Arts, Social Studies
The student will do the following: TIME:
1 . Define groundwater supply. 120 minutes
2. Recognize that groundwater is unevenly MATERIALS:
distributed throughout the world. acetate sheet
overhead projector
3. Answer groundwater supply questions by using teacher sheet (included)
statistical information provided. student sheet (included)

BACKGROUND INFORMATION

Fresh water is not evenly distributed worldwide. In some areas, water is so scarce that people harvest
plants such as succulents and cacti for water. In other areas, people have more water than they use.
Some people take fresh, clean water for granted, while others treasure every drop and use it for all it's
worth.

The amount of water we have depends on several factors: the rate of precipitation, the rates of
evaporation and transpiration, the amount of stream flow, the amount of groundwater flow, and people's
use of water.

Terms

aquifer: an underground layerof unconsolidated (porous) rockorsoilthat holds (is saturated with) usable
amounts of water.

groundwater supply: the amount of fresh water stored beneath the earth's surface.

evaporation: conversion of a liquid to the vapor state by the addition of heat.

transpiration: the passage of water from plants and animals directly into the air in the form of a vapor.

precipitation: any orall of the formsof waterparticles, whether liquid of solid, that fallfromthe atmosphere
and reach the ground.

ADVANCE PREPARATION

A. Make a transparency from the teacher sheet, "Believe It or Not! (Groundwater Supply
Factsheet)."
ffU ECTI
SciE:
'Me :ial 7Studies

B. Contact a guest speakerf rom your local water utility. Brief him/her on what questions the students
will ask.

4-9

C. Copy the student sheet for distribution.

PROCEDURE

1. Setting the stage

A. Focus the students' attention on the "Believe It Or Nof transparency.

B. Have different students read aloud one fact each.

C. Ask the students which fact they find to be the most amazing and why they chose that fact.

D. Ask the students whether they think their area has too little groundwater, just the right amount,
or a surplus. Have them give reasons for their answers.

11. Activity
A. Review the statistical information on the transparency by drawing pie charts for the figures given
in fractions and percentages.
B. Review with the students how to write a good paragraph with a topic sentence, supporting delails,
and a conclusion.

1 . Have each student choose one of the three main topics from the outline on the transparency
and develop at least one paragraph from the listed facts.
2. Students will exchange paragraphs when finished and proofread each other's papers. They
will check to see that the supporting details do support the topic sentence and that there is
a conclusion. Students will also check for punctuation and capitalization errors. Then they
will return papers to their owners.
3. Students will make corrections and turn in both the rough draft and revised first copy of their
paragraphs.
C. Students will use the facts on the transparency to complete the student sheet, "Believe It or Not!"
The answers are as follows:

1 . for 2 people; 300 gal. (1140 L)
for 3 people; 450 gal. (1710 L)
for 4 people; 600 gal. (2280 L)
for 5 people; 750 gal. (2850 L)
for 6 people; 900 gal. (3420 L)

2. about 40%

3. Great Britain

4. California

5. 7 in or 17.5 cm (35 in x 0.20 or 87.5 cm x 0.20)

6. 80

7. 97

4-10

111. Follow-Up

A. Prepare for the guest speaker: Working in small teams, students will prepare a list of three to
four questions per team to ask the guest speaker.

B. When the speaker visits, let the student teams take turns asking their questions. Ateamsecretary
can record the answers as they are given.

C. Afterwards, the class can prepare its own "Fact Sheet on Groundwater," using the information
given by the speaker.

IV. Extension

A. Have the students research a different state or country to find out more about the groundwater
supply in other places. Almanacs are a good source of world information; they also list addresses
of foreign embassies that will send information upon request. Check encyclopedia articles for.
information about contacting states.

B. Let the students draw their own charts to show some of the statistical information given in the
lesson. For example, they could make pie charts, bar graphs, or imaginative graphs like
measuring cups, partially filled buckets, or other water-related images.

RESOURCES

"America's Priceless Groundwater Resource," American Groundwater Trust, Dublin, Ohio, 1991.

Branley, Franklyn M., Water for the World, T. Y. Crowell, New York, 1982, pp. 33-36.

Dent, Joan, "Blue Thumb Facts," American Waterworks Association, Denver, Colorado.

"The Groundwater Adventure," Water Pollution Control Federation, Alexandria, Virginia, 1989, p. 18.

"Ground Water: Issues and Answers," American Institute of Professional Geologists, Arvada, Colorado,
1984.

Keller, Edward A., Environmental Geology, Charles E. Merrill Publishing Co., Columbus, Ohio, 1985.

Miller, G. Tyler, Jr., Environmental Science, Wadsworth, Inc., Belmont, California, 1986, p. 116.

Tennessee Valley Authority, "Groundwater Factsheet," N.p.: Tennessee Valley Authority, March, 1986.

Utah State University, International Off ice for Water Education, "Water: Essentialto Life" (Utah'sYoung
Artists'Water Education Classroom Calendar), Utah State University, Logan, Utah, 1992.

Water W24, Division of Public Information, St. John's RiverWater Management District, Palatka, Florida,
1991, p. 22.

4-11

Teacher Sheet
BELIEVE IT OR NOT! 40
(GROUNDWATER SUPPLY FACTSHEET)

1. United States (U.S.) Facts

A. The estimated supply of groundwater in the U.S. is 65 quadrillion gallons (246 quadrilfion liters).

B. About 1/5, or 20%, of the rain that falls in the U.S. becomes groundwater.

C. Groundwater is an excellent source of water for drinking water supplies. Many medium-sized
cities and small communities use groundwater. Some large systems, like Long Island, New York
(part of New York City metropolis); Miami, Florida; San Antonio, Texas; Honolulu, Hawaii; and
Memphis, Tennessee, use groundwater. Most of the community water systems in the U.S.-
about 4/5 or 800/*-whhdraw groundwater.

D. If you add up all the people who depend on groundwater for their drinking water, they amount to
about 1/2, or 50%, of the people in the U.S.

E. Almost everyone (97% of the people) who lives in rural areas depends on groundwater.

F. The average American uses 150 gallons (570 liters) of water per day for household and personal
uses.

G . In sorne places, we are using groundwater about 100 times faster than rainfall replaces ft.

H. About 2/5, or 40%, of the water used for irrigating crops is groundwater. Most of this occurs in
dry midwestern and western states.

11. Regional U.S. Facts

A. The Ogallala aquifer in the Midwest (from South Dakota down to Texas and New Mexico) supplies
water to irrigate over 12 million acres (4.8 million hectares) of farm land-1/5, or 20%, of all the
farm Land in the U.S.

B. In the western states, about 7/10, or 70%, of the water used for irrigation comes from wells.

C. There is about 1/5, or 20%, as much water in Florida's aquifer as there is in all the Great Lakes
combined.

D. 11-0alifornia pumps many times more groundwater per day than any other state.

111. World Facts

A. In Germany, more than 7/10, or 70%, of the water comes from groundwater.

B. Just over half, or 54%, of the water used in Israel is groundwater.

C. Only about 20% of Great Britain's water is groundwater.
D. If all the groundwater in the world was pumped to the surface, ft would cover the earth to a depth
of about 10 feet (3 meters).

4-12

Student Sheet

BELIEVE IT OR NOTI

1. If the average American uses 150 gallons (570 liters) of water per day, how many gallons would all
the people who live in your house use in one day?

2. How much of the groundwater used in the U.S. is used for irrigating agricultural crops?

3. What country (of those listed in this lesson) uses the lowest percentage of groundwater.?

4. What state uses many times more groundwater as any other state?

5. If the annual rainfall in the entire U.S. last yearaveraged 35 inches (87.5 cm), about how much of that
rain would probably have become groundwater?

6. Out of every 100 American communities, how many of them have water supply systems that withdraw
groundwater?

7. Out of every 100 Americans living in rural areas, how many of them get their water from
groundwater?

4-13

4-14

AT A SNAIL'S PACE?

OBJECTIVES @_SUBJECTS:
Science, Mathematics, Social Studies,
The student will do the following: Language Arts

1 . Define groundwater, aquifer, and karst TIME:
formation. 120 minutes

2. Demonstrate that variations of soil and rock MATERIALS:
materials affect water movement differently. 4 lengths plastic tubing (4 in. or 10 cm long
and 1/2 in. or 1.25 cm in diameter)
3. List three features of karst formations. 4 pieces gauze or cloth (small squares)
4 rubber bands
sand (1/4 cup or 60 mL)
BACKGROUND INFORMATION soil (1/4 cup or 60 mL
clay (1/4 cup or 60 mL)
aquarium gravel (1/4 cup or 60 mL)
Groundwater is always on the move, but the rate of measuring cup
movement may vary from a few inches (centime- water
ters) a year in unconfined aquifers to several miles U.S. map
(kilometers) a day in karst limestone aquifers. graph paper
Groundwater may remain in the same general teacher sheet (included)
area in which it was collected for many years; acetate sheet
because of this, groundwater that becomes con- overhead projector
taminated can remain contaminated for a long @student sheet (included)
time, even hundreds of years. The less it moves,
the less it is filtered.

The rate at which groundwater moves depends primarily on the geological structure of an area and on
gravity, and it can move both vertically and horizontally. Porosity and permeability of the underlying rock
and soil are among the factors determining the rate and direction of movement. Water moves quickly
through layers of loose soil and unconsolidated rock and through fractured rock; it moves less rapidly
through materials such as clay that are not very permeable. Water that is moving vertically will begin
flowing horizontally when it reaches an impermeable material.

Groundwater that moves through limestone will eventually create what is known as a karst formation. In
these aquifers, flow is more rapid - more like that of a surface stream. Caverns, caves, and sinkholes
are features of karst formations.

Terms

aquifer: an underground layer of unconsolidated rock or soil that is saturated with usable amounts of
water (a zone of saturation).

confined aquifer: an aquifer that occurs between two impermeable layers of rock or other material that
reduces the flow rate, also known as an artesian aquifer.

groundwater: water that inf iftrates into the earth and is stored in usable amounts in the soil and rock below
the earth's surface-, water within the zone of saturation.

4-15

karat formation: a geological formation that occurs in limestone, dolomite, or gypsum and is
charactertEed by sinkholes, caves, and underground drainage. 40
permeability: the property of a membrane or other material that permits a substance to pass through
ft.

porosity: the prWertyof being porous, having pores; theratioof minute channels or open spaces (pores)
to the volume of solid matter.

unconfined aquifer: an aquifer that has an impermeable layer under but not above ft.

ADVANCE PREPARATION

A. Gather the materials.

B. Make a transparency from the teacher sheet.

C. Make copies of the student sheets. (NOTE: You may use these as transparencies to save paper.)

PROCEDURE

1. Setting the stage

A. Ask the students if they know what "spelunking" is. (exploring caves or "caving")

B. Have the students imagine they are spelunking. Tell them they are in a limestone cave far
underground. What do they think it would be like? What would their senses tell them? (accepi
their answers)

C. Tell them that what they would experience might surprise them. Of course, ft would be totally dark.
except for their carbide lights or flashlights. ftwouldbecool. It would probably be damp, and may
beverymuddy. (Ask them what this means. [it means there is water underground.]) Acavecan
even be noisy; can they guess what kinds of noises they might hear.? (it is common to hear
dripping and trickling noises. Again, this means there is water in the cave.)
D. Askthestudents ifthey have everheard of underground riversor lakes. Telithernthat whilethese.
sometimes occur, most of the water underground moves through tiny spaces between rock and
soil particles or through fractures in rock formations. This lesson considers how water moves.
underground.

11. Activities

A. Share! the background information with students. Show a transparency made f rom the teacher's,
sheet "Karst Formations." Also explain the appropriate terms.

B. Have the students demonstrate that water percolates through different materials at different
rates.
1. Divide the students into four teams. In each team, there should be one student who obtains 411
the materials, one who assembles the testing column, one who holds ft, one who measures
and pours the water, one who times and measures the water that runs out, and one who
reports the results. (Let them choose their roles.)

4-16

2. Have each group complete the following:

a. Take one piece of plastic tubing and place a gauze square over one end of ft. Secure
the gauze with a rubber band.

b. Place your selected material (clay, sand, gravel, and/or topsoil) in the tube. The tube will
be filled about halfway up.

c. Pour 4 oz. (60 mQ of water through the tube. Hold ft over a cup.

d. Record the length of time ft takes for the water to pass through the tube. Measure the
volume that is collected in the cup below.

3. Make a chart on the board and have the student reporters fill in the time and volume
information.

4. Have the students draw conclusions from the activity by asking the following questions:

a. Did the water flow through all the materials at the same rate?

b. Did the same amount of water pass through all the materials? If not, what happened to
ft?

5. Point out how much more rapidly the water passed through the aquarium gravel. When there
are large spaces between rocks or particles, water can move more rapidly.

C. Have each student make a bar graph using the information from the above demonstration.

D. Share the following information with the students about the formation of caves, caverns, and
sinkholes. Refer back to the transparency as necessary.

The word "karst" originates from the Kars Plateau in Yugoslavia. Karst formations occur where
limestone rock underlies the land. In karst formations, the water flows through cracks in the
limestone for hundreds orthousands of years, dissolving someof the limestone and forming holes
that become caves and caverns. Natural rainwater is slightly acidic and contains a little of the
weak acid (carbonic acid) that you find in carbonated soft drinks. This slight acidity causes ft to
be able to dissolve limestone better. Some famous caves and caverns that have formed this way
are Howe Caverns in New York State, Shenandoah Caverns and Luray Caverns in Virginia,
Mammoth Cave in Kentucky, and Carlsbad Caverns in New Mexico.

Sinkholes form when the roof of a cave or cavern "cavesr in or when the rock just under the topsoil
erodes away. Excessive pumping of groundwater can also cause this to happen.

E. Have students locate on a map each of the famous caves and caverns mentioned above.

111. Follow-Up

A. Have the students define groundwater, aquifer, and karst formation in their own words.

B. Have the students list the three different types of karst formations discussed in this lesson.
(caves, caverns, sinkholes)

C. Have the students complete the student sheet, "At A Snail's Pace?" (Answers: 1. 10; 2. D; 3. No
(ft will take 3 years); 4. 1/2 inch [1.25 cm])

4-17

IV. Extensions 40
A. Allow the students to make a model of a sinkhole. (A sinkhole model can be made using soil
underneath, an inflated balloon in the middle, and a layer of soil on top. Prick the balloon to form
the sinkhole.) Interested students might locate pictures of large, spectacular sinkholes (e.g.,
several in Flonaa during the '80s).

A MODEL KARST FORMATION
NEEDLE BALLOON e)U*R.1I-=j)
0 Pl- TOY IN I-AYE S OF501L.
FIN CAR@
M I N I ATOZE <@
HOUSE-

B. Have the students make travel brochures for the caves and caverns mentioned in the lesson.

1. After reviewing correct letter form, have students write letters to each of these famous cave
sites requesting information. Two of the addresses are included here:

Mammoth Cave National Park, Mammoth Cave, Kentucky 42259

Carlsbad Caverns National Park, 3325 N. Park Highway, Carlsbad, New Mexico 88220

2. When students receive the information, have them use it to create a travel brochure. (They
can work in small teams.)
. @HC

3. Have students critique the finished brochures and decide which one is most persuasive in 40
convincing them to visit the location. (Stress constructive comments here.)

4-18

RESOURCES

Gay, Kathlyn, Water Pollut*on, Franklin Watts, New York, 1990, p. 20.

Namowitz, Samuel N., and Nancy E. Spaulding, Earth Science, D. C. Heath and Co., Lexington,
Massachusetts, 1989.

"The Groundwater Adventure," Water Pollution Control Federation, Alexandria, Virginia, 1989, p. 22.

4-19

Student Sheet

KARST FORMATIONS

:SINKHOLF-5 R I E R,
LIMESI-ONE: CAVE

CLAY

............

Oman

Adftk Adak

AT A SNAIL'S PACE? Student Sheet

Solve these groundwater math problems.

1. If the groundwater is moving at the rate of 6 inches (15 cm) per year, how many years will it be until
it reaches a location 5 feet (1.5 m) away?

2. The groundwater in Houston, Texas, is moving at the rate of 3 feet (0.9 m) per month. Will it reach
a location 186 feet (55.8 meters) away in: A. exactly one year, B. less than one year, C. 1 to 2 years,
or D. longer than 2 years?

3. The water in a confined aquifer moved 125 miles (201.25 km) last year. If it is carrying contaminated
water toward a location 375 miles (603.75 km) away, will it reach that location in 2-1/2 years?

4. If the groundwater is moving at the rate of 7 inches (17.5 cm) every 98 days, how many inches
(centimeters) would that be per week?

4-21

4-22

POROSITY & PERMEABILITY:
"DOWN AND DIRTY"

OBJECTIVES SUBJECTS:
Science, Language Arts
The student will do the following:
TIME:
1 . Discover that the more open space in rock or 60 minutes
soil (porosity), the more water it can hold.
MATERIALS:
2. Determine that soil with the same size particles 3 large paper or plastic cups
will hold more water (is more porous) than soil 3 plastic container lids
with different-sized particles. water
thumbtack
3. Identify the characteristics that make certain watch or clock
soil types more permeable, or better able to student sheets (included)
transfer water, than others. sand
topsoil
clay
pencil
four 250-mL beakers or measuring cups
BACKGROUND INFORMATION scissors
chalkboard or large paper
According to many experts, there is over 40 times blue crayons or markers
more water underground than found in all the teacher sheet
lakes, rivers, and streams on earth. Groundwater
is a vital part of the water cycle. As precipitation
replenishes groundwater sources, the water is affected by the soil and rock layers through which it must
f ifter. Soil and rock layers have two basic characteristics that determine its effect on water flow: porosity
and permeability.

Porosity refers to how much space there is in a volume or formation of rock or soil. The more space
between particles, the more water the formation is able to hold. For example, loosely packed soil can hold
more water than soil that is tightly packed. Also, soil with the same sized particles can hold more water
than soil with different sized particles because smaller particles f ill the spaces between the larger particles,
leaving less space for water to occupy.

How well soil or rock allows water to flow through it is called its permeability. Formations with large,
interconnected pores usually transmit water more quickly. Rock formations with large cracks, like
fractured limestone, also allow water to move through more quickly.

These two characteristics affect groundwater in important ways. For example, the rate at which an aquifer
regains and retains water depends on both porosity and permeability. Movement of contaminants such
as septic seepage or spilled or leaked gasoline also depend upon the porosity and permeability of soil and
rock layers.
E
BJE
cienceC,@.

Terms

porosity: the property of being porous, having pores; the ratio of minute channels or open spaces (pores)
to the volume of solid matter.

4-23

permeability: the property of a membrane or other material that permits a substance to pass through ft. 40

ADVANCE PREPARATION

A. Gather needed materials.

B. Obtain the clay, topsoil, and sand for the "P VS. P Experiment." (NOTE: Avoid using commercial
potting mix. Use IQRMW.)

C. Copy the student sheets "P VS. P Puzzlers;" and "P VS. P Experiment."

D. Prepare the cups for the expedment in advance.
1 . Using 3 cups, fill one with sand, one with clay, and one with topsoil. (Leave 1 inch [2.5 cm'l
of space at the top of the cups.)
2. Using a thumbtack, punch several small holes in the bottom of each cup. Be sure to punch
the same number of holes in each cup.
3. Using scissors, cut a hole in each plastic container lid sothat acupcan be inserted and lodged
in the hole. Put the lids (with the cups stuck in them) on the beakers or measuring cups.

PROCEDURE

1. Setting the stage
A. Have the students brainstorm as many different and unusual words to describe "soil" as possible.
Record these on the chalkboard or large paper.

B. Discuss some of the words given by students. Point out the useful words.
C. Explain that while soil has many uses, two often overlooked uses are filtering water (that becomes
groundwater) and acting as a pipeline for our underground water supplies.

11. Activity
A. Explain that there are several types of soil. Some soil is mostly sand, some is mostly clay, and
some is a mixture of sand, clay, rock, and other things, like dead plants. The composition of soi I
determines its ability to absorb water and to allow water to move through ft.
B. Permeability Experiment (NOTE: May be performed as a classroom demonstration, as
illustrated, or as a small team activity.)

1. Distribute the student sheet "P VS. P Experiment."

2. Have the students examine the samples and hypothesize which type of soil will allow water
to pass through the most quickly. Point out that a soil type's ability to let water move is called
permeability. Students should record their hypotheses on the handout.

4-24

PERMEABILITY EXPERIMENT

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

4. Have the students record the time when the first water drips from each cup.

5. Repeat this procedure for the second cup, then for the third. Compare each time. Have
students rank the times in order from fastest to slowest.

6. Ask the students to explain why each permeability rate was different and write their
conclusions on the space on the worksheet.

7. Explain that soils with larger, interconnected spaces tend to allow water to move more
quickly. (NOTE: Your results will depend somewhat on what kind of topsoil you use. You
may, however, expect the sand to be most permeable and, probably, the clay to be least
permeable.)

C. Porosity Test

1 . Explain to the students that soil and rock also have differing abilities to hold water. This
depends on how much of the sample is made of empty spaces between the particles and how
large the spaces are. This is called porosity.

2. Have the students record a hypothesis about which soil type will hold the most water on their
worksheet.

4-25

3. Allow water to drip for another 10-15 minutes. (NOTE: During this time, you may wish to
proceed to follow-up or extension activities.) 40
4. Measure and record the amount of water in each beaker or measuring cup. Have the students
record this on their sheets. Instruct them to subtract this amount from the starting amount
to determine the total amount of water held for each soil type. Have them record -this
information. (NOTE: You will have to 1@i-% @o them subtract the fractions. Milliliters will be easier
for them to use.)
5. Using the total amount of water held, have students rank in orderthe porosity of the soil types
and write a conclusion on the worksheet.

6. Ask the students to explain why the highest ranking soil held the most water. (NOTE: Again,
your choice of topsoil will affect the results.)

111. Follow-Up,

A. Have the students complete the student sheet "P VS. P Puzzlers."

B. Record the number of correct hypotheses made by students during the experiment and discuss
the conclusions reached.

IV. Extensions

A. Contact your local cooperative agricultural extension office or Soil Conservation Service off ice
for information about the soil in your area.
B. Have the students gather different samples around their home and perform the experiment,
reporling on the results.

RESOURCES

Bernstein, L., at al., Qoncepts and Challenges On Earth Science, Globe Book Company, 1991.
Cedar Creek I-earning Center, Groundwater: A Vital Resource (Student Activities), TVA Environmenta I
& Energy Education Program, Knoxville, Tennessee, 1986.
Spangler, J. T., Focus on Earth Science, Teacher's Laboratory Manual, Charles E. Merrill Publishing,
Columbus, Ohio, 1984, p. 103-104.

410

4-26

POROSITY & PERMEABILITY EXPERIMENT Student Sheet

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

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

Why?

Soil Type Clock Time of Water In Clock Time of Water Out Time (seconds)

Sand

Topsoil
I
Clay I

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

Why?

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

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

Why?

Soil L12e

1/4 cup (63 ml-) poured in
Sand - amount that passed through
amount held in soil

1/4 cup (63 mL) poured in
Topsoil amount that passed through
amount held in soil

1/4 cup (63 mL) poured in
Clay amount that passed through
amount held in soil

Conclusion: Which soil held the most water?

Why?

4-27

POROSFTY & PERMEABILrTY PUZZLERS Student Sheet

Name Date

Porosity: Color in the spaces between the particles to see which soil is more porous. Use a blue crayon
or marker to represent water.

Which has the most open spaces?

Which would hold the most water'?

Why?

4-28

POROSITY & PERMEABIUTY PUZZLERS - PART 2 Student Sheet

Name Date

Permeability: Do the two mazes below. Show the paths water can take between the particles by using
a blue crayon or marker.

V) 7/1 W111h

�r

Which allows water to flow more freely?

4-29

Teacher Sheet

POROSITY & PERMEABILITY PUZZLERS - PART 2
(ANSWER KEY)

1777-

-7=::@ r 7

N:! 7- 8--

4-30

CHECKS AND BALANCES

OBJECTIVES rsUBJECTS:
The student will do the following: Science, Social Studies, Language Arts

1 . Identify conditions of recharge, surplus, supply, TIME:
and deficit as they apply to groundwater. 180 minutes

2. Define saltwater intrusion. MATERIALS:
two 3 x 4 ft. (0.9 x 1.2 m) cardboard boxes
3. Explain problems associated with a serious 2 garbage bags
lack of groundwater recharge. gravel
soil
sharp scissors
pieces of styrofoam in different shapes and
sizes
BACKGROUND INFORMATION small piece of sod cut into strips
5-6 sponge pieces
Groundwater recharge reduction and saltwater 2 rubber or plastic hoses (12" long [30 cm]
intrusion are problems in many parts of the world. and 1/2 in. [1.25 cm] diameter)
Groundwater supply works like a checking ac- 4 large plastic drink bottles
count at the bank. A person can withdraw only the sprinkler type watering can
amount that he or she has deposited (put in). When 2 eyedroppers or plastic spoons
that amount has been withdrawn, a deposit must drinking straws
be made before more money can be withdrawn . food coloring
Likewise, groundwater supplies must be recharged pump from soft soap or lotion bottle
if we are to keep on withdrawing groundwater. In duct tape
other words, the well will run dry if recharge does U.S. Map
not keep pace with withdrawal. student sheets (included)
Our groundwater supply is replenished (recharged) @,@eacher sheet (included)
primarily by precipitation, and human activity may
reduce the amount of recharge from precipitation. When an area is growing rapidly, with a surge in real
estate development, the amount of undeveloped land for the rainwater to seep into is greatly reduced.
Driveways, buildings, and parking lots cause too much water to run off into surface water bodies, and not
enough to soak into the ground. If recharge is reduced enough, the threat to the groundwater supply can
be serious.

Another problem is that the water that pools on pavement and other impermeable surfaces collects
pollutants. This polluted water ends up in storm sewers, flowing directly back into area lakes and streams.
This affects the quality of surface water--and of groundwater, since some surface water soaks through
lake and stream beds to groundwater aquifers. In this case, a recharge problem becomes a groundwater
quality problem.

Saltwater intrusion is another problem that can result when withdrawal outstrips recharge. It occurs
primarily in coastal areas when the water table drops due to excessive pumping of freshwater wells. When
the water table drops below sea level, saft water from the ocean flows into the freshwater supply. When
this happens, the water drawn from those wells is no longer suitable for drinking purposes or even for
watering the lawn; safty water can also cause pipes to rust. New wells must then be drilled and the old
ones capped.

4-31

When either overuse of groundwater (resulting in wells "drying up") or saltwater intrusion occurs, the
process can be reversed. If recharge increases or if pumping decreases, groundwater supplies imn 40
recover, but it may take several years before the wells will be usable again.

groundwater recharge: resupplying an aquifer, primarily by rainfall.
saftwater Intrusion: contamination of fresh water by saft water, occurring when the water table drops
below sea, level.

water table: 'the top surface of groundwater.

ADVANCE PREPARATION

A. Gather the materials for the models. Use very thin black tempera paint for "murky" water in II.B.
B. Make two copies of the "Recharge Models" student sheet. Copy the other student sheet for
distribution to each student.

C. Make a transparency of the teacher sheet 'Saftwater Intrusion!

PROCEDURE

1. Setting the stage
A. Ask students what would happen if they had $50 in an account at the bank and kept taking money
out but they never deposited any more in the account to replace it.
B. After listening to (and guiding) their responses, explain that groundwater recharge works the
same way. If too much groundwater is removed without being replenished, the supply will
eventually be gone.

11. Activity
A. Share the background information on recharge with the students.

B. Have the students conduct the following demonstration.

1 . Divide the class into two teams (or more).
2. One team will construct a model of a developed area where recharge is reduced.
3. irhe second team will construct a model of an area showing how builders can plan an area
in such away that groundwater recharge is not as diminished. (See student sheet, "Directions
for Recharge Models.")
4. After completing the activity, discuss the results.
C. Explain to students the concept of saltwater intrusion by conducting the following demonstration:
1. *rake two plastic d fink bottles. Poke a small hole inthe side of each bottle about half-way from
the bottom. Connect the two bottles with a straw, sealing the openings with duct tape.

4-32

2. Fill each bottle with water to just above the straw.

3. Put a pump (from a soap or lotion bottle) in one of the bottles.

4. Drop two to three drops of food coloring in the second bottle as you begin pumping water
rapidly from the first one. The colored water will "contaminate" the water in the other bottle,
just as saft water contaminates fresh water when the water table drops below sea level in a
coastal area.

SAUT WA'r6I2- INTZUSION
PEMONSTRATIW@

2-3 DRoP!5
SOA? 0?- LOTION F'001>
-1307LE PUMP COLO P-1 N &-

d SI-RAW

SEAL.
WITH
0 -DUCT
rAP5

'B07%Es

5. Show the students the transparency of the teacher sheet "Saftwater Intrusion." Explainthat
this usually happens in coastal areas where recharge falls short of withdrawal.

D. Share the following information with your students:

One area of the U.S. where excessive groundwater pumping is a very serious problem is an area
served by the Ogallala aquifer (named after a Sioux Indian tribe). This aquifer supplies water for
parts of 8 midwestern states: South Dakota, Texas, Kansas, Nebraska, Oklahoma, Wyoming,
New Mexico, and Colorado. It is said to be the largest aquifer on earth and is estimated to hold
650 trillion gallons (2,500 trillion liters) of water.

Farmers in this area are depleting the groundwater supply because of the great demand for water
for irrigation of crops and for cattle to drink. This problem is compounded by the fact that the area
gets little rainfall, and water is not being replaced at anywhere near the rate at which it is being
used. In some locations, withdrawal occurs 100 times the rate of recharge.

4-33

1 . Ask the students what they think could/should be done to try and solve the problem and what
people in that area will do when the water runs out. Some think this could happen within 40
years. Remind them that this area is a vitally important agricultural area. Ask them what 40
would happe, I farmers there could not water their crops?
2. Have the students point out the states served by the Ogallala Aquifer on a U.S. map.
E. Explain to the students the meanings of the terms supply, recharge, usage, and deficit as they
relate to groundwater.

1. Hand out copies of the student sheet entitled "Groundwater Recharge" with figures of the four
processes.
2. Have them label each diagram as you talk through the page. Discuss the images with them.

Ill. Follow-Up

Divide the students into teams of four. Assign each student on a team a different picture from the
student sheet "Groundwater Recharge" included in this activity. Students will make a torn paper
picture to show either supply, deficit, recharge, or surplus. (Tear pieces of colored paper and gluo
R to another surface, making a collage-type picture.)

IV. Extension
Explain to the students that another problem that can occur when excessive groundwater pumping
occurs is land surface subsidence in which the area of land over the emptying aquifer literalij
(although gradually) sinks. This can result in many problems for the communities on that land. Have
the students discuss and write a story about a place that is sinking because of groundwater overuse..
What would happen to buildings, streets, and other structures? What would happen to the people who
live there?

RESOURCES

Tennessee Valley Authority, Environmental Resource Guides NonpDmnt Source Pollution Preverlt*orL
Grades 6&, Air and Waste Management Association (publisher), Pittsburgh, Pennsylvania, 1992'..
Namowitz, Samuel and Nancy E. Spaulding, Earth Science, D. C. Heath and Co., Lexington, Mass.
1989, p. '135.
Pringle, Lawrence, Water. the Next Great Resource Battle, Macmillan Publishing Co., New York, 198"91.

lip

4-34

Student Sheet

DIRECTIONS FOR RECHARGE MODELS

A. The low recharge model:

1 . Line a 3 x 4 ft (0.9 x 1.2 m) box with a garbage
bag.

2. Poke a hole in one end of the box.
3. Attach a hose to the hole with duct tape.

4. Fill the box about 1/4 way up with a layer of
gravel covered with a layer of soil (to about 1/2
full).

5. Cut out pieces of styrofoam to represent
buildings, driveways, and parking lots. Place on
the surface of the model.

6. Use eyedroppers or plastic spoons to place
murky water on the "structures" in the model.

7. Place a container under the hose to catch runoff
then use a sprinkler-type watering can to simulate
a heavy rainstorm. This will wash the "pollution"
into the storm sewer (the hose), which is a direct,
unfiltered route back to a river or stream and,
eventually to groundwater.

B. The high recharge model:
1. Prepare the box as in A through step 4.

2. Use different sizes of sponges for buildings,
parking lots, and driveways; but place grassy
strips between these for better recharge.

3. Use eyedroppers or plastic spoons to "pollute"
the area as in step 6 above.

4. Do step 7 as above.

4-35

Teacher Sheet

SALTWATER INTRUSION

NORMAL CON'Dl'rlOqS

-FA B Le-
ATEP-

-Atq
Ro (A N p
CO N - FA I NN G A

CONTa@Nlll G-
5ALT
WAT e

SALT VAreT@ INTPUSION

TEP--rAl3LE-
'OC 6A N
RouN
ONTAINN&-
FRE-s 14

@CNTA I N (-r-

WATF-

4-36

GROUNDWATER RECHARGE Student Sheet

RECHARGE occurs when it rains, water is absorbed into the soil, and the water table rises.

USAGE occurs when water is used from the groundwater supply and the water table lowers.

SURPLUS occurs when it keeps raining until the soil is saturated and the water table rises.

A DEFICIT occurs during a period of littleorno rainfall when the water table lowers because water is being
used faster than it is replaced.

O'@

4-37

46.

4-38

WELLS: A DEEP SUBJECT

OBJECTIVES rSUBJECTS:
Science, Language Arts
The student will do the following: TIME:
1. Discover and explain how a well works. 50 minutes

2. Examine a well's relationship to the water MATERIALS:
table. 2-liter soda bottle
gravel
3. Apply principles of well placement. sand
pump from the top of a soap dispenser or
spray container
blue and yellow food coloring
three paper cups
student sheets (included)
markers
BACKGROUND INFORMATION Q eacher key (included)

About half of the U.S. population gets its drinking waterfrom the groundwater. There are about 12 million
individual wells and around 50,000 community-owned groundwater systems.

A well is a hole in the ground that reaches into the groundwater. In ancient days, these wells were dug
by hand and lined with stones or bricks to prevent the sides from collapsing. Today, most are formed by
drilling a 2-4 inch (5-10 cm) hole and lining it with metal or plastic piping.

A well must be dug deeper than the water table (top surface of the saturated zone). Water is usually
pumped by hand, windmill, or motor-driven (electric- or fuel-powered) devices.

The biggest problem facing well water is contamination. Sources of groundwater pollution are leaking
underground storage tanks, leaking septic tanks, landfill seepage, animal waste, fertilizer, pesticides,
industrial waste, road saft, and some natural contaminants. When a groundwater source is contaminated,
it is very diff icult and expensive to correct. The best way to protect well water is to prevent contamination
from occurring. Wells should be property located in order to avoid contact with contaminants.

ADVANCE PREPARATION

A. Make copies of student sheets"Well, Well, Well," and "Well, Well, Well Map" (one of each per
student).

B. Prepare model for well demonstration.

1. Cut the top off a 2-liter soda bottle.

2. Fill the bottom with gravel. Gravel can be purchased in the pet section of many department
stores.

4-39

3. Locate a pump from the top of a soap dispenser. 40

PROCEDURE

1. Setting the stage

A. Start toy asking students the following questions about wishes.

1. What are wishes? If someone could give you one wish, what would you wish for.?

2. Acmrding to superstition, where could you goto get a wish? (a wishing well) What would you
have to do at a wishing well to have your wish granted? (throw in a coin)

B. Explain that wells, in some cultures, have been believed to hold "magical" powers. People were
amazed that water could come up through the ground, appearing from deep within the earth. They
develOped rituals and s,liperstitions associated with wells.
C. Explain what is really important about wells today. About half of the U.S. population gets its
drinking water from wells. While most wells are safe, the potential exists for their contamination
or pollution.

11. Activity

A. Place the demonstration material where all students can observe. Explain that you are about to
demonstrate how a well works.
1. Using the 2-Ifter bottle, fill with 3 to 4 inchee (7.5 to 10 cm) of gravel and sand. (See the
illustration below.)

2. Pour in 2 to 3 inches (5 to 7.5 cm) of water colored blue with food coloring.

a. Tell tne students that water found
beneath the ground is called
groundwater.

b. Explain that the top surface of the
saturated zone that holds the
water is called the water table.
Mark the water table with the
marker. \WATER -PLAMP FROM
3. Place the pump into the gravel with 50AP DIVEW')EFIL
the tube extending into the water.
SAND
a. Tell the students that today, a well
is usually drilled. It is around 2 to LITERPOP AQUARI LAM
4 inches (5 to 10 cm) wide and BOTTLE GRAVF-L-
lined with a metal or plastic pipe.
Why do you think it needs to be
lined? (to keep the dirt/sides from WATEP- PUMP
failing in) MODEL
b. Ask the students to notice that for 401
the well to work, the tubing must
extend below the water table.

4-40

4. Pump water out of the model (catching
the water in the cup).
WATE P_
TA13L E
a. Ask "When we take water out Of
the ground, what happens to the
water table?" (it goes down) Mark
this level with a marker of a
different color.

b. Ask the students how water gets back into the groundwater supply. (when it rains, etc.)
Ask a volunteer to demonstrate the action of precipitation and how it affects the
groundwater by pouring more of the blue water back in until the original water table level
isrestored. (This is called "recharge.") Remind students that some groundwater sources
cannot be replenished because they are sealed both above and below by solid rock or
another ground material that will not let water soak down.

5. Explain that just as the rainwater or snowmelt can soak down into the groundwater, so can
harmful contaminants like agricultural waste, sewage, road saft, and other chemicals.

a. Pour water colored with yellow food coloring into the container.

b. Ask them what happened to the water. (It changed color when the yellow reached ft.)

c. Explain that while many contaminants can be seen, others cannot. Ask the students to
determine howwe can tell if well water is contaminated even if we can't see the pollutants.
(by testing the water)

d. Explain to the students that contaminants are not always of human origin; some are
naturally occurring. For example, radioactive radon is found in many areas of the United
States. Radon can get into groundwater, making it unsafe to drink. There are tests to
determine levels of radon.

B. Distribute copies of "Well, Well, Well" and the accompanying map.

1 . Tell the students that one way to keep a well free of contaminants is to select a good site
before ft is drilled. (NOTE: This lesson does not require that the students consider the
direction of groundwater f low, which would be a major consideration in a real case. For age
appropriateness, we will only use distance in this exercise.)

2. Instruct the students to read the instructions and guidelines to the handout and select a place
to drill the well. Students may draw a symbol to illustrate the well.

3. Check the student responses with the teacher key. (NOTE: The key may be used as a
transparency to better illustrate the correct procedures for well placement.)

111. Follow-Up

A. Have the students draw a cross-section of a well and the water table. Instruct students to write
one sentence that describes how a well affects the water table.

B. Have the students list at least four possible sources of groundwater contamination.

4-41

IV. Extensioms 40
A. Havestudents contact their local health department for guidelines on digging new wells.

B. Havestudents research legends, folklore, and superstition about wells. Use the student sheet
"Wishingu weir if you desire. Research may result in a ueative writing assignment of a modorn-
day wall legend.

C . Write the American Groundwater Trust (6375 Riverside Drive, Dublin, Ohio 43017) for more
information about wells and groundwater protection.

RESOURCES

Banks, M., Brtlish Calendar Customs. Volume 1, William Glaisher, Ltd., London, 1937.

"Groundwater Pollution Control," American Groundwater Trust, Dublin, Ohio, 1990.

Korab, H., Land and Water- Conserving Natural Resources in Illinois, University of Illinois at Urbana-
Champaign, Champaign, Illinois, 1989.

Nickson, Pat, Sandcastle Moats and Petunia Hotbeds* A Book About Groundwater, Virginia Potytechnic
Institute and State University, Blacksburg, Virginia, 1989.
0

401

4-42

WELL, WELL, WELL Student Sheet

Object: You must find a place to drill a water well where it is least likely to be contaminated.

Guidelines:

1 . Each block equals 50 feet.

2. The following are things you will find on the map and the distance the well must be away to avoid
possible contamination.

a. a house with a septic tank and lines (50 feet)
b. an underground gas tank (200 feet)
c. a pond and a stream (200 feet)
d. a barn used to store animal feed, manure, fertilizer, and chemicals for farming (200 feet)
e. crop fields which are sprayed with fertilizer and pesticides (200 feet)
f. roads that produce runoff and road safts are used (200 feet)
g. a landfill (200 feet)

3. If you are unsure about the distances, play it safe and go to the long side of your measurement.

4. Mark the place on your map where you think the well should be dug. You may even want to draw a
picture to illustrate your site, like a windmill, bucket well, or a gush of water.

4-43

Student Sheet

WELL, WELL, WELL MAP

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Teacher Sheet

WELL, WELL, WELL MAP
ANSWER KEY

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----------
+1+H 1

WISHING 661.1199 WELL Student Sheet

in medieval Scotland, people believed that wells, or places where water came out of the ground, held
magical powers that could heal illnesses or grant wishes. While wells were thought to have power to heal
sick people, certain wells were believed to specialize in certain illnesses. Here are a few:

Illnegm Well to Visit

Deafness Craig-a-Chow

Skin diseases Fergan Well

Insanity Saint Fillan

Stomachache Well at Newhills

Toothaches Saint Mary's Well

Warts Well of Warts

To insure another year of life Carbet's Well

You had to be careful, however, to follow certain rules to make the wish come true. Here are a few
examples:

� Go on certain days. The first week in February, May, August, and November seemed to be the most
effective days to visit wells.

� Water must be either drunk or bathed in afterdark and in complete silence.

� Leave part of your clothes or rags to get rid of the evil causing your sickness.
� Throw money into the well as a "thank you." Not leaving money would be considered an insult by
the well and no wish would be granted.
Now it's time to make up your own well. Decide on a name, what your requirements for granting a wish
will be, and what wishes you will specialize in granting.

411

4-46

CAP A CHEMICAL

OBJECTIVES "SUBJECTS:
The student will do the following: Science, Language Arts, Math, Social
Studies, Art
1 . Conduct a home survey of hazardous
household products. TIME:
3-5 (45-minute) class periods
2. Observe a simulation of urban contamination
of groundwater by hazardous wastes. MATERIALS:
2-liter bottles
3. Create a video for less hazardous alternatives cherry drink mix
to common household products. white aquarium gravel
baking soda
2 quart (2 Q pitcher
papercups
BACKGROUND INFORMATION water
paper towels
Americans use 90 billion gallons (340 billion liters) newspaper
of groundwater everyday. Of those billions only 14 liquid detergent bottles or spray cleaner
percent is drinking water. About half the people in bottles
America use groundwater for drinking. More than videotape and camera (optional)
63,000 chemical compounds are used in the United student sheets (included)
States; some are potential hazards to our drinking student/parent sheet (included)
water when they are not used and disposed of
properly.

One hundred years ago, many of the products we used were made of natural ingredients. Many things
were used over and over again. Waste disposal became more serious when we began using complex
chemicals and petroleum-based products. These kinds of products cannot safely be disposed of in the
same way that wastes used to be handled. We are researching better ways of disposing of toxic
chemicals.

Today we know that some products should never be poured down the drain or on the ground. Some of
these chemicals are readily available in our homes. It is essential that we begin to understand how these
substances can contaminate water supplies. In septic tanks, these chemicals can either (1) kill all the
bacteria that decompose waste in domestic wastewaters and cause untreated sewage to seep into the
ground and potentially enter groundwater or (2) they can pass through the system untreated and enter
groundwater. In either case, groundwater could become contaminated; this could pollute well water and
make it unfit to drink. Polluted groundwater can even seep into surface water and pollute ft.

While laws protect consumers fromthe sale of patently unsafe products, many of the chemicals available
for use by consumers are hazardous and must be used and disposed of according to the directions given
on the package. Consumers should also be careful not to overuse these products or to use them when
less dangerous products would do.

Terms

chemical: related to the science of chemistry; substance characterized by a definite molecular
composition.

4-47

chemistry: the scientific study of the properties, composition, and structure of matter, the changes in
structure and c*rriposition of rnatter, and accompanying energy. 40
contamination: an impurity.

hazardous househo0d product: chemical products for home use that are potentially dangerous to
human health -and/or the environment.

pollution: impurities in air, soil, or water that are harmful to human health or the environment.
urban: having to do with cities. REcYCLE

waste: refuse, or excess material.

ADVANCE PREPARATION
8
A. Make copies of the student and student/parent sheets.

B. Cut the 2- liter bottles (one per group) as shown.

C. Pour enough white aquarium gravel into the cut bottles to fill them halfway. Sprinkle some
powdered drink mix in the middle of the gravel. Pour more gravel on top.

D. You may make a transparency of the student sheet 'Where Wastewater Goes."

PROCEDURE

1. Setting the stage

A. Discuss with students what happens to things they pour on the ground and down the drain. Just
because they are out of sight does not mean they won't come back. Explain where groundwater
is and how sewers and septic lines relate to ft.

1 . Use the student sheet, "Where Wastewater Goes." Ask the students to list examples of
household products that are put into a home's wastewater. Students may color the student
sheet if they have extra time.
2. If you use the student sheet as a transparency, you can have your students trace the path
a toxic chemical compound would take if poured down the drain.
B. Divide the class into groups of 3 or 4 students. Provide each group with a pre-cut 2-liter bottle
containing aquarium gravel and a small amount of cherry drink mix (dry).
1. Have the students add water and observe. The red represents the hazardous chemicals we
often pour down our drains or on the ground. These are potential contaminants for our waiter.
2. Discuss hazardous chemicals. Use the first part of the student/parent sheet, "'Cap A
Chemical' Survey" for discussion.

11. Activity

A. Send home with the students the student/parent sheet, "'Cap a Chemical' Survey." This is to
survey the household chemicals found at home. 40

4-48

1 . Be sure students understand they are not to inventory household chemicals by themselves.
(Have an alternative for students whose parents won't do a survey.) Go over the survey with
them and make sure they understand that they need a parent to help them.

2. When the survey is completed, take the information and make a class bar graph. Make the
graph on the chalkboard. Have the students use graph paper. Which chemicals are in most
homes?

B. Lecture on safer chemicals we can use in our homes.

1 . Tell the students that we can use safer products instead of potentially dangerous ones.
Examples of afternative products include: cleanser - baking soda and water (use like a
scouring powder); airfreshener - baking soda orf resh flowers; carpet f reshener- baking soda
(sprinkle it on the carpet and then vacuum up); rug cleaner - non aerosol shampoo (use a
small amount and rinse with water); detergents - biodegradable (check the label); window
cleaner - lemon juice (or vinegar) and water; floor cleaner - a small amount of detergent and
white vinegar; mothballs - cedar shavings.

2. Show the students some sample household products you brought from home. (NOTE: You
might save some empty containers and rinse them out before you bring them.) Read labels
on products to the students so they can see what is in them. If the ingredients are not listed,
call the 800 number and ask.

3. Share with the students the following pointers: If you must use toxic chemicals, then buy only
what you need. Use less. Find out from local authorities where you can properly dispose
of leftovers. Remember that some chemicals kill bacteria needed in a septic system.

C. Have a fun contest using one of the terms for this lesson.

1. Ask the students how many words they can make out of a selected term. For example,
"CONTAMINATION." (Answers: nomination, nation, contain, ton, on, ant, into, no, 1, can,
cat, not, a, can .......)

2. Reward the student with the most words when you call time.

D. Have the students write and perform a commercial on less toxic products and reasons to use
them. Have them work in small cooperative groups of 3 or 4 students.

1 . Have students write, revise, and rewrite their commercials. Give them the student sheet
"'Cap A Chemical' Commercial- to write on. Remember to include props to add excitement.
Students may bring an object from home or make their own props. Students could create
a jingle to go with their commercial.

2. If you have the equipment available, videotape the commercials and play them at a parent
organization meeting.

3. Try to get a local television or radio station to play the commercials.

4-49

111. Follow-Up 40
Have your students clean the room and their desks using safer products.

A. Usingempty liquid detergent or spray cleaner bottles, mix 2 tablespoons (30 ml-) baking soda and
1 cup (250 mQ water to make a safer cleanser. Scour the desks with this mixture. Remember
to rinse the residue off with clean water.

B. Clean the windows with 1 cup (250 ml-) clean water with 1 tablespoon (15 ml-) lemon juice in ft.
Use newspapers to rub the glass. (Then recycle the paper!)

C. Have 'the students share with the group how they feel about improving their environmental
attitudes and behavior.

D. Celebrate with clean, safe ice water to drink.

IV. Extensions

A. Have students design the packaging for their safer products (See 11 D.). Bring in old boxes for
household products and cut them apart. Notice how the flaps fold in to form the box. Students
will draw their own boxes and design logos for their products. Students can use the boxes in their
commercial.

B. Using magazines, have the students cut out pictures of household chemicals that are potentially
hazardous. Pictures of products that are less hazardous should also be cut out. Have students
glue pictures to a posterboard that has a line down the center. On the left, glue less hazardous
products and on the right, glue the most hazardous. Use the poster on a bulletin board.

C. Investigate new programs aimed at trying to clean up groundwater. A company owned by Dow
Chemical (AWD Technologies) developed a system to clean up contaminants found in groundwater.
The system is called AquaDetox/VES System. You might locate more information about this or
other experimental systems.

D. For more information write to the American Chemical Society, Dept. of Public Affairs, 1155 '16th
Street NW, Washington, D.C. 20036.

RESOURCES

Jorgensen, Eric, ed., The Poisoned Well, Island Press, Washington, DC , 1987.
Lord, John, "Hazardous Wastes from Homes," Enterprise for Education, Inc., Santa Monica, California,
1986. (Address: 1320A Santa Monica Mall, Santa Monica, California 90401.)
Naft, Barry, "New, Improved Groundwater Cleanup Technology," Environmental Science Technoiggy.,
American Chemical Society, Washington, DC, 1992, pp. 871-872.

Tennessee Valley Authority, Wasted A Hidden Resource, TVA, 1989.
U.S. Environmental Protection Agency, Let's Reduce and Recycleo Curriculum for Solid Wpst
Awarenesa, EPA, Washington, DC, 1990.
Water Pollution Control Federation, "Household Hazardous Waste: What You Should and Shouldn't Do,"
Water Pollution Control Federation, Alexandria, Virginia (Address: 601 Wythe Street, Alexandria,
Virginia 22314-1994. Phone: 703-684- 2438)

4-50

"CAP A CHEMICAL" SURVEY Student/Parent Sheet

Dear Parent,

Please take a few minutes to help your child fill out this survey. It is important that you assist your child
as some home chemicals may be toxic. Yourchild will use the information at school during class activities.
Please sign below after you and your child have completed this survey. Thank you for your time and
interest in your child's education.

These common products are found in many homes. They have the potential to be hazardous to human
safety and health. Improper use and disposal may endanger our groundwater resources. How many of
these do you have in your home? Write the products in your home on the survey form on the back of this
sheet.

CLEANERS
bleach *gasoline
ammonia *kerosene
lye *motor oil
*floor care *brush cleaner
*furniture polish latex paint
*silver polish *oil-base paint
*window cleaner paint thinner
oven cleaner turpentine
bathroom cleaner
disinfectant YARD
toilet bowl cleaner *bug spray
tub and tile cleaner *fertilizer
spot cleaner *fungicide
rug cleaner *insecticide
*rat poison
PERSONAL *weed killer
medicine flea powder
*nail polish
*nail polish remover OTHER
hair spray *lighter fluid
hair dye *mothballs

GARAGE (ALERT: Never mix chlorine bleach and ammonia:
*antif reeze it produces a potentially dangerous gas.)
*automatic transmission fluid
*battery hazardous waste (Do not dump on ground!)
*brake fluid
*car wax
*diesel fuel

My child and I have surveyed our home for hazardous products that may pose a threat to groundwater
quality if improperly used or disposed of. The results of our survey are written on the form on the back
of this sheet.

Signed:

4-51

"CAP A CHEMICAL" SURVEY Student/Parent Sheet
(continued)

Using the list of hazardous household products on the front of this page, identify the listed products
found in your home. Write them on this survey form.

CAP
A CHEMICAL
SURVEY

PRODUCT NAME #OUNCES

CLEANSERS

PERSONAL

GARAGE

YARD

4-52

Student Sheet

WHERE WASTEWATER GOES

K-'7 Q-

Ln
Fl- n.

To SrREAM

Vo 7-REATMENT PLA N7-

Student Sheet

CAP A CHEMICAL COMMERCIAL

I'l n
-1 H 1 11 li

FLUSH YOUR TROUBLES AWAY

OBJECTIVES "S-UBJECTS:
The student will do the following: Science, Language Arts, Art, Social Studies

1 . Identify the basic parts of a septic system. TIME:
3 45-minute class periods
2. Relate septic system failures and con-
tamination of groundwater to human health. MATERIALS:
2 clear glasses
3. Write and illustrate a newspaper article about black tempera paint
the effect of septic contamination of water
groundwater and its prevention. wax drink sticks (found in the candy section
of the grocery store)
markers or crayons
watercolor paints
old newspapers
BACKGROUND INFORMATION student sheets (included)

When it comes to septic systems, the most important rule is: If it smells bad it needs to be fixed. Failed
septic systems are a big problem for contamination of our groundwater. Most homes in rural areas have
septic systems. New construction usually requires that systems be installed. A few older homes without
any sanitary system still exist. When we began to use sewers and separate ourselves f rom human waste
we began to live longer; diseases which were passed in these wastes were easier to control.

Today we find groundwater contamination from septic systems still occurs but can be avoided. Some
wells in rural areas produce water carrying coliform bacteria (an indicator of fecal contamination), Septic
systems or poor management of animal wastes have polluted the water. We must learn not to position
wells for drinking water too close to a septic system. Property maintained septic systems are our way of
avoiding disease and preventing pollution of the groundwater. We also protect our groundwater through
proper use of the land.

A property installed and maintained septic system will handle the waste produced in a home. The wastes
are carried from the house by water through pipes into a large container called a septic tank. These
containers are often made of concrete or steel. Newer designs may be made of other materials. When
the waste enters the tank, the liquids Hse to the top and the solids go to the bottom. Bacteria help break
downthesolids. The liquids flow to a pipe which leads to the drainfield lines. The drainfield isan important
part of the system and allows the liquid to drain through the soil and be cleansed before coming in contact
with the groundwater. Before installing a septic system, a test of the soil should be conducted, since some
soils are not permeable enough to allow the water to pass through.

Terms

coliform bacteria: bacteria found in waste products of humans and animals; by themselves, most
coliforms are not a health risk, but they often indicate the presence of other microbes that may cause
illness if ingested.

contamination: an impurity.

4-55

failure: does not work. 40
groundwater: water under the ground's surface.
septic tank or septic system: a domestic wastewater treatment system into which wastes are piped
directly f rom the home; bacteria decompose the wastes, sludge settles to the bottom of the tank, and
the treated effluent flows out into the ground through drainage pipes.

ADVANCE PREPARATION

A. Fill one clear glass with clean water and fill the other with dirty water (you can add some black
tempera paint to make it look dirty).

B. Photocopy the student sheets.

PROCEDURE

1. Setting the stage

A. Hold Lip a glass of clean water and a glass of dirty water. Ask which one the class would prefer
to drink. Explain that many rural and urban people rely on groundwater for their drinking wetter.

B. Using the student sheet "Flush Your Troubles Away," explain the basic parts of a septic systerr
and drainfield. If you use it as a transparency, cover the labels and ask students to name the!
sections. This will reinforce these ideas.

1 . Have the students trace the wastewater coming from various points in the house.

2. Point out the location of the groundwater.

3. Brainstorm for information on your students'water needs and ways they use water. Ask your
students what they see wrong with the student sheet "Flush Your Troubles Away." Point oul:
the clog and the leaks in the system. Remind the students that the tank holds sludge that the
bacteria have not broken down. How would they correct the problem?

4. Relate these problems to groundwater contamination.

11. Activities

A. Broken f ield pipes are one source of septic failures. Broken pipes leak and can contaminate the
groundwater. Ask your students how polluted groundwater would affect them. Small tearns of
3 or 4 students work best in simulating this concept. Make sure newspaper is covering the desk
area. Model this activity as the teams simulate ft.

1 . Take a drink stick and hold ft up. Tell your students ft represents a septic system field pipe.
If something heavy puts pressure on ft (such as a vehicle driving over it) ft could break.

2. Break the stick in half and let the liquid pour out over the newspaper. Discuss how pipes could
be reinforced or how better preventive methods (such as not putting field lines where a vehicle
would run over them) could be employed. For example, large trucks often deliver home
heating oil or gas where drainfields underlie their paths.

4-56

B. Discuss with students what coldorm bacteria are and why they indicate a health risk. Discuss
possible ways they could contaminate the groundwater.

1 . Preventive measures include properly maintaining a septic system. For example, we should
make careful choices of tissue and neverf lush cardboard, plastic, or home chemicals that kill
bacteria. All these efforts will help maintain a functional septic system.

2. Septic tanks need bacteria to break down solids. Bacteria can be purchased at home supply
stores and flushed into the tank.

3. Some parts of the United States and other places around the world do not have any method
of sanitarily dealing with human waste. Things such as the outdoor privy, or outhouse, (with
no home septic tank) still exist. Contaminated groundwater can make you sick and affect all
living things that depend on ft.

4. A septic tank needs to be pumped out as frequently as recommended by local health
authorities (e.g., every 5 years).

C. Students will design and layout the front page of a newspaper (use the student sheet with layout).

1. Each student will independently make a newspaper. (NOTE: For younger students, this may
be more suitable as a group activity.)

a. Original, creative articles will be written.

b. A picture will be included in the space provided. This picture can be hand-drawn, a
photograph, or a magazine picture.

c. Thestudentswill use creative articles written about preventing septic systemfailures and
reasons for protecting our groundwater. Made up stories of the results of groundwater
contamination can be included; for example, the story could be about a family that is sick.
They have not had their septic tank pumped out for 20 years, and they recently allowed
a heating oil company to drive its heavy truck over their field line. The hospital has
determined they drank water contaminated with microorganisms that made them sick.
The local health department tested the well water on their farm and determined it was
contaminated. A local company is pumping the tank and putting in a new field line.

d. Have the students describe some problems that may be unusual in your area. (Perhaps
you are located near a water body or in the desert.)

2. You may contact your local health department and find out what regulations exist where you
live concerning installation and maintenance of septic systems, such as mandatory soil
percolation testing.

3. Display the newspapers in the classroom and ask the school paper to include some articles
in their next edition. If you don't have a school paper ask your community paper to include
some articles as a public service.

111. Follow-up

A. Have the students use the following matching exercise to demonstrate their knowledge of the
terms for this lesson.

4-57

1. Use the student sheet "Rush Your Trouble Terms" or write the exercise on the chalkboard. 40

2. The answers areas follows: l.c,2.e,3.d,4.a,5.b.

B. Conclude this lesson with question time. Ask the following:

1. If it hasn't rained in several days but it is wet over your drainfield, you should. . . (Tell your
parents you suspect a septic system failure.)
2. It is wet over your drainfield all the time. Your well is close to ft. You have been sick and many
members of your family have too. Whatwillyoudo? (Ask your parents to have the well tested
for coliform bacteria contamination.)
3. The tissue is used up. Should you remove the cardboard tube and drop ft in the commode?
Why or why not? (No, ft takes up space and requires a long time to decompose. It is better
to put ft in the garbage can.)
4. Your family is having problems with your septic system and ft hasn't been pumped out in 15
years. What should you do? (Have ft pumped out as often as local health authorities
recommend.)

IV. Extensions

A. Have the students investigate aftemative septic systems.

B. Have each student paint a landscape using watercolor paints. Include at least one water source
such as an ocean, lake, or river. Use "dirty" water (mix 1 teaspoon [5 mL] black tempera paint
in the water used to paint ). The effect will be a dark, "polluted" scene.
C. Have teams o- Jents design posters with safe septic system tips. If you live in a rural
community place the posters in local stores, libraries, or in your school.

RESOURCES

Branley, Franklyn M., Water for the World, T. Y. Crowell, New York, 1982.
Cobb, Vicki, I'he Trip of a ", Little, Brown and Comr)any, Boston, Massachusetts, 1986, p. 11 -12.
Haberman, Mary, "Water Magic, Water Activities for Students & Teachers," American Water Works
Association, Denver, Colorado, 1991, p. 31.
"Is Your Drinking Water Safe?" U.S. Environmental Protection Agency, Washington, DC, 1989.

Lord, John, higZardous Wastes from Home, Enterprise for Education, Santa Monica, California, 1986.
(Address: 132A Santa Monica Mall, Santa Monica, California 90401.)
Tennessee Valley Authority, Environmental Resource Guidev Nonpoint Source Pollution P0=11joi
(Grades (5-8), Air and Waste Management Association, Pittsburgh, Pennsylvania,1992.

Waste: A Hkidden Resource, Tennessee Valley Authority, 1988.

4-58

Student Sheet

FLUSH YOUR TROUBLES AWAY

UT .......

SEPTIC DRAIN
-rANK FIELD

!301 L- rRom
H0QS E

LEAKs
17P @E
7:2
13EPKOC-K-
1 0 1
0 1 0 & 0 0 1
41

Student Shed 40

N(JWTOWN NEWS
DATE PLACE -250

411

I I

- - 411
1 1

4-60

FLUSH YOUR TROUBLE TERMS Student Sheet

Match the word to the correct definition.

1 - septic system a. does not work

2. contamination b. bacteria found in human and animal wastes

3. groundwater c. a tank and pipe system where human wastes and
household wastewater are piped so that wastes can be
broken down by bacteria and water can be cleaned
4. failure
5. coliform bacteria d. water under the ground's surface

e. an impurity

4-61

4-62

A TALE OF OOZE

OBJECTIVES "SUBJECTS:
Social Studies, Science, Math, Language
The student will do the following: Arts

1 . Construct a model of a non-lined landfill. TIME:
2-3 45-minute periods (plus time on 10 addi-
2. Perform an experiment on the formation of tional days for gathering data)
leachate.
MATERIALS:
3. Write a paragraph on the prevention of Viter plastic bottles (2 per team)
groundwater pollution by landfill leachate. soil
household waste
3.5 inch (8.75 cm) squares of gauze
or cloth
BACKGROUND INFORMATION aquarium gravel
measuring tapes
measuring cups
Humans have always produced waste. Prehistoric rubber bands
cliff dwellers in Colorado used the back rooms of ziplock baggies
their cliff homes to dump waste. Around 500 B.C., student sheets (included)
the first known regulations against throwing waste asking tape
in the streets were issued in Athens, Greece. @M_
Dumps were established. Archaeologists explore
the waste of prehistoric peoples to better under-
stand their society, culture, and the way they lived.

Growing populations and the great number of new products have increased the problems with landfills.
When rain, snow, or runoff water soaks into and through a landfill, it can dissolve some of the landfill's
contents and carry it on down to the groundwater. This mixture is called leachate. As the amount of waste
increases, the potential for leachate to enter the groundwater increases.

Groundwater supplies vary around the world. When groundwater is the only source of water, it is an
especially valuable resource. Clean water is essential for the existence of life. Contamination of
groundwater is difficult and expensive to reverse and may remain for a very long time.

In various parts of the world, including the U.S., regulations are established to protect groundwater.
Barriers such as plastic or clay layers must be installed in new landfills today. Research is continuing to
determine even more efficient ways of preventing pollution of our groundwater.

Terms

barrier: blocks or stops further movement.

contamination: an impurity.

containment: holds something within a defined space.

environment: the total circumstances surrounding an organism or group of organisms.

4-63

groundwater: water under the grounds' surface.

landfill: an area of land where public waste is disposed of.
leachate: the liquid formed when water (from precipitation) soaks into and through a landfill, picking up
a variety of suspended and dissolved materials from waste.

liner: plastic or clay used to seal an area.
pollution: a contaminant (impurity) in the air, water, or soil that can cause harm to human health or the
environment.

waste: a useless or worthless by-product; the undigested residue of food eliminated from the body;
garbage or trash.

ADVANCE PREPARATION

A. Cut the plastic bottles, dividing the materials up so you have what you need for each team. (Note:
Cover the tables with old newspapers.)

How to cut your bottles:
RECYCLE
Bottle #1 Bottle #2
(invert to form (base to contain leakage)
a container for
your lardfill)

USC- AS 76P
iF NEEDED

B. Photocopy s!udent sheets. (NOTE: You might make a transparency of the sheet "Landfills.")

C. Be sure to plan for this lesson to be taugni on non-consecutive days.

D. possible, have an aide or parent volunteer present to help the groups.

PROCEDURE

1. Setting the stage
A. Lead students in a discussion of what groundwater is and where it is located.
B. Discuss garbage and how long people have produced ft. Help students realize humans have
always produced waste. Increased populations and technological development added to the
amount and types of waste. Eventually we began to regulate where and how wastes are disposed
Of.

11. Activities

A. Discuss the student sheet, "Landfills." Compare the lined and non-lined landfills. Studentsmay
want to add color to their handout if they have time. (NOTE: You could use this sheet later for
reinforcement or a pop quiz. Remove the labels to use as a quiz.)

4-64

B. Teams of students will simulate how a landfill contaminates groundwater. (NOTE: This may be
done as a class demonstration.)
1 . Cooperative learning teams construct a model showing howlandfills mayaffect groundwater.
Each team will construct a model. Small teams of two or three work best. After you provide
materials to each team, they will construct their models. Pass out the student sheet, "Non-
Lined Landfill Model."

a. Students will place the gauze strainer or piece of cloth over the narrow end of a pre-cut
bottle, attaching it with a rubber band. Invert the bottle and place in the 8-inch (20-cm)
base.

b. Place about 1/4 cup (60 mL) of gravel in the inverted bottom.

c. Now alternate layers of the measured waste mixture and soil. Discuss with the students
that people began covering their dumps with soil because of problems wfth smell,
rodents, and flies. Ancient dumps were often places of continuously burning fires. In
1916, "sanitary landfills," where soil was placed on top of the dump each day, were
developed.

2. After they have constructed the models, have students wrRe their predictions about what will
happen to them over time.

a. Give the students the log sheet ("Landfill Experiment Log") on which to record their
observations.

b. They will water the models daily with 2/3 cup (160 mL) water for several days until ft is
saturated and then for a couple more days. The models will be kept in a warm, well-
lighted area.

3. Observe how leachate forms and how it might enter groundwater.
a. Students will measure the amount of liquid going in and coming out.
b. This is recorded in the log along wfth anything else students see.
c. At the end of two weeks, have the students discuss their results in groups. Each group
will formulate a conclusion.
C. Play a game called "Ooze Ball" using the terms from this lesson. Place masking tape
approximately 10-15 feet (3-5 m) from the garbage can.
1. This game is paftemed after afoul shot in basketball. Students take turns spelling or defining
the term they are given.
2. Students who correctly spell or define their term get to take a paper wad and throw it at the
garbage can.

3. If the paper wad goes in, that student gets 3 free shots. Give two bonus points for each "can"
(a paper wad going into the garbage can).
D. Handout the student sheet "Landfill Terms." Students will write each term in a complete sentence.
(NOTE: Younger students will probably need to do this in groups or as a class.)
E. Discuss government regulations that aff ect landfills. Barriers such as plastic and clay liners are
now required in the U.S. to contain the leachate. Double liners are presently installed in new
landfills. PermRs are required to open or close landfills. Recordkeeping is also required of those
operating landfills. Demonstrate the double liner using 2 ziplock baggies.
4-65

1 . Take a dark color liquid tempera paint and pour a small amount in a baggy. 40
2. Squeeze the air out and seal the baggy up.
3. P1ace the sealed baggy into the second baggy and seal it up. This illustrates how the liner
in the landfill operates. In this way a leak should be contained.

111. Follow-Up

A. Student groups will take the data from their experiment and prepare an oral presentation on their
results and conclusions.

B. Direct a class discussion on the similarities and differences between group conclusions to end
this activity.
C. Take the class on a field trip to a landfill or invite a guest speaker with knowledge of your local
landfill to visit your class. Be sure to let a guest speaker know exactly what you want him or her
to discuss. Have the students formulate questions to ask the guide at the landfill or the guest
speaker.

IV. Extensions

A. The model activity could be extended. Have different teams prepare their landfills with a barrier
they want to test. Use plastic from a garbage bag as a liner. Remember to double ft.

B. Students could examine the used landfill model and determine what wastes put into it are
biodegradable. They could rank hems in the order that they are disintegrated.
C. Some landfills are now being made into wildlife refuges when they are full. (Remember that they
are covered with a thick layer of soil.) Native plants and trees are planted. Birds and other wildlife
return. Have each student divide a sheet of typing paper in half and draw a picture of his/her
landfill as ft looks today. Draw a second picture of how ft would took covered with soil, plants, and
trees.

D. Have the students investigate afternative solutions to prevent groundwater contamination by
leachate. Solutions should include ways to reduce, reuse, or recycle wastes so they don't end up
in landfills. Have them invent their own solutions and illustrate them.

E. Students could create a collage using waste hems attached to cardboard. The landfill collage will
be contained in a plastic wrap cover. Students could write about alternative solutions to our landfill
waste. Alternatives might include recycle, compost, or incinerate waste. This would be attacheJ
to the, collage and displayed on a bulletin board in the classroom.
F. Have students write creative f uturistic stories about a day when the items in our landfills become
a warehouse of treasures. Perhaps the metals would be needed, or maybe a fuel source lies in
that pile.

G. Many landfills are filling up. Let the students decide where the next landfill will be located in their
community. They should be prepared to defend their choice of location.
H. Perhaps the students could begin a recycling project at your school, collecting aluminum can,,;, 1191
paper, and plastic for recycling.

4-66

RESOURCES

DiSpezio, Michael A, and Linda Werben, "Where Does All The Garbage Go?" Science and Ch*ldren, Vol.
28, No. 2, October 1990, pp. 33-34.

Jorgensen, Eric, ed., The Poisoned Well, Island Press, Washington, DC, 1987.

Pollock, Cynthia, Monona Urban Wastes* The Potential for Recyclong (Worldwatch Paper 76), Worldwatch
InstittAe, Washington, DC, 1987.

"Bottle Biology Resources Network,"U niversity of Wisconsin-Madison, pp. 13-37. (Address: 1630 Linden
Dr., Madison, Wisconsin 53706)

Werben, Linda, and Michael DiSpezio, "A Historical Perspective," Science and Children, Vol. 28, No. 4.
January 1991, pp. 33-35.

4-67

Student Sheet

LANDFILLS

Non-Lined Landfill
(potentially unsafe for cjr groundwater)

so I L,

WASTE

;z
GR.oLkm WA-rF-R- 7

Lined Landfill
(built according to regulations and safer)

SOIL_

WASTE
LINE

GROUND R_

4-68

NON-UNED LANDFILL MODEL Student Sheet.

soil 1 cup (250 mL)
waste 2 cups (500 mL)
soil 1 cup (250 mL)
waste 2 cups (500 mL)
soil 1 cup (250 mL)
gravel layer 1/4 cup (60 mL)
gauze or cheesecloth
rubber band

0 0

-SOIL
_\y/ASTE
Sol
WA 5Trz:

GlZAVEL-

RU 3 3 ER 13A NVS
-CHEE35 CLOTI+

L E A C @A AT E
'f 4A\

4-69

LANDFILL EXPERIMENT LOG Student Sheet 40

Name Date

PREDICTION

Date of Entry Water Applied Observation Record

(Hint: Keep your log under your landfill model so it won't get lost!)

Results

Conclusion

4-70

LANDFILLTERMS Student Sheet

Use each of the following terms in a complete sentence. Write the sentences as a paragraph. Be sure
to describe how we construct landfills so as to protect groundwater. Rememberto use capital letters and
punctuation correctly.

contamination leachate pollution liner
environment barrier groundwater landfill
containment waste

4-71

410

4-72

STAMP OUT L,U,S,T.

OBJECTIVES (SUBJECTS:
Science, Math, Art, Language Arts, Social
The students will do the following: Studies

1 . Demonstrate how Leaking Underground TIME:
Storage Tanks can contaminate groundwater. 3 45-minute class periods

2. Calculate the differences between the amounts MATERIALS:
of gasoline received and sold to determine if 1 -gallon (3.8 L) milk jug
gas stations have Leaking Underground clean mustard squeeze bottles (with a nozzle)
Storage Tanks. clear boxes
liquid black tempera paint
3. Design a postage stamp on the theme of sand
preventing contamination of groundwater by 8-oz. (240-mL) clear jar with lid
Leaking Underground Storage Tanks. blue food color
cooking oil
stamp hand out
markers or crayons
BACKGROUND INFORMATION student sheets (included)
acetate sheets
0 Groundwater is an important source of clean drink- teacher sheets (included)
ing water for humans. Only a small amount of @_Overhead projector
groundwater used by people is polluted, but we
know it can be polluted and must be protected. One of the ways we are trying to protect it is through the
L.U.S.T. Program. "L.U.S.T." is an acronym for "leaking underground storage tanks." This government
program began in 1984 and regulates both tanks in use and newly installed ones.

Old underground storage tanks (USTs) corrode and rust, allowing contents to leak out into the soil and
ultimately the groundwater. In the United States, new tanks buried to contain petroleum products, such
as gasoline, must have better structures. (These containers are constructed of fiberglass, coated steel,
or metal with added protection against rust.) Many regulations exist today and monitoring takes place.
Regulations are strictly enforced.

There are approximately 1.5 million USTs in the United States. Many businesses of diff erent sizes have
them. Stores, schools, farms, and any businesses that have vehicles could have them. In the event of
an accidental spill, businesses have 24 hours to notify the proper authorities and begin clean up
immediately. Most of the compounds that make up gasoline float on water. Benzene is one component
which is water soluble. It has been found in groundwater in some parts of the country. This is one reason
for strict enforcement of the L.U.S.T. Program. The impact on our environment can be devastating.

The L.U.S.T. Program does not regulate above-ground storage tanks. It does not include tanks on small
farms or home tanks for less than 1,100 gallons of heating oil. Septic tanks are not controlled under this
program either.
0

4-73

Term& 40
chemical: a substance characterized by a definite molecular composition.

containment: holds something within a defined space.

contamination: an impurity.

environment: the total circumstances surrounding an organism or group of organisms.

fiberglass: fibers of spun glass that are bound together with a substance such as acrylic to form tanks
used in underground storage and other things such as boat hulls and some vehicle bodies.

gasoline: a petroleum product used as a fuel in internal combustion engines.

groundwater: water that is trapped under the ground's surface.

hazard: something that is dangerous.
L.U.S.T.: acronym for leaking underground storage tanks (such as are often used to store gasoline or
oil).

liner: plastic or clay used to seal an area.

pollution: an impurity in air, soil, or water that can cause harm to human health or the environment.

steel: a metal consisting of a mixture of iron and carbon.

ADVANCE PREPARATION

A. Photocopy the student sheets.
B. Make a transparency of the "The [Math] Problem of Leaking Underground Storage Tanks"
teacher sheet. One problem is blank so you can make up some problems of your own, oryou
may have the students make them up.)
C. Makea transparency of the teacher sheet "L.U.S.T. = Leaking Underground Storage Tank."

PROCEDURE

1. Setting the stage

A. Begin by discussing groundwater and where it is located.
B. Inform students of what an underground storage tank is and what some uses for them are. Use
the transparency "L.U.S.T.= Leaking Underground Storage Tank" to show where the tanks are
in relation to groundwater. Discuss liquids that could be stored in them.

C. Show how small an amount of gasoline it takes to pollute our waters. Show the students a one
gallon (4 Q milk jug and have them guess how much water one gallon (4 Q of gasoline will
dangerously contaminate. After a few students have guessed, write 1,ooo,ooo gallons
(4,000,000 L) on the board. One million gallons (four million liters) of water can be contaminated
by only one gallon (4 Q of gasoline. Most gasoline stations have three 1 0,000-gallon (40,000 L)
tanks.

4-74

11. Activities

A. (NOTE: This can be done as a class demonstration or an activity with teams of 4 students.)
Simulate the leaking underground storage tank as follows:

I . Takea mustard bottleand pour in 2tablespoons (30 mL) of blacktempera, thenfill with water.
Place the cap on the bottle. This represents an underground storage tank (UST).

2. Set the bottle on its side in a clear plastic storage box with a thin layer of sand in the bottom.
Discuss how the students might imagine that groundwater is located deeper in the ground
under the "tank" in your model.

Mus-rAQ-D PLAST@r- ST-oRA&E-
-50TT, L. F- -BC) x

5AND

3. Open the nozzle of the bottle and squeeze slightly. Black liquid will come out the opening and
fill the bottom of the box. Students will be able to see how a dangerous leak could get into
their water supply. The mustard bottle now represents a leaking underground storage tank;
its contents would eventually seep into the groundwater.

4. Ask if the students would want a leaking underground storage tank in their community.

5. Discuss again theteachersheet,"L.U.S.T. =Leaking Underground Storage Tank." Brainstorm
with your students. Ask"What is wrong with this picture?" It has contaminants leaking into
the groundwater. Help your students understand this concept and the consequences of ft.
Students may want to color this sheet when they have extra time.

6. Use the student sheet, "Find the L.U.S.T. Words" to reinforce the terms for this lesson.

B. Explain to students that alternative tanks that are resistant to rust are available. Fiberglasstanks
are replacing the old steel tanks. In some instances liners are used; tanks have a resistant coating
on the inside. The older tanks in use in the U.S. must be upgraded; eventually, older tanks not
upgraded will have to be dug up and replaced. The students may have noticed that some older
gas stations'tanks are now being dug up and removed or replaced.

C. Share with the students two methods of testing for leaks.

1. Monitoring wells (special wells dug to check on groundwater) allow us to check the
groundwater for gasoline leaks in many areas. A group simulation of how a well can be used
to check for a leak in the groundwater is as follows:

a. Each team of students will take a clear container and add 1/2 cup (125 ml-) of water,
adding 2 drops of blue food color to represent the groundwater.

4-75

b. Students will pour 1/4 cup (60 mL) cooking oil, which represents gasoline, into the water
and observe it floating on top. Explaintothe studentsthat most chemicals in gasolinef loat
on top of the groundwater; a monitoring well would detect ft.
2. Another method of checking a tank for a leak is to compare the number of gallons (liters) of
gasoline delivered to a station with the number sold in a certain period of time. Bysubtracting
these figures we can see if there are any discrepancies.
a. The math sheet on leaking underground tank problems is to be completed al this time.
The students will determine how many gallons (liters) have leaked. If any did, they must
decide what the penalty will be.
b. Play a game in teams of 2 - 4 students. Answers: 1. 41 gal (164 L), (answers will vary
on the other questions); 2. none; 3. 974 gal (3.896 L), 26 gal (104 L), (answers vary).
c. Let each team makeup its own problem and questions for the fourth one. Youmightlet
them quiz each other as part of the game.

111. Follow-Up

Students will design a new stamp for the post office showing that safe underground storage tanks,
means safe groundwater.

A. This stamp will follow real stamp format.

1 . Use the student sheet, "Stamp Out Leaking Underground Storage Tanks." (NOTE: To save
paper, you might draw your own version of the pattern on the board and let the class copy
ft on their paper.)
2. Have students bring in stamps they have torn off old letters. These will help students visualize
what a stamp looks like.

3. Students should color these designs by using markers or crayons.

B. Have a class or school campaign to see which stamp should be produced and send the winne'r
to the Postmaster General as a suggestion. Your local post office will have the name of the current
postmaster and his or her address.

IV. Extensions

A. Possible storage tank materials can be buried on campus. Make sure you ask your principal for
permission. A soup can, small cola bottle, and paper tissue roller are possibilities. At the end of
the school year these Rem would be dug up to see if they rusted or disintegrated.
B. A papier-mache' model of an underground storage tank could be made using any small container
as a base. Remember to add pipes by taping straws in locations needed. (Use the underground
storage tank diagrams to see where pipes are necessary.) Cover the container with 1 -inch (2.5-
cm) strips of thin paper dipped in a wheat paste mixture. When the shape is covered let ft dry
Later you can paint and display ft.
C. Play a game called "Around the World Stopping Contamination." Two students stand up to
challenge each other (pick 2 seated close to each other). The questioner asks a question about 411
storage tanks. These could be math problems. The student who answers first correctly Nvins.

4-76

That student will challenge the next student (one close to him or her). The process continues
around the classroom (which is why R is called"Around the World"). You could go down rows so
students would know who to challenge each time. The student who wins the greatest number
of his or her challenges is the winner. Give a round of applause to the winner.

RESOURCES

Hadley, Paul W., and Richard Armstrong, "Groundwater," January- February 1991, pp. 35-39.

Jorgensen, Eric, ed., The Poisoned Well, Island Press, Washington, DC, 1987.

"Straight Talk on Tanks: A Summary of Leak Detection Methods for Petroleum," U. S. Environmental
Protection Agency, Washington, DC.

4-77

Teacher Sheet

L.U.S.T. LEAKING UNDERGROUND STORAGE TANK

111111 M I.M1111777
14 �/ie/
E M
tit

0 ly

w@4

GROUNDWATEIR,--'-
Lit

- - 7..

4-78

FIND THE L.U.S.T. WORDS Student Sheet

Find 11 terms listed below. They may be comer to comer, side to side, or up and down.

groundwater pollution fiberglass containment
contamination L.U.S.T. steel gasoline
environment chemicals liner

A B B N G P C T F 0 A X G N S B I X
Z H E F G T Q S A W G E D R Y J C E
G P F I R D I F V L Z I R K A S N G
R M 0 L 0 E U L I B A S R V B M 0 C
D B I E U B G S Y B D S T E L R K L
Q E C 0 N T A I N M E N T G S D Q 0
C J H T D A S G X C L R N E V M B A
N R E I W P 0 B R B E H G K E B G T
H K M 0 A Q L E B 0 J F U L R L R B
E 0 1 D T L I G C T U C N Q A U Y U
I F C P E 0 N T A M I N A T I S L E
H 0 A W R A E I W N T L D F T T S K
P 0 L L U T 1 0 N D I P G W S M 0 D
E C S I D J C I H G 0 W L E A I M R
I C 0 N T A M I N A T 1 0 N X T W M
L R S E N V I R 0 N M E N T B Z E H
S A E R J G B T L G I P G E D I N R
F I I R W A T E R V H D K N A J C J

4-79

FIND THE L.U.S.T. WORDS Teacher Sheet
ANSWER KEY

Rnd 11 terms listed below. They may be comer to comer, side to side, or up and down.

groundwater pollution fiberglass containment
contamination L.U.S.T. steel gasoline
environment chemicals liner

A B B N G P C T F 0 A X G N S B I X
Z H E F T Q S A W G E D R Y J C E
G P F I R D I V L Z I R K A S N G
R M 0 L () E U L B A S R V B M 0 C
D B I E T B G' S Y D T E L R K L
Q E - 0 G S D Q 0
C J i T 1) A :3) G X C L N V M B A
N R I W P B R B E H K B G T
H K 4 0 A Q E B 0 J F U R R B
E 0 1 D L G C T U C N Q i Y U
I F C' P 0 T A M I N A T I N E
H 0 ,% W A I W N T L D F T K
Pe--,,,,.,,P�e!DIPGWSM0D
E C 03 [ D J C I H G 0 W L E A I M R
I C- G' )i Tr A ?4 1 N A Tr I G---N X T W M
LRS IUA vZ@ERE)NMENTBZEH
L 'q
S A E @ -J G B T L G I P G E D I N R
F I I R W A T E R V H D K N A J C J
@
V L Z
@B A
N V M
j @HK B
U F U 4R
C N Q

4-80

Teacher Sheet

THE PROBLEM OF
LEAKING UNDERGROUND STORAGE TANKS

Rnd the answer to the following math problems. Use only the information needed to find the answer.
Answer all parts of each question.

#1 #2
In December, Station S received 2,500 gallons Last month at the local Hurried Gas Station they
(10,000 L) of gasoline. During the next month they received 48,082 gallons (192,328 L) of gaso-
sold 2,459 gallons (9,836 L). The tanks were line. DuHng this month they sold 48,082 gallons
empty at the end of the month. How many gallons (192,328 L). How many gallons of gasoline
of gasoline disappeared? What do you think haP- disappeared? What action do you recommend?
pened to the missing gasoline? What action do you
recommend?

M
15
I.

#3 #4 (Make up your own problem!)
Last week at We-Gas-Um they sold 598 gallons
(2,392 Q of gasoline. They also sold 36 orange
cola drinks. This week they sold 376 gallons (1,504
L) of gasoline. How many gallons (liters) of gaso-
line did they sell at We-Gas-Um the past 2 weeks?
They received 1,000 gallons (4,000 L) during the
past 2 weeks. How much gasoline disappeared?
Do you recommend any action?

F5_6
FoR

4-81

---

Student Sheel 40
STAW;l OUT LEAKING UNDERGROUND STORAGE TANKS

I) u a Zk - ()
I) go (

. L I
10

4-82

DOWN ON THE FARM, DOWN
IN THE WATER

OBJECTIVES "-SUBJECTS:
Science, Social Studies, Language Arts
The student will do the following:
TIME:
1 . Compare location of U.S. agricultural areas to 90 minutes
location of major aquifers.
MATERIALS:
2. Describe how nitrates from animal waste and Miracle-G row@ or other commercial fertilizer
fertilizers percolate through the soil. 3 paper cups
topsoil
3. Identify alternative uses for livestock waste. water
blue markers or crayons
green markers or crayons
@_Student sheets (included)
BACKGROUND INFORMATION

The increasing world population has placed a huge stress on agricultural systems to produce food.
Amazingly, improved management techniques and technological advances such asfertilizers, pesticides,
and irrigation have allowed world agricultural production to keep up with the population growth. While food
distribution remains a problem, new advances in agriculture are encouraging.

Most countries use a large amount of their water resources for agricultural purposes. In the U.S.,
agriculture accounts for 42 percent of water consumption. For crop irrigation, most of the areas of high
production depend on water from underground sources - groundwater. In recent years, scientists have
measured drastic falls in the water tables of important aquifers like the Ogallala, which underlies most of
the Great Plains area. These aquifers are almost impossible to replenish.

The by-products of agriculture also are affecting the groundwater. While pesticides and fertilizers are
greatly responsible for production increases, residues f rom these products can filter down through the soil
and into groundwater. Animal waste, or manure, has also contributed to groundwater contamination.
Nitrates (nitrogen-containing substances), from both the manure and agricultural chemicals, can
contaminate drinking water supplies. Nitrates have been linked to various health problems, including the
"blue baby" syndrome, which affects young children and results from getting nitrates in the bloodstream.
These concerns increase as many areas become like Western Europe - a "manure-surplus" region, or
an area that produces more waste than can be absorbed.

On the positive side, many of these threats can be diminished through efficient farming methods and
creative problem solving. By using manure instead of commercial fertilizer to enrich land, farms and the
environment can both profit. Reducing the amount of pesticides and applying them only in critical times
can also save money and lower the risk of contamination. Other alternative uses for manure range from
enriching landfill cover soil to producing an aftemative energy source (methane gas). Recent surveys
involving farmers in the Midwestern U.S. indicate that many farmers would welcome more efficient
techniques and that the use of such techniques has increased.

4-83

I=a 40
aquifer: an underground layer of unconsolidated rock or soil that is saturated with usable amounts of
water (a zone of ituration).
grouirWwater: water that infiltrates into the earth and is stored in usable amounts in the soil and rock
below the earth's surface; water within the zone of saturation.

manure: animal excrements or waste.
nitrates: nitrogen-containing substances that can seep into the groundwater, sources include animal
waste and fertilizers; linked to health problems.

ADVANCE PREPARATION

A. Ril one of the cups 3/4 full of water and add 1 teaspoon (5 mQ of Miracle-Grow" or other
commercial fertilizer. Place in a safe place until ready for use.

B. Photocopy student sheets.

C. Gather remaining materials.

PROCEDURE

1. Setting the stage
A. Distribute copies of the student sheet "Areas of Major Agricultural Activity" to the students, along
with green markers or crayons.
1. Ask, "Which areas in the U.S. are the chief producers of farm products?" (Great Plains,
California, Southeast, and upper Midwest)
2. Instruct the students to circle the major areas on the sheet with a heavy green line.
(Approximations work fine for their purposes here.)
B. Distribute copies of "Location of Major U.S. Aquifers," along with blue markers or crayons.
1 . Have the students circle the areas of major groundwater resources with a heavy blue line.
(Monitor for accuracy; approximations will work.)
2. Instruct the students to place the "Agricultural Areae sheet over the "Acluffers" handout,
(They may need to hold them up to the light.)
3. Ask, "What relationship do you see between the areas of agriculture and the location of the
groundwater resources?" (They cover about the same areas.)
C. Explain that agriculture depends heavily on groundwater resources in many areas of the country.
Today's lesson will discuss the impact agriculture has on groundwater.

4-84

11. Act"

A. Introduce the problem of nitrate contamination of groundwater.

1 . Tell the students that the earth's population has grown to more than 5 billion people. Ask the
students what all these people need to live. (food, water, shelter)

2. Explain that farmers all over the world have been faced with the problem of feeding more
people by growing crops and livestock on less land. New farming methods, pesticides (bug
and weed killer), and fertilizers (plant nutrients) have helped farmers keep up with population
growth. These chemicals help increase the food grown by farmers. Pesticides and fertilizers
also have nitrogen-containing substances called nitrates. Nitrates can seep down through
the soil as they are carried in water that soaks into the ground.

Along with increasing crops, farmers have also grown more livestock, especially cattle. Cattle
produce wastes called manure, which consists of feces and urine, in large quantities. Manure
can be useful, as it contains nitrates and can be applied to cropland as a fertilizer. The
problem comes when there is more manure than can be used as a fertilizer. Many farmers
store manure in large piles. When these piles get wet (as in rain), nitrates and harmful bacteria
can filter down through the ground until they reach the groundwater.

B. Perform the following demonstration to show how fertilizers can travel through soil.

1 . Punch 3 holes in the bottom of a cup and fill it three-fourths full with topsoil.

2. Show the students the color of the fertilizer solution in the cup. (it will be bright blue.)

3. Hold the soil-f illed cup over an empty cup.

4. Pour the fertilizer solution into the soil-f illed cup. Instruct the students to observe the color of
the water that seeps out of the soil-filled cup.

5. Have the students forma conclusion about the fertilizer that has filtered through. Howdothey
know there is fertilizer in the water? (It is still bluish in color.)

6. Ask, "Did the soil remove all of the fertilizer?" 'What would happen if there were a high
concentration of manure or chemical fertilizer above a groundwater source?" (While the soil
would filter some of the contaminants, there would still be the possibility of contamination.)

C. Distribute copies of the student sheet "Nitrate Knock-Out" and discuss the ways efficient
management can cut down the risk of groundwater contamination. (NOTE: This handout may
be used as a teacher transparency.)

Ill. Follow-Up

A. Divide the students into teams of three and instruct them to brainstorm additional uses for manure.
Let them use the bottom half of the student sheet to write their ideas.

B. Still in teams, have the students write a song emphasizing groundwater protection to the tune of
"Old MacDonald Had a Farm." Let each team share its song with the class.

4-85

IV. Extensions 40
A. Check with local horticufturists or landscapers about the benefits of using manure as a soil
enricher. Determine if there are any areas in your region that could use manure in this way.
El. Check with local farm agencies about programs to reduce the usage of cher taal fertilizers and
pesticides on farms.
C. Invitea local farmer to come as a guest speaker. Ask hirnther to discuss groundwater use and
protection on the farm.

RESOURCES

Durning, A., and H. Brough, "Taking Stock: Animal Farming and the Environment," Worldwatch Paper
No, 103, Woridwatch Institute, Washington, D.C., July, 1991.
Freese, B., "Well Aware," Successful Farme ng, No. 86, December, 1988, pp. 32-38.
Lasley, P., ary-1 J. Fellows, "Farm Family Adaptations to Severe Economic Distress: Regional Summary,"
Results f 12m the 1989 R2gional Farm Survey, North Central Regional Centerfor Rural Development,
Ames, Iowa, 1990.
"Manure Surplus Forces Research in Pennsylvania," Successful Farming, No. 86, December, 1988, p.
51.

4-86

Student Sheet

LOCATION OF MAJOR U.S. AQUIFERS

(JAIDERC7ROUAID SOURCES OF Wq-rFZ

OD
4

Student Sheet

AREAS OF MAJOR AGRICULTURAL ACTIVITY

AREAS c),'-- A6RlCUL7-UR1qL AC7-W-rY

OD
OD

loZ

Ask

Student Sheet

NITRATE KNOCK-OUT

(Ways to Protect Groundwater from Agricultural Contaminants)

1. Cut down on commercial fertilizers (which may be easy to use) by:

� using natural fertilizers like manure

� fertilizing in smaller amounts (this will save the farmer money, too!)
2. Use lower amount of pesticide by applying only when needed.

3. Control manure "pile-ups" by:

� Using manure as a soil enricher, instead of chemical fertilizers
-on the farm
.on landfills covered with dirt
.on clearcut areas (to grow trees)

� As part of a composting project
-Combine farm manure with yard clippings from urban areas to make a good soil enricher (it cuts
down on both manure and wasted landfill space used for clippings)

As part of a manure bank
-Send manure from places that have a surplus to areas that could use it to make soil more
productive.

Research possibilities of using manure as an alternative energy source
-When manure decomposes, it releases a clean burning gas called methane.
-Burn dried manure as a fuel. (Native Americans knew this - they used dried buffalo waste
as a fuel when trees couldn't be found on the Great Plains. Many other people, even today, use
dried dung as a fuel.)

List other ideas for using manure:

4-89

4-90

GOIN' WITH THE FLOW

OBJECTIVES ECTS:
ial Studies, Science, Mathematics,
The student will do the following: Creative Writing
1. Define irrigation. TIME:
120 minutes
2. Chart the role of irrigation throughout history. MATERIALS:
3. Investigate problems and possible solutions 1 small potted plant
related to modem irrigation techniques. 2 wrapping paper tubes
aluminum foil (optional)
utility knife
container of water
BACKGROUND INFORMATION large sheets of paper (enough forteams of 2-
3 students)
Since the beginning of civilization, people have art materials
transported water into dry areas for the production spray bottle(s)
of crops. Irrigation allowed its first users, the 2 graduated measuring cups or beakers
Mesopotamians, to expand gardens into large 2 milk cartons
crop fields. With such a large increase in produc- topsoil
tion, it took fewer farmers to feed the community, small section of old garden hose or
allowing human resources to be used for other plastic tubing
purposes. The Mesopotarnians used these re- clay
sources to construct massive buildings, develop ice pick or awl
elaborate religious ceremonies, create new art liter bottle with the bottom cut off
works, and develop new ideas in the areas of math, duct tape
engineering, and soil sciences. To the present, student sheets (included)
virtually all great cultures have been served by the teacher sheet (included)
extensive use of irrigation. By 1990 reports, agri- acetate sheet
culture accounts for 70 percent of global water use. overhead projector
In many places in the world, much of the water globe or world map
used for agriculture is groundwater.
Overuse of water can, however, consume groundwater supplies more quickly than they can be naturally
replaced. This problem is widespread throughout the world. It is evident in the U.S. by the depletion of
the Ogallala Aquifer, which supplies irdgation water to portions of eight states on the Great Plains.
Irrigation can also hurt the soil by concentrating minerals such as salts, eventually making the land
unproductive. After periods of intensive irrigation, the land may become "water-logged,"or oversaturated,
making the land an unproductive bog.
Fortunately, many of these problems can be corrected or prevented by using new technologies and
agricultural methods. Efficient drip irrigators, using surface water when available, and irrigating during
optimum times promise to make better use of our groundwater supplies.

Terms
@
SUBJECTS
* @21u' i 7e
U@
Socia matics,

irrigation: transporting water into dry areas for the primary purpose of growing crops.
irrigation canal: a constructed waterway (similar to a large ditch).

4-91

waterlogged: saturated with water.

ADVANCE PREPARATION

A. Gather needed materials.
B. Make drip irrigation unit(s). (NOTE: "Drip vs. Spray" experiment may be performed as a class
demonstration or as a team project.)
1 . Cut the end of a liter bottle off so that you have a section (with the bottle's neck) that is about
4 inches (10 cm) tall.
2. Cut a section of old hose or plastic tubing about 6 inches (15 cm) long and cut a hole in the
center big enough to fit the neck if a liter bottle in ft. Use an ice pick or awl to poke holes in
the piece of hose as shown. Plug hose ends with clay.
3. Insert the bottle into the hose and secure ft in place with duct tape.
4. Cut a side out of a milk carton as shown. Put 1 cup (250 ml) of topsoil in the carton and shake
down until the surface is even.

C. Prepare the second milk carton the same way.
D. Make a transparency from the teacher sheet "Irrigation: Problems and Solutions."

E. Photocopy the student sheets.

PROCEDURE

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

4-92

1 . Ask "What do these two things have in common?" (Both containers contain water- water in
glass, water in plant and soil.)

2. Ask "What would happen to the plant if it went without water?" (It would die.)

3. Explain that there are places in the world that face the problem of getting waterto land so that
it will grow crops.

B. Have students brainstorm ways to get the water to the plant without moving either Rem.

1. Use a wrapping paper tube cut in half lengthwise; join the two pieces with duct tape (as
shown). Place one end into the pot while pouring water into the other end. (NOTE: You may
want to line the tube with aluminum foil N you plan to repeat the demonstration because the
cardboard will get soft after you pour water on ft.)

11X

LGI FT WRAP
1-U & E CLkl-
IN HALF
LENGTIAWiSE

GIFT- WRAP
TuB E TA F E V
FOGETHEP-
AND LINED
\AJ 17H FOI

2. As the water is flowing, explain that getting water to a dry place that needs ft to grow crops
is called irrigation. The cardboard tube is a model irrigation canal.

11. Activity

A. Explain that irrigation was one of the earliest forms of technology used by people to grow crops.
Its importance is noted throughout history, even to our present times.

1 . Divide the students into teams of two.

2. Distribute the student sheets "Irrigation in History."

3. Distribute art supplies and large sheets of paper.

4. Instruct students to draw a long line across the middle of the paper (lengthwise). This will be
the basis of their time line.

4-93

5. Imstruct students to read each block of information, making a mark on the time line for each
one. They will have to decide how to divide the line. (NOTE: You may have to help younger
Students.) 40
6. Have the students locW @- on a gk)be or large wall map of the world each area designated in
a block of information. kNOTE: Do this together as a class with younger students.)
7. Instruct students to use the information to provide the following for each mark:

a. The approximate date

b. One- to two-sentence summary

c. A picture representing each block.
8. After completing the tasks, havethe students write atthe bottom of the page one summarizing
sentence that describes the role of irrigation in our world's history.

9. Share and discuss the time lines.

B. Explain that while irrigation has been a great benefit to humans by helping produce more crops,
its use has also caused problems where it has used too much of the groundwater.

1. Show the transparency "Irrigation: Problems and Solutions." Discuss each Rem briefly.
2. Point out that although the problems can be severe, they can be prevented or slowed down
by simply irrigating more efficiently.
C. Conduct a drip irrigation vs. spray irrigation experiment as a demonstration. Have students help
you.
1 .Explain that the most popular method of irrigating land is using the pivot-sprayer. A large
sprayer (some 1000' [300 ml long) turns in a circle spraying water on the plants; this is like
a gigantic lawn sprinkler. This experiment is designed to compare two ways to distribute
irrigation water.

2. Distribute the student sheets.
3. Place the milk cartons on several newspapers or towels. Point out that they contain equal
amounts of soil.
4. Fill the sprayer with 1 cup (250 mL) of water. This water will be used to simulate spray
irrigation.
5. Fill another container with 1 cup (250 mL) of water. This water will be used with the drip
irrigation unit.
6. Have students formulate a prediction of which method will use the most water to saturate the
soil. They are to record this on the student sheets.
7. Using student assistants, spray water into one carton while pouring water into the drij)
system. lip

4-94

a. Sprayers are usually located in the center of the field and spray as they turn in a circle.
Have the students simulate this. Allow the sprayer to "overspray" as this will visually
demonstrate how the water sometimes misses its intended destination.

b. Continue until both pans of soil are saturated. (NOTE: You may need to add more water
to the sprayer or the container. Keep track of exactly how much water is used.) Consider
them saturated when a small amount of water is standing on the soil. Watch carefully for
this.

8. Carefully pour the remaining water out of the sprayer bottle into a measuring cup or beaker
and have the students record the amount on the student sheet. Repeat for the drip supply.
Instruct the students to subtract the remaining amount of water from the starting amount
(250 mL) to find the total amount used by each irrigation device.

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

a. Ask "Which was the most eff icient method? Why?"

b. Ask"If this experiment were held outside in a hot and dry region, how would the conditions
affect the outcome?" (the water would evaporate more quickly from the sprayer)

Ill. Follow-Up

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

B. Have students or teams of students write a narrative describing how the world would be different
without irrigation.

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

IV. Extensions

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

B. Have the students research the engineering aspects of irrigation, using diagrams and/or models
to display their findings.

C. Have the students look through magazines and newspapers for articles relating to food supply
and irrigation.

RESOURCES

"America's Priceless Groundwater Resources," American Groundwater Trust, Dublin, Ohio, 1991.

Boehm. R. and J. Swanson, World Geographye A Physical and Cultural &12roach, Glencoe Publishing:
Mission Hills, California, 1989.

Gritzner, C., World Geoampby, Heath Publishers, Lexington, Massachusetts, 1989.

Jantzen, S., and N. Krieger, World Histocy: Persl2ectives from the Pag, Heath Publishing, Lexington,
Massachusetts, 1990.

4-95

Little, Charles E., "The Great American Aquffer,"Wildemes�, Volume 51, Issue 178, Fall, 1987, pp. 43-
47.

Postel, Sandra, "Water for Agricufture: Facing the Limits," World Watch Institute Paper 93, Washingion,
DC, December, 1989.

"Stretching Our Scarce Waters," Successful Earm*ng, Volume 86, December, 1988, pp. 24-25.

lip

4-96

IRRIGATION IN HISTORY Student Sheet

MESOPOTAMIANS
When: 4,000 B.C.
Where: The Middle-East, between the Tigris and Euphrates Rivers INPIAN
OCEAN
The people who lived in Mesopotamia were the first to irrigate water to raise crops. Because they could
move water to dry areas and grow more crops, fewer farmers were needed to feed the people. This left
people free to work at other jobs like building huge buildings, inventing new tools, creating new art, and
discovering more about math.

EGYPTIANS
When 3,500 B.C.
Where: Along the Nile River

The Egyptians had one of the greatest water resources in the world: the Nile River. Away from the
riverbanks, though, allthe land wasa desert. Oncethefarmers learned howto irrigate, they beganto grow
two and three crops a year. This allowed workers to do other things such as building pyramids and
attempting to conquer the world with a gigantic army of soldiers. Crops were also used to trade for goods
from other countries.

SOUTHEAST ASIA
PACIFIC,
When: 3,000 B.C. OCEAN
Where: What today is China, Vietnam, and Korea MIAN

To grow more crops, the peoples of Southeast Asia began to learn new ways to use the land. On steep
hillsides, they carved stair-step fields called terraces to keep the soil from washing away. They also used
dams to store water for irrigation. Rice, their most important crop, needed a lot of water. Irrigation helped
these farmers grow their rice.

PERSIANS
When: Around 3,000 B.C.
Where: In the Middle-East, now known as the areas around Iran

OCEAN
The Persians lived in one of the harshest deserts in the world. They believed that water would turn this
desert into a lush garden. To build canals, however, wouldn't help much becausethe hot sun would cause
the waterto evaporate as it crossed the desert. The Persians solved this problem by digging underground
irrigation canals called quanats.
OCEAN-

4'@IONDIAN

4-97

Student Sheet

IRRIGATION IN HISTORY
(continued)

HOHOKAMS
When: 100 B.C.
Where: The American Southwest, known today as Arizona
The Hohokarrv; were Native American farmers who learned to grow corn and cotton in the fertile soils
between the Gila ard Saft Rivers. To provide water for these crops, they dug nearly 25 miles of canals
in the desert.

GRIAr
Z:= SA "r
MORMONS LAXG
Q
When: 1840s C
Where: The Salt Lake area, now known as Utah
After a long and dangerous journey across the western frontier in covered wagons, the Mormons settled
in the dry area around the Great Salt Lake. With determination and skill, the Mormons turned the desert
into cropland by using irrigation.

CALIFORNIANS
When: 1880s
Where: Southern California
'PAN KWIN
If you buy f ruits and vegetables today, chances are that at least some came from Southern California. By
using underground water supplies to irrigate the dry but fertile soil, Californians turned the valleys into one.
of the world's largest producers of fruits and veggies.

THE GREAT PLAINS
When: 1880s and again in the 1940s
Where: The North American Great Plains ftlf4c-
C"Aw
A symbol of the Great Plains farmers has long been the windmill. These were used to pump water from
beneath the ground to irrigate some of the most fertile lands on earth. In the 1940s cheap electricity, new
drilling methods, and improved farming skills led to large increases in irrigation. Water is drawn from the
world's largest underground aquifer, the Ogallala, which ranges from South Dakota to North Texas.
People now worry that too much water is being taken from the aquifer.
LIFIC-
A

4-98

IRRIGATION: PROBLEMS AND SOLUTIONS Teacher Sheet

Problems

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

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

-The continuous irrigation of land can cause waterlogging, filling the land so full of water that it can't hold
any more. Plants can't grow in these conditions.

-Depletion of the groundwater supply. We are pumping out more water than goes back in. Soonerorlater,
we'll run out.

Solutions

- Use more eff icient methods of applying water. The sprayers now used lose a lot of water to evaporation.
New drippers will apply water in more manageable amounts.

*Irrigate only when plants need water.

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

*Use urban wastewater for irrigation when possible.

4-99

Student Sheet

DRIP VS. SPRAY EXPERIMENT

Name Date

Hypothesis: I think the method will be the most efficient because

Dropper Sprayer

300 mL starting water 300 mL starting water

water remaining water remaining

mL water used mL water used

Conclusion:

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

4-100

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THE WATER SOURCEBOOK
WETLANDS/COASTAL
&A
Fj

WONDERFUL, WATERFUL WETLANDS

OBJECTIVES SUBJECTS:
Science, Language Arts
The student will do the following:
TIME:
1. List characteristics of wetlands. 60 minutes

2. Describe the functions of a wetiand. MATERIALS:
glass lasagna pan (or clear plastic sweater
3. Observe a demonstration using a wetland box)
model. modeling clay
strip of indoor-outdoor carpet (3" (7.5 cm]
wide by width of pan)
measuring cups
clear water
BACKGROUND INFORMATION muddy water
pictures of different kinds of wetlands
Wetlands are areas of land that are wet at least part construction paper (1 sheet per student)
of the year. They are often transition zones be- student sheet (included)
tween dry land and open water. Some wetlands Qeacher sheet (included)
are consistently covered with water, while others
are f looded only at certain times. All wetlands do have water-soaked soil at some time, which affects the
kinds of plants and animals that live there. Wetlands can be found in all parts of the world and are classified
into many types. There are freshwater and saltwater wetlands. Some examples of freshwater wetlands
are swamps, marshes, bogs, pasture ponds, and prairie potholes. Saltwater wetlands include mangrove
swamps and saltwater marshes. Estuaries are the bodies of water found where rivers empty into the sea;
they include saltwater wetlands. The water in estuaries is a mixture of f resh and salt (sea) water, and its
salinity usually varies with its distance from the open ocean.

Terms

bog: a plant community that develops and grows in permanently water logged areas having a thick layer
of peat (partly decayed organic material).

estuary: (EHS - choo, * ehr 4, ee) the bay area of a river, where it widens to meet the ocean, that receives
and mixes with tidal salt water.

mangrove swamps: saltwater wetlands located in tropical and sub-tropical areas and dominated by
woody shrubs called mangroves.

marshes: wet areas sometimes found at the edges of ponds, lakes, and rivers, usually treeless and
having plants with soft stems, grasses, rushes, and sedges.

pocosin: (peh - KOH - sehn) an inland swamp of the southeastern United States coastal plain.
@
UBJEC '
Science, Ta

prairie potholes: wetlands occurring in the North Central United States and South Central Canada that
provide nesting grounds for waterfowl.

5-1

salinity: saltiness, or the amount of salt, in water or other liquids.
saltwater marshes: wetlands found in coastal areas; the transition zones between land and sea (the tide
rises and falls in these marshes twice each day).

swamps: land (with saturated soils for some of the year) supporting a natural vegetation of mostly trees
and shrubs.

ADVANCE PREPARATION

A. Spread a sloping layer of plasticene modeling clay in hall of the lasagna pan or sweater box to
represent land. Leave the other half of the pan empty to represent a lake or other body of water.
Shape the clay so that it gradually slopes down to the body of water (see the diagram below).
Smooth the clay along the sides of the pan to seal the edges.

B. Cut a piece of indoor-outdoor carpeting that will completely f ill the width of the pan along the edge
of the clay (see diagram). This will represent the wetland. Do not place the carpet into the model
yet.
C. Use the enlargement capability of your school's photocopier to make copies of the small drawings
on the teacher sheet "Wettland Pictures." Also, check your school or public library for books from
which to get pictures. Travel or outdoor sports magazines are also good sources..
D. If you choose to do the word search puzzle in part IV. D, make a copy of the student sheet
"Wonderful, Waterful Wetlands" for each student.

5-2

PROCEDURE

1. Setting the stage

A. Without giving the students a definition of wetlands, ask them to tell you what they think wetlands
are. List their answers on the chalkboard and derive a definition from their answers.

B. Explain what a wetland is, comparing your definition with the students' answers. Stress that all
wetlands have water-soaked soil, are covered with water at least part of the year, and support
specialized plants that are adapted to life in wet conditions.

C. Show the students pictures of different kinds of wetlands and explain what they are. (NOTE: Use
enlargements of those provided on the teacher sheet. If possible, get additional pictures from
books or magazines.) Allow the students to compare the pictures (and definitions) to find the
characteristics listed above.

11. Activity

A. Tell the students that until recently, most people did not consider wetlands to be important to our
environment. Over the years, scientists have discovered that wetlands perform several vital
functions for our environment.

B. Show the students the wetland model and explain what it and the clay represent. Explaintothern
that wetlands are complex systems and that no one yet knows exactly how they work. We do
know, however, that there are three important functions wetlands perform; you will use your
simplif ied model of a wetland to demonstrate these functions. (NOTE: For older students, you
may adapt this procedure for cooperative groups. You may have them conduct it as an
experiment.)

C. Begin the demonstration by pouring clear water slowly on the clay (this can represent rainfall,
melting snow, drainage, etc.). Ask the students to describe what happens.

D. Drain the water back into the original container. Show the students the carpeting and, as you
place it in the model, explain that it represents a wetland. Ask the students to predict what will
happen when you pour the water onto the clay again.

E. Pour the same amount of water on the model again. Be sure to perform this exactly as you did
before. Let the students describe what happens. (The water will drain more slowly into the body
of water because it is now hindered by the wetland.) Explain that most wetlands are shallow
basins that collect water and slow its rate of flow. Using the model, explain how this helps reduce
flooding and prevent the deposition of eroded soil (sediment) in bodies of water. List these
functions on the board.

F. Pour out the clear water. Leaving the carpet in place, pour some muddy water onto the clay. Ask
the students to compare the water that flows through the wetland and into the body of water with
the water left in the jar. Ask what happened. (Students should conclude that part of the soil in
the muddy water was trapped by the wetland and that wetlands can act as a filter for sediment
and some Pollutants.) Add this function to the list on the board.

G. Remove the carpeting and repeat step F. Ask the students why all the soil particles end up in the
body of water. The students should infer that without the wetland to act as a filter, most of the
soil (and perhaps pollutants) flow directly into the body of water.

5-3

III. Follow-Up 40

A. Refer the students back to the list of wetlands characteristics written on the board. Review the
def inition of a wetland and the functions demonstrated. Ask questions such as "Why are wetlands
important?" and "How can they help us?" Tell the students that wetlands are also important
because they improve water quality, reduce erosion, provide habitats for a wide variety of wildlife
and plants, help to store floodwaters, help to replenish groundwater during dry times, and provide
recreation for many people to fish and hunt. They are also an important source of products such
as seafood, rice, and timber.

B. Give each student a piece of construction paper. Have the students fold the paper in half,
lengthwise. On one side of the fold, have them draw a picture of one of the demonstrations, and
on the, other side have them write a complete sentence telling what wetland function they have
illustrated. For older students, you might want to reinforce paragraph writing by having them write.
a topic sentence about the important functions of wetlands and supporting sentences telling the!
f unctions that were demonstrated in Activity 11.

IV. Extensions

A. If possible, take a field trip to a wetland near you. Include activities such as listing several types
of plants or animals the students encountered, sounds they heard, and other observations. Back
at school, extend these activities by having the students classify the types of animals, write a story
or report about one of the animals, or illustrate one of the animals.
B. Divide the students into teams and provide each team with materials to create its own wetlands
model. Have each team use measuring cups (NOTE: Canning jars with measurement marks
work well for this) to measure an amount of water and add it to the model with carpet; then
measurethe amount of waterthat collects inthe body of water. Havethern repeat the experiment
without the carpet, again measuring the water that runs off. They should repeat each step five
times. Have them chart the measurements and compare them.
C. Acquire map(s) of wetlands in your area from the U.S. Geological Survey Earth/Scienco
Information Center at 1-800-USA-MAPS (or the Canadian equivalent). Have the students
research tne type ortypes of wetlands mostcommon inyourareaand report on the types of plants
and animals found there.
D. To reinforce wetlands vocabulary, give each student a copy of the student sheet "Wonderful,
Waterful Wetlands." Have the students find and circle the listed terms in the word search puzzle.
A key is provided on the accompanying teacher sheet.

RESOURCES

"Wading IntoWettands,m NatureScol2e, Vol. 2, No. 5, National Wildlife Federation, Washington, DC, 1986.
"Wild About Wetlands," Nature Natumb (newsletter), Vol. 13, No. 3, Ida Cason Calloway Foundation,
Pine Mountain, Georgia, 1990.

5-4

Teacher Sheet

WETLAND PICTURES

I I %lik
z; LN In
hr
I -iv
Z@K-,T, 1q, 1"Tri II

Ln
MARS 13 0 Gr LAKE OR POND

NAP/

Ir 1 TM,.,v

1T
V
I Imltl@

SWAMP POVEF, OR STREAM O-OA5-rAL WETLAMD

Student Sheet

WONDERFUL, WATERFUL WETLANDS

Find these words in the word search puzzle below. As you find each wo- ie it, and mark it off the
list. The worcL,; may go across, up and down, diagonally, or backwards.

animals habitats soil erosion
body of water important swamps
bogs mangrove swamps transition zone
clean water PW - water soaked soil
dry land poc -)sins wetlands
filters pollution wildlife
flooding prairie potholes
freshwater marshes saltwater marshes

E Z B A W C K S R F L 0 0 D I N G R E T I S S A L
N T 0 M I F R M J A S 0 N M D B J B A L T J U Y M
0 X N H L H A M J L W E E A T 0 C 0 S W A M P S E
Z 0 E C D H A B I T A T S W F G P D U L A D R A H
N D S B L I R E I H T E S T S Q Y A W V P R P W
0 R A G I E S 0 1 L E R 0 S I N 0 F C G 0 B X E
I E L U F C E U C 0 R G D A H P L F D L T C A F T
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411

5-6

WONDERFUL, WATERFUL WETLANDS Teacher Sheet
ANSWER KEY

Find these words in the word search puzzle below. As you find each word, circle it, and mark it off the
list. The words may go across, up and down, diagonally, or backwards.

animals habitats soil erosion
body of water important swamps
bogs mangrove swamps transition zone
clean water plants water soaked soil
dry land pocosins wetlands
f ifters pollution wildlife
flooding prairie potholes
freshwater marshes saltwater marshes

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5-7

5-8

HOME, WET HOME

OBJECTIVES rSUBJECTS:
The student will do the following: Science, Art, Math, Language Arts
TIME:
1. Identity components of a community. 1-2 hours

2. Research an animal of a wetland community. MATERIALS:
Between Cattails by Terry Tempest Williams
3. Illustrate an animal of a wetland community. (or other similar book)
field guides or other books about animals
butcher paper
white paper (1 sheet per student)
BACKGROUND INFORMATION crayons
scissors
glue or paste
All wetlands provide unique habitats for many teacher sheet (included)
plants and animals. Wetlands are busy communi-
ties with many specialized populations, all of which
are uniquely adapted to living in an aquatic or semi-aquatic environment. Populations of wetlands
creatures are displaced by the destruction of wetlands. Without their wet homes, these water-loving
organisms cannot survive. Perhaps the first step to help make sure that we do not displace too many
wetlands creatures is to be aware of their great numbers and variety and to appreciate the roles they each
play in their wetland communities.

Terms

community: a related group of plants or animals living in a specific region under relatively similar
conditions.

habitat: the area where an organism lives; the habitat supplies food, water, shelter, and space to live.

organism: a living being; plants and animals.

population: organisms of the same kind that live in the same place.

ADVANCE PREPARATION

A. From your school or local library, put together a classroom library of encyclopedic books about
animals forthe studentsto use to briefly research animals that live in the community you will study.

B. This lesson takes a "whole language" approach; it begins with the reading of a book. Obtain
Between Cattails or one of the other books from the wetland habitat list in the Resource section.
Read the book and make a chart listing the animal populations mentioned in the book.

5-9

C. Using white butcher paper, prepare a mural background appropriate for the habitat in the book
you ch,Dose. A suggested background for a marsh cornmunity to be used with Between Cattilils 40
can be found on the teacher sheet, "Mural Background" (included). (NOTE: You may want to
involve students in this part.)

PROCEDURE

1. Setting the stage

A. Explain to the students what an organism and an organism's habitat are. Ask the students if they
are organisms. (yes) Have them identify their habitats.
B. Define the terms I)opulation" and 'community" for the students. Ask them to identify their
comrnunities and the populations of plants and animals (and other organisms such as fungi and
microbes) which are part of their communities.

11. Activity

A. Tell the students that you are going to read them a story about a wetland community. Ask them
to listen for the populations which make up the community as you read.

B. Read Between Cattamls or one of the other books from the list in the Resources section. Share
the pictures as you read.
C. After reading, display the populations chart you made and discuss the various organisms and
populations which make up the wetland community. (NOTE: Population charts will vary
depending upon the resource used.)
D. Tell the students they are going to brief ly research an animal from the community and then create
a mural of the community.

E. Assign each student an animal. (NOTE: Depending on the size of your class, you may want to
assign the same animal to more than one student.) Using the books in the classroom library, allow
the students to look up their animals and briefly familiarize themselves with them. Ask them to
look for one interesting fact about their animals. (You might require more of older students.)
F. Give each student a sheet of white paper. Allow 15 minutes for each student to draw, color, and
cut out a picture of his/her animal. Be sure to stress to the students that their pictures need to
be outlined with a dark crayon to facilitate cutting and to help it show up on the mural. While the
students work, lay out the mural background on a large table or the floor.

G. As the students finish, have them paste their animals to the mural background.

111. Follow-Up
A. After the mural is completed, review the components of a community. Then allow time for each
student to point out his/her animal, tell what it is, and share the interesting fact with the class.
B. As the students share with the class, jot down the names of the animals and the interesting facts.
(NOTE: You might tape record the students as they share.) Later, on a chart tablet, record the!
names of the animals along with the interesting facts.

5-10

C. Display the mural, along with the chart, in the hallway for all to enjoy.

IV. Extensions

A. Explain to the students that plant and animal populations in the wetlands are threatened when
wetlands are destroyed (for example, when people fill in wetlands to build things on them). Have
each student design a bumper sticker or t-shirt showing his/her wetland animal and a slogan for
protection of the animal and its habitat.

B. Divide the students into cooperative learning groups. Have them classify the populations of the
mural community into mammals, reptiles, amphibians, insects, and birds. Make a bar graph
showing the number of populations in each group.

C. Have the students extend their research about their animals, then write a story telling about a day
in the life of the animals.

D. Borrow the book, Small Habitatl (by Lilo Hess), from the library. It includes ins4ructions for
constructing a semi-aquatic or marshland terrarium. Gather the specified materials and allow the
students to help you plan and construct the terrarium. Create a "Terrarium Maintenance Crew"
of students on your helper list and give them the responsibility of caring for the terrarium.

E. Obtain a copy of the play Willa On the Wetlands from the Wetlands Division of the U.S.
Environmental Protection Agency and let your class present ft. This play tells about a wetlands
community; a Teachers Guide is available upon request.

RESOURCES

Hess, L., Small Habitats, Charles Scribner & Sons, New York, 1976.

Lewis, P., and R. Chalcroft, Willa On the Wetlands, Wetlands Division, U.S. Environmental Protection
Agency, Washington, DC, 1991.

Wetland Habitat Booklist:

Cortesi, W. W., Ealore a agoo4 SwamR, National Geographic Society, Washington, DC, 1978.

Dewey, J. 0., At the Edge of the Pond, Little, Brown and Company, Boston, 1987.

Hirschi, R., Who Lives in Alligator Swamp-?, Dodd, Mead & Co., Inc., New York, 1987.

Lavies, B., L61M Pad Pond, E. P. Dutton, New York, 1989.

McClung, R. M., Green Darner, Wm. Morrow & Co., New York, 1980.

Williams, T. T., Between Cattails, Charles Scribner & Sons, New York, 1985.

5-11

Teacher Sheet

MURALBACKGROUND

Ask Adlk
w 0 w

TO WHOM IT MAY CONCERN

OBJECTIVES "-SUBJECTS:
The student will do the following: Language Arts, Social Studies, Science
1. Identifythe importanceof maintaining wetlands. TIME:
1 hour

2. Identify the five parts of a letter. MATERIALS:
3. Write a letter concerning the importance of Were You a Wild Duck Where Would You
wetlands. Q2? (by George Mendoza)
acetate sheets
overhead projector
teacher sheets (included)
writing paper
wipe-off transparency pen
pencils or pens
envelopes (optional)
BACKGROUND INFORMATION @_stamps (optional)

At one time, many people looked upon wetlands as wastelands-no more than sources of mosquitoes,
flies, and unpleasant odors. It is estimated that more than half of America's wetlands have been lost to
development. Recently, however, we have begun to appreciate the importance of wetlands to our
environment. Attitudes are changing. Scientists have discovered that wetlands are valuable natural
resources that provide many important benefits to people and the environment. Among other things,
wetlands help improve water quality, reduce flood and storm damage, reduce shoreline erosion, and
provide important fish and wildlife habitats.

ADVANCE PREPARATION

A. This lesson is based on a "whole language" approach and, therefore, begins with the reading of
a suggested book.

1 . Obtainthe bookWere YouaWild Duck Where Would you Go?from your local publicorschool
library.

a. After reading key information to the students, ask them to imagine that their class is a
small flock of (your selected) birds on their long migration flight.

b. Use a globe or wall map to show the students the migratory path of your selected bird.

5-13

c. Have the students identify when wetlands are important to the bird (such as nesting and
raising young, resting during migration, and overwintering). Askthe students what things 40
wetlands have that are important to your selected waterfowl. (land, water, plenty of food)

d.. Have the students imagine that they are each waterfowl. Ask them what they would do
if more and moreof the wetlands along theirflight path disappeared (were drained orf illed
and used for agriculture or real estate development). Have several students share whai:
they think would happen. (What really happens is that fewer birds survive, thrive, and
reproduce; numbers of the birds decrease over time.)
B. Prepare transparencies from the teacher sheets "l 0 Reasons Wetlands Are Important" and
"Parts of a Letter."

C. Read the "10 Reasons Wetlands Are Important" (information) sheet and prepare to judge tho
summary statements formulated by the student teams. Write an appropriate version of each of
the 10 reasons on an index card (one per card). For additional information on wetlands, check
the factsheet chapter for the factsheets on wetlands.

PROCEDURE

1. Setting the Stage

A. Read the book Were You a Wild Duck Where Would You Go?"(by George Mendoza) to the class.
Discuss Mallard's problem, making sure that students understand the main character, Mallard,
is a wetland bird and his home has been destroyed. (NOTE: If this book is unavailable, and you
use the alternative detailed above, your students will miss the lovely free verse of the book bLA
will learn about a selected species of waterfowl. The lesson can proceed successfully.)
B. Explain to the students that many of our wetlands are being destroyed in various ways. Give
examples of destructive practices, such as polluting the waters that empty into wetlands, draining
wetlands for agricultural use, and draining and/or filling wetlands for housing developmenl,
shopping centers, factories or other real estate development purposes.
C. Display the"l 0 Reasons Wetlands Are Important" transparency. Tell the students they are going
to help you fill in the spaces on the transparency.

1 . Divide the class into 10 teams. Give each team an index card with an age-appropriate
reason written on ft.

2. Have each team read the reason and write their own version of the reason. Ask thern
to include all of the most important information but to put ft in their own words. Tell thern
they will share this with the class.
3. Have each group share its reason. Write them in the spaces on the transparency.
(NOTE: Use a wipe-off pen so you can re-use the transparency.)

11. Activity

A. Explain to the students that when they are concerned about something that affects them or their
environment, one way they can express that concern is by writing a letter to a government official
or agency. This will not always result in the actions requested but ft lets the government know what

5-14

their concerns are. In some cases, the people in government will take notice and do something.
Stress that the government is lbgk government and this is one important way they can participate
in ft.

B. Tell the students they are going to write a letter to a government off icial or agency concerning the
importance of protecting America's wetlands.

C. Display the "Parts of a Letter" transparency and explain the five parts of a letter. (NOTE: You
may simplify this step by writing the information on the board.)

D. Supply the students with the addresses of local, state, or federal government off icials or agencies
to which they can write concerning wetlands. (NOTE: Addresses can be obtained f rom your local
public library or by calling numbers in the blue pages of your phone book.) Ask the students to
choose one person or agency to write to, or you may want to choose one address and display
ft on the transparency or board.

E. Distribute writing paper and do the heading and greeting of the letter as a group. Then have the
students f inish their letters by writing why they think wetlands are important and expressing their
concerns about the destruction of wetlands. If you wish, you may display the transparency with
the "l 0 reasonsr at this time.

111. Follow-Up

A. After the students have completed their letters, collect them. If time allows, proofread and revise
the letters with each student individually. Or, you may wish to have the students exchange letters
with a partner for proofing and revising. You might proofread them yourself and hand them back
for the students to rewrite.

B. After revisions have been made and the final copies are ready, collect the letters and share them
with the class. As you share the letters, review the importance of wetlands and discuss why
people need to get involved in the protection of wetlands.

C. Mail the letters and be sure to share any response with your students.

IV. Extensions

A. Refer the students to the story you read or the imaginative exercise they did at the beginning of
the lesson. Ask them to imagine they and their families have been away on a long trip and they
come home to find their homes are gone. Have each student write a story telling what ft would
be like and what he/she would do.

B. Divide the students into four groups. Assign each group the name of a wetland bird (ducks
[different varieties], herons, hawks, eagles, etc.). Tell each group it is a family of wetland birds
flying to its wetland habitat. Allow time for each group to prepare a role-play telling what happens
when ft finds its habitat has been destroyed.

C. Divide the students into cooperative learning groups. Have them research endangered species
that might be further endangered by the destruction of wetlands. Have each group prepare a
presentation on the species and the importance of wetlands to its survival. This can be done in
the form of a commercial, a report, a play, orother method. Encourage creativity and let the groups
go! Suggested species include the whooping crane, American crocodile, snail kite, Florida
panther, red wolf, Pine Barrens tree frog, manatee, and pitcher plant.

5-15

D. Most of the wetlands lost in our country have been lost to agricultural development. By drairing
wetlards and cultivating them, farmf --s gain direct economic benefit from land that otherwise
might have been an inconvenience or problem for them. (Imagine having to always cultivate
around a prairie pothole or other wetland, or not being able to cultivate a sizeable tract of land
alongariver,) For many farmers, wetlands on their lands would seem to be more valuable if they
were drained and used for crops. Government policies used to encourage this. NowregulafiDns
protecting wetlands are sometimes challenged by farmers as being too restrictive and too much
interference wmn their rights as landowners. Have the students briefly debate this issue. (This
may be especially appropriate in farming communities.)

RESOURCES

"America's Wetlands: Our Vital Link Between Land and Water," U.S. Environmental Protection Agency,
Washing1cm, DC, 1988.

Men@loza, George, Were You a Wild Duck Wbere Would Y2M-G2?, Stewart, Tabori, and Chang, New
,rk, 1990.

"Wild About Wetlands," Nature Naturalbf (newsletter), Vol. 13, No. 3, Ida Cason Calloway Foundation,
Pine Mountain, Georgia, 1990.

5-16

Teacher Sheet

10 REASONS WETLANDS ARE IMPORTANT
(transparency)

1. Fish, wildlife, and plant habitats:

2. Critical habitats for endangered species:

3. Rood control and protection:

4. Water quality improvement:

5. Shoreline erosion control:

6. Reduction of storm damage:

7. Groundwater recharge:

8. Natural products:

9. Recreation and aesthetics:

10. Education and research:

5-17

Teacher Sheet 40

10 REASONS WETLANDS ARE IMPORTANT
(information)

1. Fish, wildlife, and plant habitats: Wetlands are critical to the survival of a wide variety of organisms.
For many, wetlands are the only places they can live. For others, wetlands provide impoTtant food,
water, or cover.

2. Critical habitats for endangered species: A number of rare and endangered species depend on
wetlands for their survival. The destruction of wetlands endangers these species even more.

3. Flood control and protection: Some wetlands store either floodwaters or water that collects in isolated
depressions. Trees and other wetland plants can heir, to slow the speed of flood waters. These
functions help protect nearby property from flood damage.

4. Water quality improvement: Wetlands are good water filters. They can filter surface water runofl
before it reaches an open body of water and help filter nutrients, waste, and sediment from flood
waters.

5. Shoreline erosion control: Wetlands located between rivers and high ground can help to buff er
shorelines against erosion. Wetland plants strengthen the sediment by binding soil with their roots;
they also dampen wave action. Some states are recommending the planting of wetlan6 @,egetation
to control shoreline erosion in coastal areas.

6. Reduction of storm damage: Wetlands serve as buffers between the winds and waves of storms and!
the areas beyond. Property located behind wetlands along the seashore or large lakes often fares,
much better during storms than those that are riot located behind wetlands.

7. Groundwater recharge: Water t - in wetlands and is slowly released into the ground. The released
water is fiftered as it works its v-jy down through the wetland, thereby improving the quality and
quantity of the water which eventually reaches and replenishes our groundwater supplies.

8. Natural products: Wetlands produce a wealth of natural products, including timber, fish and shellfish,
wildlife, blueberries, cranberries, and wild rice.

9. Recreation and aesthetics: Wetlands provide many opportunities for recreational activities, such as
hunting, boating, and fishing. Many artists and photographers seek to capture the beauty of wetlands
and wetland plants and animals each year.
10. Education and research: Although much more is known about the functions of wetlands today than 40
in the past, researchers are still studying them to determine all the benefits and values they bring to
people and the environment.

5-18

Teacher Sheet

PARTS OF A LETTER

Date

Heading < Name

Return Address

Dear I < Greeting

0 Body

Sincerely, > Closing

> Signature

5-19

410

5-20

WHAT CAN YOU DO?

OBJECTIVES rSUBJECTS:
The student will do the following: Science, Art, Language Arts
1. Identify ways people can help protect wetlands. TIME:
1 hour
2. Design a wetlands conservation poster. MATERIALS:
duck stamp
posterboard (1 sheet per group)
markers or crayons (one set per group)
Were You a Wild Duck Where Would You
Qg? (by George Mendoza)
BACKGROUND INFORMATION Q91obe or world map
Duringthe past 200 years, morethan half of America's wetlands have been destroyed, mostly by draining
and/or filling and using them for purposes such as agriculture or real estate development. Aswelearn
more and more about the values and benefits wetlands provide to us and our environment, many people
are taking steps to protect these valuable areas. However, we continue to lose between 300,000 and
500,000 acres of wetlands every year. Government legislation now helps reduce wetland destruction;
several programs are currently being administered (see Terms), but it is still very important for all of us
to be knowledgeable about and active in the protection of our wetlands.

Further information on wetlands protection can be obtained by calling the EPA Wetlands Hotline at 1-800-
832-7828.

Terms

Federal Duck Stamp Program: Administered by the U.S. Fish and Wildlife Service, this program raises
money to buy or lease wetlands for waterfowl habitats. It requires that all waterfowl hunters over 16
years of age purchase a duck stamp (sticker) to aff ix to their hunting licenses each year. The stamps
are collectors Kerns, and anyone can buy a stamp to help. (Check with local sporting goods stores
or post offices.)

North American Waterfowl Management Plan: This plan includes a special fund established for
enhancing, restoring, and acquiring important waterfowl habitats in Canada, Mexico, and the U.S.

Section 404 of the Clean Water Act: This legislation requires that proposed activities for wetlands be
reviewed and approved by the Army Corps of Engineers and the Environmental Protection Agency.

ADVANCE PREPARATION

A, This lesson is based on a 'whole language" approach and, therefore, begins with the reading of
a suggested book.

1. Obtain the book Were You a Wild Duck Where Would you Go? from your local public or school
library.

5-21

2. If this award-winning book is not available, use the alternative method of reading a short
encyclopedia article about a selected species of waterfowl (such as mallards). Check
encyclopedia entries for "ducks, wild."
a. After reading key information to the students, ask -qem to imagine that their class is a
small flock of (your selected) birds on their long migration flight.
b. Use a gk)be or world map to show the students the migratory path of your selected bird.
c. Have the students identify when wetlands are important to the bird (such as nesting and
raising young, resting during migration, and overwintering). Ask the students what things
wetlands have that are important to your selected waterfowl. (Wnd, water, plenty of food)

d. Have the students imagine that they are each waterfowl. Ask them what they would do
if more and moreof the wetlands along theirflight path disappeared (were drained orf illed
and used for agriculture or real estate development). Have several students share what
they think would happen. (What really happens is that fewer birds survive, thrive, and
reproduce; numbers of the birds decrease over time.)
B. Obtain a duck stamp from a sporting goods store or post office (or borrow a hunter's license
with a duck stamp affixed).

C. Obtain the materials necessary for the group production of duck stamp prints.
D. If you choose to use the student sheet "Duck Stamp," photocopy it for your students.

PROCEDURE

1. Setting the Stage

A. (NOTE: If you have taught the lesson "To Whom It May Concern," skip this step.) Readthebook
Wff&You a Wild Duck Where Would You Go? by George Mendoza. Discuss the book, making
sure that students understand the main character, Mallard, is a wetland bird and his home has
been destroyed. (NOTE: If the book is unavailable, and you use the alternative detailed above,
your students will miss the lovely free verse of the book but will learn about a selected species
of waterfowl. The lesson can proceed successfully.)
B. Tell the students that many of our wetlands are being destroyed because pollution is being
dumped into the waters that drain into them, they are being drained for agricultural use, orthey
are being drained and/or filled for housing development, shopping centers, office buildings, or
factories, or other real estate development.
C. Briefly discuss the reasons for protecting wetlands. (NOTE: You may use the teacher sheet 10
Reasons Wetlands Are Important" from the previous lesson ["To Whom It May Concern"] to
facilitate this discussion.)
D. Explain to the students that today they are going to learn about some things that other people are
doing to protect our valuable wetlands, and they will discover things they can do to help.

5-22

11. Activity

A. Show the students a Federal Duck Stamp or show a copy of the brochure about the stamp.
Discuss the stamp and the program. Tell the students that many people (even those who may
not hunt) collect duck stamps because each year's design is a pretty picture by a famous wildlife
artist. A duck stamp now costs about $15 (98 cents of every dollar goes to buying or leasing
wetlands).

B. Share briefly the definitions (see "Terms") of Section 404 of the Clean Water Act and the North
American Waterfowl Management Plan. Tell the students that these programs are some of the
things their government is doing in an attempt to protect wetlands.

C. Discuss with the students the importance of getting individuals involved in the protection of
wetlands. Divide the students into cooperative leaming groups. Challenge the groups to
brainstorm things they could do to get involved in protecting wetlands. Allow five minutes for the
groups to work on this problem.

D. Call time, then have the groups share their ideas with the class. (NOTE: To save time, as one
group shares its ideas, have the other groups cross off any they might have on their list.)

Ill. Follow-Up

A. Tell the students they are going to design and create a "Wetlands Conservation Poster." Briefly,
review the importance of wetlands and why they should be protected. Break into small groups
again and ask each group to decide upon one idea for getting involved that they think is best.

B. Distribute posterboard and markers to the groups. Before they begin, give them about five
minutes to plan their poster. Stress that they should keep in mind the reasons wetlands are
important to people and the environment, and remind them their posters should show things
individual people can do to help protect wetlands. Afterwards, when they have a good idea of what
they are going to do, have them work as a group to create their poster.

C. When the posters are complete, allow each group to present its poster to the class. When all
posters have been presented, display them around the room for everyone to enjoy.

IV. Extensions

A. Give each student a copy of the student sheet "Duck Stamp" and have them create a design for
the Federal Duck Stamp Program. (NOTE: You may save photocopies by having each student
use a sheet of plain white paper.) Tell the students that each year there is a very involved contest
to choose the painting for the Federal Duck Stamp. You might have a class contest.

B. Find out if there is a local organization active in wetlands protection. (Check to see R there is a
local affiliate of Ducks Unlimited.) If there is, ask a member to speak to your class about what
is being done to conserve wetlands in your area. An alternative is to invite a local agent of your
state's wildlife agency. After the visit, have the students write a thank you letter to the visitor.

C. Have the groups research their community to locate wetlands near them. If possible, arrange a
field trip to visit a wetland area. Afterwards, have groups design t-shirts or bumper stickers to
promote conservation of wetlands in their community.

5-23

RESOURCES

America's W landso Qur Vital Link Between Land and Water, U.S. Environmental Protection Agency,
Washington, DC, 1988.

Mendoza, G gorge, W2re You a Wild Duck Where Would You Q Stewart, Tabori, and Chang, New York,
1990.

"Wild About Wetlands," Nature NatuMUy (newsletter), Vol. 13, No. 3, Ida Cason Callaway Foundation,
Pine Mountain, Georgia, 1990.

5-24

0 0 0

Student Sheet

T
ro
cn

m
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10 u c WM cc-@- [P

5-26

WHERE DID IT WEAR?

OBJECTIVES "SUBJECTS:
The student will do the following: Science, Language Arts, Social Studies
TIME:
1. State two causes of beach erosion. 60-90 minutes

2. Demonstrate two ways used to prevent or MATERIALS:
reduce erosion. sand
trays for each student or team
safety goggles
water
BACKGROUND INFORMATION measuring cups or cylinders
gravel
art paper
Beach shifting is natural. Over a period of time, pencil
coastlines change because of erosion and shifting. rye grass seed (small handful)
Sand washed away from one stretch of coast is atlases
deposited further up (or down) the coast. Beach teacher sheets (included)
erosion is the loss of beach soil (e.g., sand), due acetate sheet
mostly to water (wave action) and wind. This is a overhead projector
problem chiefly because of human uses of beaches graduated cylinder or measuring cup for each
and adjacent lands. For example, beaches may student
erode out from under beachfront homes and wide, @_Student sheet (included)
sandy beaches enjoyed by tourists are important
to coastal communities' economies.

A tremendous effort is now under way to haft the severe erosion of our coasts. We can take action to
modify where beaches are eroded or built up; this includes building barrier structures to lessen the force
of waves or other structures to anchor the beach or to catch shifting sand. We can control development
so that people do not build things where erosion will damage them later on. And we can stop human
actions that speed up erosion, like the taking of naturally growing seagrasses (that help anchor sand
dunes) or the unwise use of all-terrain vehicles on fragile beaches.

Terms

beach: a nearly level stretch of land near a sea, lake, or ocean; often washed by high water.

coastline: the line that forms the boundary between the land and the water, especially of an ocean or
sea.

erosion: the removal and transport of earth materials usually by wind or water.

ADVANCE PREPARATION

A. Make a transparency of the teacher sheet, "A Changing Coastline," showing change in a
coastline.

5-27

B. Sow nte gross seeds in a tray of sand to demonstrate how grasses help slow erosion. (Rye grass
is a common lawn grass. Check at a garden shop, lawn service, or farmers cooperative.) 'The
seeds should germinate in four to seven days.

C. Make copies of the student sheet, u'Wear It Out' Wordfind."
1). Trays of any size can be used as long as they have sides. Perhaps trays from the cafeteria could
be used for the lesson. Play sand and gravel can be purchased at variety and pet supply shops.

E. Safet@t goggles are needed to protect the students from getting sand in their eyes.

PROCEDURE

1. Setting the stage

A. Show the students the transparency.

1. Point out the change in the coastline over time.

2. Define "erosion" for the class.

3. Explain that erosion has played a major role in changing our coasts.

B. Ask the students to predict some effects of coastline erosion. What do they think the future might
hold if we do not do what we can to control it?

11. Activity

A. Pass out white art paper. Have the students fold the sheet in half. On one half, they will draw
a beach scene. On the other half, they will draw what they think the coastline would took like if
erosion continued for a long time.
B. Distribute trays to students or teams of students. Have the students measure one cup (250 ml-)
of sand. They are to pour the sand onto each tray and shape R into a mound. (CAUTION: Have
the students wear safety goggles to protect their eyes.) Instruct the students to blow on the sand
Ask them to tell you what happened. Point out that this is a demonstration of wind erosion.
C. Repeat activity B, only have the students measure 1/4 cup (63 mL) of water and pour the water
in a of water over the sand instead of blowing on it. Explain that coastal erosion acts much in the
same way. (NOTE: If you do not have enough cups or cylinders for each student, let them use
any small container that holds water.)
D. Using a tray, mound sand at one end of tray. Build the sand up to represent a beach area. PLA
waterinthetray. Rock the tray back and forth to create a wave action. Point out that wave action
at the beach also causes erosion.

E. Ask the students to remound the sand.
1. Pass out the gravel to the students. 410
2. Instruct them to cover the sand thoroughly with gravel.

5-28

3. Have the students blow on the sand. Tell the students that gravel, rocks, and boulders can
be used to hold sand in place (to slow erosion).

4. Ask the students to compare what happened to the sand with and without gravel,

F. Show the students the tray of seeded grass.

1. Point out that roots of grass help hold the soil in place.

2. Stress that grass planted in masses helps cut down on wind erosion.

3. Have the students take turns blowing on sand or pouring water on sand, continually pointing
out how the sand does not move as much.

G. Tell the students that we can also build structures that protect beaches from erosion. Sometimes
fence-like structures on the beach are effective. Sometimes we can build big barriers out in the
water to take some of the force of the waves. We can even build wall-like structures from the
beach out into the water to catch sand as it is being washed away from a stretch of coastline.

Ill. Follow-Up

A. Have the students write two causes of beach erosion and two ways it can be prevented.

B. Divide the students into teams. Give each team an atlas. Have students write down the names
of states that have a coastline. (Or, write the countries which have a coastline.) Tell them not
to forget to include Alaska and Hawaii.

C. Have the students complete the wordfind on the student sheet, "'Wear It Out'Wordf ind." Ask the
students to use each word in a sentence.

IV. Extension

If your school has an embankment, remove a small area of grass f rom ft. Pour water daily over the
embankment. Have the students observe and record the changes in the area of the embankment.
Then reclaim the area by planting new grass and covering ft with mulch. Be sure to get permission
from the school administrator.

RESOURCES

King, D. C., et al., Environments, American Book Company, New York, 1979.

Namowitz, S. N., et al., Earth Science, D.C. Heath and Co., Lexington, Massachusetts, 1989.

5-29

Teacher Sheet

A CHANGING COASTLINE

A CHANGIN C-1 COASTLINC-

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op
SIR

19
OCEAN
WAVES

A FEW YEARS LATEK.-

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jp*lcl)ry

OCEAN
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5-30

"WEAR FT OUr'WORDFIND Student Sheet

Find these words in the wordfind puzzle below. (Optional: Look for other words not in
the list.)

atlas plants
beach prevent
coast rainfall
coastline sand
embankment water
grass waves
gravel wind

A T L A S B C D A S B E A C H M 0 0 N C
A R A I N F A L L R A I J 0 W A S P T 0
L 0 0 K H A R D F 0 R S E A L M N S A A
S A L T P R E V E N T L E S G R 0 G D S
T L W L I N C 0 L N A B E T R 0 0 K E T
N A A D A L L A S 0 N 0 0 L N R S T E L
A B V E G-R A V E L 0 R J I A B S C D S
L 0 E M I C K E Y L 0 E D N A B S C E A
P 0 S T L W I N D J R T E E 0 R A M E N
L K A B E C C A K E M A 0 P R E R V A D
E M B A N K M E N T S W G 0 0 D G L E N

5-31

Teacher Sheet 40
"WEAR rr OUT"WORDFIND
ANSWER KEY

Find these words in the wordfind puzzle below. (Optional: Look for other words not in
the list.)

atlas plants
(These beach prevent
words coast rainfall
are coastline sand
circled.) embankment water
grass waves
gravel wind

67-T-L--A---DB D A S Q E A %-J IM
A (IT -AI -N R A I J 0 W A 5 T 0
LJUU 5B -LMNZAA
E N S G @/, G D S
T L h T N e a h N A R K Ekj
N A A B A h h 0 It -15 /u -L 11' R (S)TE L
A V E (ff -R--A-V--E-'t> 0 9 J I A B S C D f
L M T e K 2 Y L 0 E S C E A
L <=:D> J 0 R A M--"
L B E C e ft R M 0 R E j V A
G-- M E N L E N
M i A N K 3S

Other words not in list: (These words have lines through them.)

Band Dallas Loon Rot
Base Deed Lot Salt
Bet For Men Seal
Book Good Mickey Soon
Bred Hard Moon Tee
L t
Sj C
M6R
P R V E;@S
JA
E
L jq
0 R
L B EOR E

Cake Lincoln Rag 40
Care Look Rook

5-32

YOU MUST HAVE BEEN A BEAUTIFUL
"BAY-BEE"

OBJECTIVES rsUBJECTS:
Science, Geography, Art, Language Arts
The student will do the following:
TIME:
1. Identify bays on a world map. 30-60 minutes
2. Distinguish between point and nonpoint source MATERIALS:
pollution. wall map of world
pins with colored heads
pictures of different bays
sand
water
BACKGROUND INFORMATION tray
powdered drink mix or instant coffee
A bay is a large body of water around which the watering can
land forms a curve. Bays are similar to gulfs, but old magazines
are smaller. The Chesapeake Bay is an example. QScissors
Bays are much more than just points of entry for water travel and areas of recreation. They are homes
to many unique and important plants and animals. Some of our bays, however, have become polluted
and unsafe for human and other animal use.

Much of the pollution comes from boats and ships, liquid and solid waste dumping, dredging, and runoff
from cities, suburbs, and farms. As a result, not only has the water become unsafe, but many marine
animals have become threatened because their habitats have been greatly changed.

Terms

bay: a large body of water around which the land forms a curve, usually smaller than a gulf, but of the
same general character.

effluent: a liquid discharged as waste.

gulf: a large body of water of the same general character as a bay, only larger.

nonpoint source pollution: pollution which comes from many widespread sources, such as runoff from
cities, suburbs, and farms.

point source pollution: pollution which comes from a specific source, such as effluent from wastewater
treatment plants.

5-33

ADVANCE PREPARATION 40
Collect old magazines (e.g., travel, outdoor sports, or nature magazines or National GeogrEtphic from
which to cut out the pictures of bays. Make sure that the pictures include over-cleveloped bays aswell
as unspoiled bays. (NOTE: You may find all the pictures you need in geography texts. If you do, make
black and whhe or color photocopies from the books.)

PROCEDURE

1. Setting the stage

A. On a wall map of the world locate major bays and place pins with colored heads at their locations.
Use a different color for each bay. Call on the students to find the specific color pin as you call
them out. When the pin is located, ask the students to name the bay. (NOTE: You might rnoclif@,
this to be a small group activity.)

B. Define the term "bay." Point out to the students the difference between a bay and a gulf. Have
the students k)cate gulfs on the map and compare gulfs and bays. Askthenn which gulfs and bays
they have heard of.

C. Show the class pictures of bays. Ask them to identify hems in the pictures which make up a "bay"
environment. Ask the students to suggest animals which we might find in a bay. Point out that
many cities have developed around bays and that this has added tothe pollution woes of ourbays.

11. Activity

A. Tell the students that some of the water pollution affecting our bays is nonpoint source pollution.
The following steps will help demonstrate nonpoint source pollution.

I . Fill one side of a tray with sand which has been mixed with powdered drink mix or instant
coffee. Pack tightly. Make sure you use enough drink mix or instant coffee.

2. At other end of the tray, pour water to create a pool of water. (If sand continues to absod)
too much of the water, separate the sand from the water by inserting a ruler or other object
to use as a "wall" to hold back the sand.)
3. Using a watering can, gently pour water over the sand. Ask the students to observe the poc-I
of water. (The water will begin to change color.)
4. Point out to the students that simulated pollution (drink mix or coffee) was in the sand. The
pollution was not put directly into the water; it came from the land and wound up in the water.
This is an example of nonpoint source pollution.

B. The following activity dernonstrates point source pollution.

1. Use more of the same materials from activity A above, except do not mix the drink mix with
the sand. Pour the powder directly into water.
2. Ask the students to tell you what happened to the water. Explain to the students that when 40
pollution is placed directly into water, it is called point source pollution.

5-34

Ill. Follow-Up

A. Have the students pretend to be "Pollution Detectives" working to solve a mystery. The mystery
is how pollution f rorn a farm (20 miles inland) can end up in a bay (20 miles away). They can use
the library or ask their parents to help solve the mystery. Other adults or students can also help.

B. Ask the students to draw a picture of a bay that shows point source pollution. (You may need to
suggest several ideas to the class, such as effluent from factories, dumping of garbage in water,
etc.)

C. Using old travel, outdoor sports, and nature magazines, have the students search through them
for pictures of bays and animals we find in bays. Make a bulletin board collage of the pictures.
(NOTE: This may also be an excellent group act".)

D. Ask the students to list the things we throw away in our bays that we could recycle to help reduce
solid waste pollution in our bays.

IV. Extensions

A. As a class project, construct a bay environment rriodel featuring appropriately scaled model
houses, trees, buildings, and so on. (Cardboard is plentiful and cheap.)

B. Have the students write stories to go with the bay collages they made. These might be about real
or imaginery trips to bays or simply descriptive pieces.

RESOURCE

Slattery, B. E., WOW! The Wonders of Wetlands, Environmental Concern, Inc., St. Michaels, Maryland,
1991.

5-35

5-36

DOWN IN THE OCEAN DUMPS!

OBJECTIVES @_SUBJECTS:
Science, Language Arts, Art
The student will do the following:
TIME:
1. Observe that ocean dumping is a form of water 60 minutes
pollution.
MATERIALS:
2. Brainstorm ways solid wastes can harm mad ne drawing paper
life. markers or crayons
red food coloring
colored markers
aquarium or large fishbowl
BACKGROUND INFORMATION water
small rusty cans
plastic wrappers
United States law allows dumping some wastes in plastic forks, spoons, and straws
the ocean. Each year barges and ships legally discarded food
dump about 190 million tons (210 metric tons) of any object considered garbage (which could
solid waste into our coastal waters. About 80 be added to aquarium)
percent of this is dredge spoils scraped from the test tubes with stoppers (or baby food jars
bottoms of harbors and shipping channels. Most of with lids)
the remaining 20 percent is industrial waste and
sewage sludge removed from wastewater at sew-
age treatment plants. (These are classified by law as "solid waste" because they are contained before
they are released.) Almost all of the solid wastes go into deep ocean waters off the coast from New York
city.

Nevertheless, many tons of garbage find their way into the oceans - most of it is dumped by ships (to save
disposal fees they would have to pay in port). Merchant ships throw nearly a half-million plastic containers
into the ocean every day. Littering by beachgoers; and boaters is also a significant source of trash.

The vastness of ocean waters and their constant mixing dilute and disperse many types of wastes to
harmless levels, but their capacity to do so has limits. The huge quantities of waste discharged near the
coast can overload an ocean's natural purifying system.

Although many wastes dumped into the ocean are degraded over time, many of the solid wastes dumped
into the ocean cannot be readily degraded. Plastic and other synthetic materials are the chief examples
of this. These materials can become a serious problem for marine life, causing injury and, in some cases,
even death. Recent studies indicate that up to 2 million seabirds and more than 100,000 marine
mammals, including whales, seals, dolphins, sea turtles, and manatees die each year as a result of plastic
pollution.

IRIM

contaminate: to make impure (not pure) by contact or mixture; to introduce a substance into the air,
water, or soil that reduces its usefulness to humans and other organisms in nature.

degradable: capable of decomposition; chemical or biological.

5-37

dilute: to thin or reduce the concentration of (a solution).

disperse: to break up and scatter in various directions.

marine life: any plant or animal which lives in or on the sea.

pollute: to contaminate with a substance that is harmful to human health or the environmenl.

solid waste: any solid product discarded and thought of as useless or no longer needed.

ADVANCE PREPARATION

A. If a health official is invited to class, brief hirn/heron what you want the students to get from lesson.

B. Fill an aquarium or large fishbowl with water. (NOTE: If you nave some available, put some sand
and shells in first.)

PROCEDURE

1. Setting the stage

A. Tell the students that the water in the aquarium represents the water in the ocean. Ask the
students to orally give the names of animals and plants that live in the ocean. Write the student
responses on the board.
B. Write the word, "garbage" on the board. Ask the students to come up with their own definitions
of the word. Point out that garbage doesn't disappear and that it has to go somewhere. Explain
to the students that a great deal of our garbage is being dumped in our oceans.
C. Have the students brainstorm how the dumping of garbage could harm marine life. Write the
responses on the board. Possible answers: birds and other animals eat the garbage which coukl
kill them or make them sick; animals could choke on plastic or could cut themselves on sharp
edges; harmf ul bacteria could make animals that others eat unsafe (affecting the food chain); arKI
so on. Point out that some bacteria cause diseases in some animals, and if these animals aro
eaten, then the disease is passed on to others.

11. Activity

A. Pour a small amount of red food coloring in the aquarium. @,@:ora small [5-gal. or20-1-1 aquarium,
one or two drops will do.) Agitate the water so that the coloring becomes diluted and dispersed
(disappears). Ask the students what happened to the color. Point out that the food coloring i!@
still there; they just cannot see ft. Likewise, the movement of the ocean helps dilute and disperse
some wastes, but the ocean has limits and can only handle so much waste.
B. Add several small plastic items (such as wrappers, spoons, forks, and straws) to the aquarium.
Agitate once again. Ask the students to compare what happened to the dye and what happened
to the plastic. (Plastic did not disappear.) Stress to the students that plastic is not degradable;
ft will remain in the ocean, or may eventually wash up on the shore. 410

5-38

C. Begin to add hems to the aquarium water such as discarded food, rusty cans, etc. The students
will begin to see how the water is affected by garbage. Point out to the students that marine
animals eat some of the garbage we discard and that this might harm them.

D. Divide the students into small teams. Have each team create a list of ways that humans could
be harmed by ocean dumping. Let the groups share their lists and discuss them together.

Ill. Follow-Up

A. Have the students write a paragraph on how dumping harms the ocean environment.

B. Brainstorm with the class about what could be done to stop people from "trashing" the oceans.

C. Pass out art paper. Have half of the students draw their ideas of what a clean ocean should look
like. Have the other half draw a "polluted" ocean. Let the students compare polluted and clean
ocean drawings.

IV. Extensions

A. Investigate the "pollution's" effects on the aquarium water. Take a sample of water from the
aquarium that has been polluted. Place it in a test tube and stopper ft. (NOTE: You may use a
baby food jar.) Have students observe the changes in the water each day for about a week. Ask
them to keep a little journal with their observations. (The water should get murkier as time goes
by.)

B. Invite a health off icial to class to talk about some of the health problemsthat ocean dumping could
cause to animals, including humans.

C. Have a "Save the Ocean" poster contest. Instruct the students to design posters showing the
dangers of ocean dumping. Give the students large sheets of art paper. The winner could be
given some free time (or whatever you decide), and the winning poster should be put in a place
of honor.

D. As a class project, suggest to the students that they write a letter to the President, their senators
and congressman, or their governor expressing their concerns about ocean dumping and
pollution.

RESOURCE

Miller, G. T., Jr., Living in the Environment, 6th ed., Wadsworth, Belmont, California, 1990.

5-39

5-40

THE INSIDE ON RED TIDE

OBJECTIVES "SUBJECT:
Science
The student will do the following:
TIME:
1. Identify the cause of red fide. 60-90 minutes

2. Construct a bulletin board showing how red MATERIALS:
tide poison passes from animal to animal. 2 clear glass jars or 2 liter bottles with the
tops cut off
red food coloring
BACKGROUND INFORMATION coffee
algae (directions for growing algae can be
Algae can be found in most waters in the world. found in extension activity)
Certain microscopic algae in our coastal waters, fishbowl or aquarium
water
known as dinoflagellates, are red-pigmented; when sponge animals
these algae flourish, the water turns reddish. This trays with sides
is commonly referred to as a "red tide." These reference books on marine life
algae produce a toxin. When there is an abun- tudent sheet (included)
dance of the algae, great amounts of this toxin are @'s
produced.

At times, this toxin can become concentrated in marine animals such as clams and mussels. Clams and
mussels are filter feeders. As they filter the water to obtain their food, the toxin is taken in by these animals.
Sometimes red tide toxin kills shellf ish (and other fish); sometimes it does not. If toxin-loaded clams and
mussels are eaten, the toxin can fatally poison the consumer. Also, ocean spray containing the toxin can
cause respiratory problems in humans.

Algae that can produce red tides multiply rapidly in water which has been enriched by nutrients from
treated sewage or by runoff fromfertilized soil. The algae can become so thick that it can actually damage
or destroy the marine environment. The multitude of tiny algae may even block the sunlight needed by
many coastal plants and animals.

Terms

algae: a major group of single-celled or multicellular plants, chiefly aquatic, having no roots or stems.

red tide: a term which applies to water tinted red due to a heavy growth of red-pigmented algae called
dinoflagellates.

toxin: a poisonous substance that is secreted by certain organisms.

ADVANCE PREPARATION

A. Make copies of the student sheet.

5-41

B. Begin growing algae four or five days before doing the lesson (see extension).

(". Anirrmil-shaped sponges can be purchased at most toy stores.

D. A dis;iosable pie or cake pan can be used as the tray.

E. Make sure red food coloring does not stain. (You might use very thin red tempera paint.)

F. Add water and red food coloring to a jar. Mix in a little coffee for a brownish tint.

G. Collect a supply of referencebooks likefield guides or topical books (like those for ooasial animals
and plants).

PROCEDURE

1. Setting the stage

A. Hold Lip the jar with clear water and show the jar to the class. Next, hold up the jar that has been
colored brownish red with red food coloring and coff ee. Ask the students which water would
probably be safer for marine animals to live in. Explain to the students that there is a certain type
of microscopic algae that produces a reddish pigment and that this algae colors the water just as
the dye colored the water in the jar. This algae also produces a toxin which is released in the water,
making the water toxic or poisonous. This algae is found in our oceans.

B. (NOTE: You may show the students the algae you have grown in an aquarium or fishbowl.) Stress.
to the students that algae are lower plants. Algae are found in most waters. Many kinds of algae.
have large forms, such as kelp or seaweed. Some form "pond scum." Some algae, like those
responsible for red tides, are microscopic; they become noticeable only when there are so many
of them that there are literally hundreds of thousands (even up to two million) of them per liter 01
water. Emphasize that not aU algae produce toxins, only certain types.

11. Activity

A. Pass out trays to each student or team of students. Fill each tray with water. Giveeachstudenl
a foam or sponge animal. Instruct the students to put his/her sponge animal in. the water. Point
out to the students that the animal has absorbed some of the water. (NOTE: i 'you have studied
tidal pools, let each group make a model of a tidal pool.)

B. Repeat the activity above, but color the water with the red food coloring. (NOTE: Make sure, the
amount of food coloring is sufficient to remain noticeable when the sponges are squeezed.) Tell
the students to put the sponge animals in the water again.

1. Have the students remove the animals and gently squeeze out the water. Ask them whal
color the water is that came from the sponge animals.

2. Review the term "toxin." Explain to the students that animals in the ocean can absorb the
poison from the "red tide" similar to the way the sponge animals absorbed the dye.

C. Pass out the student sheet. Have the students use marine life reference books and encyclopedias
to identify the plants and animals. They should write the names of the plants or animals in the 411
boxes on the sheet. (The answers vertically down the left, then the right column are as follows:

5-42

Blue Crab, Salt Marsh Cord Grass, Atlantic Ribbed Mussel, Northern Puffin, Horseshoe Crab,
Lined Seahorse, Sting Ray, Brown Pelican, Fiddler Crab, Sea Lavender, Shrimp, and Eel Grass.)
Which of them could be affected (i.e., are shellfish and are likely to be of special concern) when
a red tide occurs? (mussels, crabs, and shrimp) Emphasize that when other animals eat animals
that have accumulated the poison, they consume the poison.

111. Follow-Up

A. Have the class make a list of ocean animals that might be poisoned by "red tide."

B. Asa class project, construct a bulletin board showing how poison cantravel from animal to animal
in the ocean, ultimately ending with humans.

C. Have the students draw an ocean food chain and ask each student to share with the class their
indiMual food chain. Relate this to the previous item showing how the toxin can be passed from
one organism to another.

IV. Extension

Grow your own algae! In a glass fishbowl or an aquarium, simply add tap water which has been
dechlorinated, or better yet, water from a local pond. Keep it in a sunny location. Have the students
monitor it each day to observe the algae growing. Add about a teaspoon of detergent with phosphate
to the water to encourage faster algae growth.

RESOURCES

Goodman, H. D., et al., Biology Today, Holt-Rinehart-Winston, New York, 1990.

Oram, R. F., Biology-Living Systems, Merrill Publishing, Columbus, Ohio, 1989.

'Water Education Lesson Plans (K-1 2)," Water and Man, Inc., Salt Lake City, Utah, 1987. (Address: 220
South Second East, Salt Lake City, Utah 84111.)

5-43

Student Sheet

MARINE UFE

Look. these coastal creatures up to find out what their names are. Write their names in the boxes with
their pictures.

5-44

TREES BY THE SEA

OBJECTIVES "SUBJECTS:
The student will do the following: Science, Math, Social Studies
TIME:
1 . Compare a natural, undeveloped coastline to 60 minutes
a seawalled coast.
MATERIALS:
2. Compute and graph shoreline lengths. acetate sheet
overhead projector
3. Identify ways that mangrove forests are measuring stick
important. string
scissors
student sheets (included)
teacher sheet (included)
BACKGROUND INFORMATION

Mangrove forests are coastal wetlands dominated by varieties of mangrove trees. These mangrove
forests are very valuable ecologically. They also protect the coast from erosion and provide storm
protection for inland communities. Coastal states are now also recognizing the economic value of these
wetlands, saving them from real estate development and oil exploration. In the past it was common to
clear the forests, straighten the coastline, and build seawalls along the beach to develop beachfront real
estate.

Inthepast, mangrove forests were viewed as smelly waste places that bred mosquitoes and had no value.
Biological research has shown them to be critically valuable breeding grounds for fish and shellf ish and
vital to almost every form of wildlife in the coastal ecosystem.

The formation of mangrove forests required thousands of years. People can clear a mangrove forest, fill
in low-lying areas, and begin building housing developments and streets within a matter of weeks. The
coastline will never be the same, and although the people enjoy living on beachfront property, they now
face the hazards of coastal life, such as hurricanes and other storms.

Terms

estuary: the lower course of a river where its current is met and inf luenced by the ocean tides, producing
water of varying salinity.

mangrove forest: a tropical or subtropical marine swamp distinguished by the abundance of low to tall
trees, especially mangrove trees.

salinity: saft, or the amount of saft, in a liquid.

seawall: a wall built to protect beachfront areas from erosion and high water in storms.
0

5-45

ADVANCE PREPARATION
A. Photocopy the student sheets, "Mangroves to Seawalls" (one per pair of students) and "Shoreline 40
Graph" (one per student).

B. Cut one piece of string approximately 18 inches (45 cm) long for each pair of students.

C. Make a transparency from the teacher sheet 'Mangrove Forest."

PROCEDURE

1. Setting the stage

A. Discuss the background information with the students, emphasizing the ecological importance
of natural wetlands, such as mangrove forests. Use other examples of local wetlands to make
the topic more relevant. Examples may include local bogs, floodplains of creeks or streams,
marshy areas around ponds, and spring-fed marshes.

B. Use the transparency NMangrove Forest" to show students some of the common resident species
found in this habitat. Point out that the open ocean lies to the left and the forest land lies to the
right on the figure.

11. Activity
Have the students compare a natural coastline with mangrove forest to a developed coastline with
a seawall.

A. Divide the students into pairs. Give each pair an 18-inch (45 cm) piece of string, one copy of the)
"Mangroves to Seawalls" student sheet, and two of the "Shoreline Graph" student sheets. Each
student will complete his/her own graph.

B. Have the students look at the diagrams on the "Mangroves to Seawalls" student sheet.

1 . Explain to them that these are like maps of a coastline. In 1960 (the first diagram), the)
coastline was natural. There was a dense, swampy mangrove forest all along the beach.
Then people decided they wanted to build houses and businesses at the beach. Because
people do not like to live in mangrove forests, they cleared them, straightened out the
coastline, and built a seawall to protect their houses from the ocean. By 1980, the original
coastline was replaced by a housing development. The forest was pushed back and gi
seawall kept the ocean away from the houses.
2. Ask the students to think about the differences in the undeveloped coastline and the later,
seawalled coast. For example, what about the plants and animals that live at the coast? Can
they live where people have built their houses? What happens when a storm (e.g., a
hurricane) comes? Ask them to describe what they see in the 1990 diagram (storm damalge).
Point out that mangrove forests along a coast would be damaged by storms, but thall tho
forests protect houses built away from the beach from storms and erosion. Talk with tho
students about the advantages and disadvantages of living along a coast. (For example,
beach houses are fun to live in, but storms are dangerous and costly.)

5-46

C. Have the students work together to place the string on the "mangrove line" for 1960. After the
string has been placed over the entire line, they are to hold it at the point that marks the length
of the coastline. They will then measure the length of the string with the "mile rulerat the bottom
of the "Shoreline Graph" page. (Explain that one inch [2.5 cm] of string represents one-half mile
[.08 km] of coastline.)

D. Have each student record the length of the 1960 shoreline and make a bar for this number on the
Shoreline Graph.

E. Have the students repeat the measuring and graphing procedure for 1970 and 1980.

111. Follow-Up

A. Have the students answer the following questions. (NOTE: These may be used before and after
the activity as a pre- and post-test.) Read the questions and have the students answer"true" or
"false."

1. Mangroves are coastal trees that live in coastline areas. (true)

2. Mangroves cause erosion of our shorelines. (false)

3. When a shoreline is seawalled the length of the shoreline is increased. (false)

4. Mangroves are important to the economy of an area. (true)

5. More plants and animals live in a mangrove forest than along a seawalled coast. (true)

B. After measuring shorelines and recording the data, have the students answer and discuss the
following:

1. How much was the shoreline shortened from 1960 to 1980?

2. If a storm occurred, how would the presence of a mangrove forest help people? What might
happen to beachfront homes behind a seawall in a storm?

IV. Extensions

A. Have the students report on some specific ways that mangrove forests are productive biologically
and economically. Can they list fish and shellfish that people eat that rely on breeding grounds
along mangrove coastlines?

B. Have the students research how states are trying to convert some of their developed coastal
areas back to their natural state.

C. Let the students study detailed physical maps of coastal states to determine where mangrove
forests may be found.

5-47

RESOURCES

Frank, James, Mangroves & Seawalls, Lee County Board of Public instruction, Fort Meyers, Florida,
1983,

"Saftwater Wetlands, " Ranger Rick's NalureScolm: Wading Into Wetlands, National Wildlif e Federation,
Washington, DC, 1986, pp. 18-32.

5-48

Teacher Sheet

MANGROVE FOREST

MANGPLOVEE SWAMP FOREST

ROSEATE wocFD
PELICAN SPOONBI LL STOP-14- E cm P. E
4- OCEAN L A N 0---op

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MANATEE IzEr) BLACK W14 ITT= avrToN WAT'r=R- SEA FLoSiDA
MANGROVE MANGROVE MANGKoVF- MANGROVE HYACINTH GRAPE STRANGLER
SAL-r CATrAILS F-16t WEST'
MARSH SAW GRASS SEDGES INDIES
SNAKC- MAHOGANY

Student Sheet

MANGROVES TO SEAWALLS

19 46 0 1970
@' oc,

4.;

-- ----------------- ---- -------

Iq8o 19 CIO

//,/A//@7477777
TIP
71
r7
F

Student Sheet

SHOREUNE GRAPH

Length of Shoreline in Miles (km)

10(16.0)

9 (14.4)

8 (12.8)

7 (11.2)

6 (9.6)

5 (8.0)

4 (6.4)

3 (4.8)

2 (3.2)

1 (1.6)

1960 1970 1980
Date

MILE RULER
1" (2.5 cm) 0.5 mile (0.8 lun)

1. 2" 3" 4" 15" 61'

1/8 1/4 3/8 1/2 5/8 3/4 7/8 1 1-1/2 2 2-1/2 3

5-51

5-52

ESTUARY WATER

OBJECTIVES SUBJECT:
Science
The student will do the following:
TIME:
1 . Observe the effects of varying concentrations 1 hour + observation time
of salt on the aquatic plant Elodea.
MATERIALS:
2. Def ine estuary and describe why estuaries are four 2-liter bottles
important. three 1 -liter bottles
test tubes or small baby food jars
3. Draw conclusions about Elodea and its ability test tube rack or plastic cups to hold
to tolerate different concentrations of salt. test tubes
pond water
salt (NaCl)
BACKGROUND INFORMATION gram scales or balance
Elodea
Estuades are defined as partially enclosed bodies 1 -liter measuring cup or bowl
of mahne waterfed by freshwater sources, such as masking tape
where a river flows into a bay. Their water is mixed @student sheet (included)
withseawater. Salinity can vary with distance from
the inflow of fresh water and other factors. Estuaries form a fragile boundary between marine and
freshwater habitats. They are very valuable as breeding grounds for thousands of species of aquatic
animals and plants, as recreational areas, as shipping lanes, and as commercial fisheries.

Estuary water will range from low salt concentrations where rivers empty into bays to high concentrations
near the bay's opening to the sea. The aquatic plants present in different areas of estuaHes also vary with
these changing concentrations of salt. Elodea ("eh-loh-DEE-uh") is a common f reshwater plant which can
be found in estuaries where freshwater is abundant. it is often used in biological studies.

Terms

estuary (EHS-choo-ehr-ee): an arm of the sea that extends inland to meet the mouth of a river.

ppt: parts per thousand; e.g., salt water having 10 parts salt per 1000 parts water has a concentration
of 10 ppt.

salinity: salt, or the amount of saft, in a liquid.

ADVANCE PREPARATION

A. Obtain water from a pond, lake, or stream. Fill four 2-L bottles about three-fourths full so that you
will have plenty.

5-53

El. Prepare a set of stock solutions: 40
1. DissoNe 1 og NaCl (saft) in 1000 mL pond water for 10 ppt saft water.

2. Dissolve 20g NaCl in 1000 mL pond water for 20 ppt saft water.

3. Dissolve 30g NaCl in 1000 mL pond water for 30 ppt saft water.

4. Pond water (control) (NOTE: Use water f rom a river, lake, or stream; do not use tap water.)

Measure the saft on a balance.

C. Obtain Elodea at a local aquarium shop. If you must order it from a science supplier, allow for
shipping time.

D. Have four test tubes or small jars for each team of students (baby food jars work fine).

E. Copy the student sheet "Elodea observations."

PROCEDURE

1. Setting the stage
Share the background information with the students. Write the word mestuary"on the board. (For more
information, check the factsheets on wetlands.)

11. Activity

Have the students investigate the effects of various saft concentrations on a freshwater aquatic plant,

A. Divide the students into teams of four and provide four test tubes or jars per lab team.

P P-C -C

5-54

B. Fill each test tube or jar with a different concentration of saft water. Have the students label each
with a piece of masking tape and mark it with the saft concentration (ppt). Fill one jar with pond
water. Remind the students of why it is important to have a control group in an experiment.

C. Put a short length of Elodea in each tube or jar.

D. Give each student a copy of the student sheet "Elodea Observations."

1. Have each student write down his/her prediction of the experiment's outcome.

2. Have the students observe the plants for four days and record their observations. Keep the
test tubes in racks, or place the jars where they will be undisturbed.

E. Have the students answer and discuss the questions on the student sheet, "Elodea Observations."

Ill. Follow-Up

A. Have the students continue to observe the Elodea clippings each day for several days.

B. Each student should write a paragraph stating his/her conclusions and the reasons for ft.

IV. Extension

A. Have the students research and report on members of estuary plant and animal communities.

B. Have the students investigate other components of saft water and report on its minerals and
nutrients and their effects on marine plants and animals.

C. Have the students investigate how many seafood species live in estuaries for at least part of their
life cycles..

RESOURCES

"Chesapeake Bay: Introduction to an Ecosystem," U.S. Environmental Protection Agency, Washington,
DC, 1982.

"Estuaries and Tidal Marshes," U.S. Fish and Wildlife Service, Washington, DC, 1985.

5-55

Student Sheet

ELODEA OBSERVATIONS

I predict that

Observations

Tube Day 1 Day 2 Day 3 Day 4

Control
0 ppt

#1
10 ppt

#2
20 ppt

#3
30 ppt

Quesfions

1. Which of the four containers had the healthiest looking plants?

2. Describe in a paragraph what happened over four days to the other containers of Eloded.

3. Based on the experiment, how much saft can Elodea tolerate and still remain healthy?

4. What would this mean about where you would find Elodea in an estuary?

5-56

COASTAL CONSERVATION
SCAVENGER HUNT

OBJECTIVES SUBJECTS:
Science, Social Studies
The student will do the following:
TIME:
Gather information from a variety of sources 1 week project
on coastal habitats and the importance of
conserving coastal ecosystems. MATERIALS:
student sheets (included)

BACKGROUND INFORMATION

This lesson outlines a scavenger hunt project in which students will employ interesting methods of
obtaining information about conserving coastal ecosystems. The information could then be used in either
written reports or oral reports to the class.

ADVANCE PREPARATION

A. Prepare to display the information gathered; provide space on walls or bulletin boards.

B. Students may also suggest additional projects that do not appear on the scavenger hunt list. In
this case, teams should get your permission and have you assign a point value for their
suggestions. (NOTE: You may modify this lesson's approach for younger students.)

C. It is helpful to post each team's point total goal and a project chart (such as filling a bar graph).
This provides a running total and checks progress. (This is also a great motivator!)

D. Photocopy the student sheets, one copy of each for every student.

E. Enlist the help of your school librarian. The teams will need his/her help in library research.

PROCEDURE

1. Setting the stage

A. Explain to the students that they will be working in teams to accumulate as much information and
performing as many activities as their team decides upon. All information/activities will contribute
C
UBJEC
icience, TS!

to their understanding of the need to protect coastal areas.

5-57

B. Prepare the teams for the scavenger hunt.
1 . Divide the class into teams of four. Tell the teams they will have a week to gather information 40
and create their products. (NOTE: You may adjust the time for your students.)

2. Hand out the student sheet, "Items to Collect and Create."

3. Give the teams 10 minutes to go over the list and plan the team strategy. Stress the
importance of developing a team strateMt. Suggest steps to the completion of the activity,
such as assigning individual duties and deciding their point total goal.

11. Activity

A. Share with the students the following:

Pollution of our coasts and oceans is a serious problem. Our oceans are being used as giani
garbage cans with humans putting in thousands of tons of garbage each year. There are many,
things, people can do to help our oceans. Learning about the problem along ourcoasts and in our
oceans is a good f irst step. This scavenger hunt will help you f ind out much about this complicated
problem.

B. Share with the students the rules of the scavenger hunt:

1 . Work is done in teams with each person helping equally.

2. You can go anywhere appropriate to get what you need. Cameras and tape recorders can
be used. Notes on TV shows and hand-drawn maps and diagrams are acceptable.

3. Write down where you find all the information.

111. Follow-Up

After the scavenger hunt is complete, give each student a copy of the student sheet, "Evaluation Sheet
for Scavenger Hunt." Allow 5 minutes for teams to discuss the questions, then 10 minutes for each
student to complete the evaluation individually. (NOTE: An oral review is recommended.)

IV. Extensions

A. Have the students develop a list of actions to address some of the issues about which they have
learned.

B. Have the students write letters to politicians or others in decision-making positions.

RESOURCES

A Cotozen's Gpide to Plastics in the Ocean, Center for Marine Conservation, Washington, DC, 1988.
McRae-Campbell, Linda, The Ocean Crisis, Zephyr Press, Tucson, Arizona, 1990. 410

5-58

Student Sheet

ITEMS TO COLLECT AND CREATE

1. Collect two magazine articles that explain efforts to slow or stop development on the coastline. Have
written summaries. (15 points)

2. Create a chart that lists reasons to keep coastal areas natural. (10 points)

3. Watch a TV show about the problem of ocean pollution. Create a chart or poster that shows what you
learned. (10 points per program)

4. Make a chart that lists organizations that help fight ocean pollution. Include the names, addresses
and phone numbers. (10 points)

5. Choose one of these problems. Write a poem or song that includes at least five facts about the
problem. Mention in the song the need for finding ways to solve the problem. (20 points)

A. overgrowth of algae

B. contamination of shellf ish

C. destruction of food chains

D. overfishing

E. filling in coastal wetlands

6. Create a time line that shows the development of the U.S. coastline from 1950 to the present. (15
points)

7. Design a poster that informs others about ocean pollution. (15 points)

8. Make a list of five kinds of dangerous chemicals that are dumped into the ocean. Explain how the
chemicals are used. (110 points)

9. Design a bumper sticker which shows the need for protecting the oceans. (10 points)

10. Design an art project which would show garbage washing up on our beaches. (10 points)

11. Read and summarize (3 paragraphs) an article on the effects of plastics in the ocean. (15 points)

12. Make a mosaic of pictures showing the effects of ocean pollution. (10 points)

13. Make an "Ocean Alphabet Book" that describes the problem. Find one coastal fact for each letter of
the alphabet. (25 points)

14. Prepare and perform a skit for your class that includes at least 10 facts about ocean pollution. (15
points)

15. Create your own item for a scavenger hunt on ocean pollution. Get teacher approval and point value.

5-59

Student Sheet

EVALUATION SHEET FOR SCAVENGER HUNT

Name Date

Team Members

1. What information did you discover that was most important?

2. What was the most interesting thing you discovered? Why?

3. 'Which itern or activity gave you the most useful information? Why?

4. What did -you like best about this activity?

5. What Would you change about this activity?

6. While I was working on the scavenger hunt, helped me by.

7. If I were evaluating my scavenger hunt, I would say I have earned
because ...

8. If I were evaluating my team's scavenger hunt work, I would say we have earned
because...

5-60

COASTAL FOOD WEB

OBJECTIVES
Science
The student will do the following:
TIME:
1. Identity members of the coastal food web. 90-120 minutes

2. Label food web members as plants or animals MATERIALS:
(herbivores, carnivores). student sheets (included)
index cards
3. Construct coastal food chains and webs. masking tape (or pins)
marker
string or yarn
teacher sheet (included)

BACKGROUND INFORMATION

All life systems depend on green plants which use the energy of sunlight to produce sugars, fats, and
proteins. They are the ultimate food sources for all life. Green plants produce food. Animals must obtain
energy from either plants or other animals. Animals that eat plants are herbivores. Animals that eat other
animals are carnivores. Even organisms that breakdown dead plants and animals get their food direct ty
or indirectly from plants.

Plants and animals are linked by food relationships and form food chains. Food chains are linked together
into food webs. Decomposers are members of the web because when animals and plants die their
decomposed forms are broken down into essential nutrients that are used by green plants.

Terms

carnivore: a meat-eating organism.

food chain: animals and plants which have direct food relationships; energy passes through the food
chain.

food web: interrelated food chains; shows direct and indirect food relationships.

herbivore: a plant-eating organism or first level consumer.

ADVANCE PREPARATION

A. Write the name of each organism on the student sheet "Coastal Food Web Questions" separately
on index cards.

B. Photocopy the student sheets, one for each student.

5-61

C. Compile a small reference library so that the students can look up coastal plants and animals. 40
PROCEDURE

1. Setting the stage

'Share the background information with the students.

11. Activities

A. Review food chains with the students. Have them suggest some simple food chains, --)d let
volunteers role-play several food chains.

B. Give each student an index card with a coastal organism's name on ft.
1. Have each student cutout a picture of the organism (from the "Coastal Organisms'@ studed
sheet) and glue ft to the back of the index card.

2. Use masking tape or pins to attach each student's card to histher clothing.

C. Have the students make coastal food chains.

1 . Tell all the students with plant names to form a group.

2. Tell all the students with animal names to form a group.

3. Have the "animal" group divide itself into plant-eaters and meat-eaters. Tell the plant-eaters
they are "herbivores." Tell the meat-eaters they are "carnivores."

4. Have the students link hands with other students to form food chains.

D. Have the students make a coastal food web.

1 . Have all the students stand in a circle.

2. Hold up a ball of yam or string and tell them that it will represent the links in a food web--many
related food chains. Give the yam to a student.

3. Have the student tell what organism's name and picture is on his/her card, then throwthe yarn
to a classmate. HeIshe must hold on to the end of the yam.

4. The classmate will share the name and picture on his/her card and tell how the organism in
related to the first one. (NOTE: You may have to help with this.) He/she will hold onto tho
yam and throw the ball.
5. Repeat the process until all the students are holding onto the yam and a large web has been
created. This illustrates the interrelationships in the coastal ecosystem.

E. Have the students examine the student sheet "Coastal Food Pyramid." The pyramid illustrate@,;
the transfer of energy and other resources from food through food chains. Relate this to tho
activities above.

5-62

111. Follow-Up

A. Give each student a copy of the student sheet, "Coastal Food Web Questions." Have them
answer the questions, then discuss the answers with them.

B. Give each student a copy of the student sheet, "Coastal Crossword." Have them complete the
puzzle and let them check each other's papers.

IV. Extensions

A. Have students report on groups of these organisms and make sketches of lower members of the
food web, especially planktonic organisms.

B. Have a seafood festival and invite a grocery store to donate seafood iterns for a tasting party.

C. Give each student a copy of the student sheet, "Coastal Word Search," and have them find the
hidden words. The answers are provided on the accompanying key. (NOTE: You might let the
students look up definitions of unfamiliar terms for extra credit or enrichment.)

RESOURCES

"Estuaries and Tidal Marshes," U.S. Fish & Wildlife Service, Washington, DC, 1985.

Marine and Estuaries Ecolgoo Man and the Gulf of Mexico, Mississippi-Alabama Sea Grant Consortium,
University Press of Mississippi, Oxford, Mississippi, 1984.

5-63

Student Sh.-et
COASTAL FOOD PYRAMID 40

LARGE
CARNIVORES 005PREY
(0 KINCrISHE2-

MEDI UM SMALLMO(ATH 13ASS

eCHAIN'PICKEREL-

Q (DCR5C-K CHUS
SMALL
O&OL-Df---t@ SWINER
CARNIVORE-S
3 LARvA-
(p c o P5 po E)s
3
0(a) WAT-E:?, FLEAS
HERBIVORE5 7 M lDgE LAP-VA-
2 BLAC@< rL--@-
LARvA

G/ tq L G A E
eDIATOM
?RODUCEF,S SVAlRlA3LC- PoNMAXED
ODLACKVJEED
QEUGL-r=NA-
(f) WATE R L I L\@'
(2) C-00 N TA I L
y-

411

5-64

Student Sheet

COASTAL ORGANISMS

,ZZ,-

ell, @W

5-65

Student Sheet
COASTAL FOOD WEB OUESTIONS 40

1. Do plants make their own food? YES NO

2. Do animals make their own food? YES NO

3. Each of the following lists has one organism that diff ers from the rest. Cross off the one in each lisi
that does not belong. Then label the list "plants" or "animals."

bald cypress algae
crabs eelgrass
oyster mangrove tree
osprey alligator

sea bass beach grass
harbor seal wild rice
poison ivy sea oats
killer whale muskrat

4. In these lists there are plants, herbivores, and carnivores. Cross off the organism that does not belong
and label the list.

red fox wild celery
bald eagle palmetto
person deer
palm tree cattail

marsh hawk grasshopper
pelican rabbit
manatee mouse
blue heron turtle

5. Makeup two food chains using some of the organisms above. Each food chain must begin with a plart
and must have two animals. Write the words and draw arrows between them to make the food chains.

5-66

Student Sheet

COASTAL CROSSWORD

/,U - - 3.

Q@
Am

ACROSS

1. If you can't make your own food, you must be an

3. The animal that eats meat.

4. A- shows how food chains are related.

5. An animal that eats plants.

DOWN

2. If you make your own food, you must be a

4. A shows what plant is food for what animal and so on.

5-67

Student Sheet

COASTAL WORD SEARCH

Can you find the following terms associated with food chains?

biotic zooplankton snakes detritus
estuary radiant disease salinity
water tides carnivores herbivores
producers benthic decomposers marsh
algae striped bass crabs oyster borer
swans mink ducks oyster
catfish OWLS geese muskrat
food clam omnivores copepods

D H A S N M A B K D E U C F H J I E K R C 0 K T M B Q R Z
C L 0 P H I T L L B K T S K B H X S Q M 0 E K G B L G F W
W D C T M N C F H J P R A D I A N T Q B N C K E F J H N T
K L A T P H R H 0 B G M L N R C Z U F D S J E 0 1 L M S R
H E R B I V 0 R E S Z F G L T Q R A B F U A H J K Q X A L
B X T D G L T M U S K R A T P R R R D H M F J N D Z Q W C
T 0 M M P Y T W B P T F E C Y A F Y D B E N T H I C B L N
T P H H B R K Y E S R F C K C Q N D H S R H J K S Q X A L
D T X Z F 0 0 D Q F E R H Z A L G A P T B C K X E U I M M
C N R C F G Y D H X K 1 0 R R Z A Z 0 Y T L 0 X A R W D N
M C A T F I S H U T A T X L N M 0 M B X M L D P S H J F T
T M X G R H T P L C I X M M I H Z A U J F F G K E P A E I
S D A D G J E K L M E N 0 P V Q B R C M P Q F H J P X T X
K F B D E T R I T U S R X Z 0 W L S D P P D Q U N L 0 F B
P G C 0 U F G I X K M Q S T R P 0 H M M M P C B M J Y D B
A 0 Z K L P H I M C D B Q 0 E 0 M 0 1 D W X W S B H S C S
R B C 0 M N I V 0 R E S T F S A L I N I T Y A T S E T C H
H D I G 0 L E K U F C Q S B X N J S K Z I Z Z R X E E F W
W Z 0 0 P L A N K T 0 N D P M L T C Q B D T B I Q F R R S
Q S W R T B C K Z V M T U Y V D B P A K E V I P U T B J K
C B P C Q I T F J W P Z S P J S N A K E S A Z E W Q 0 L X
T B 1 0 T I C H M G 0 C L V K W 0 T B G R H T D F F R J G
A F 0 F W M K R H J S N T 0 0 A E M N G L X H B B P E M 0
E T V 0 V L N T A X E B T V M N F U Z G H K W A T E 1-- L G
X C M G Y J G M V B R I K B T S Q V W Y J 0 J S L X E 3 P
Z F K R B C D U C K S Q R H C L M H H J G E E S E L C R X

5-68

COASTAL WORD SEARCH Teacher Sheet
ANSWER KEY

Can you find the following terms associated with food chains?

D H A S N M A B K D E U C F H J I I K R C 0 K T M B Q R Z
C L 0 P H I T L L B K T S K B H X ! Q M 0 E K G B L G F W
WDCTMNCFHJPR---,@t-91-A@i'QBNCKEFJHNT
K L A T P H R H 0 B G M @'i N R C Z I F D S J E 0 1 L M S R
H 9 R B I V E) R Z F G L T Q R B F U A H J K Q X A L
B X T D G L T 11 U 6 K R k T- P R R D H M F J N ') Z Q W C
T 0 M M Y T W B P T F E C Y A F I D B E N Tr 14 1 G B L N
T P H H B K Y E S R F C K Q N D H S R H J K 3 Q X A L
D T X Z Q F E R H Z G A P T B K X U I M M
C N R C F G H X K 1 0 R I Z Z 0 Y T L X R W D N
M T A T X L 11 M 0 B X M L D H J F T
T M X G R H P L I x M M I H Z U J F F G K P A E I
S D A D G J K L M N 0 p y Q B C M P Q F H J X T X
KFBE9)fE3ITF,IiIFUS XZ()ITIVIE DPPDQUNL FB
P G C 0 U F G I X K M Q T 11, P 0 M M P C B M J B
A 0 Z K L P H I M C I) B Q 0 T 0 M 0 1 D W X W S> B H C
RBCOMtlf'V(5r-%-1,10-TFi*bi.i3E-'YA'-'SE CH
H D I G 0 L E K U F G Q S B X N J S ( Z - Z Z I X E F W
W-3 E) E) P E A N R T"@ @-N D P M L T C Q B I ) T B Q F R S
Q S W R T B C K Z V T U Y V D B P A K I V I U T J K
C B P C Q I T F J W Z S P J K B 6 A Z W Q L X
T B 1 e T H M G C L V K W 0 T B G R H T F F J G
A F 0 F W IM K H J N T 0 0 A E M N G L X H B P M 0
E T V 0 V L N T T V M 11 F U Z G H K T- 9 L G
X C M G Y J G M V I K B T 3 Q V W Y J 0 J L X D G P
Z F K R B C 15 u e M 5 Q R H C L M H H J L C R X
B C K Z V
N
0

P
M

T
M

X
R C
H

Z
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THE WATER SOURCEBOOK
GLOSSARY

GLOSSARY

abandoned well: any well (drinking water, oil and gas, etc.) which is not used for a long period of time,
is not maintained properly, and/or is not properly sealed when its useful life is over.

acidity: the strength (concentration of hydrogen [H+j ions) of an acidic substance; measured as pH.

acid min (oracid precipitation): rain with a pH of lessthan 5.6; resultsfrom atmospheric moisture mixing
with sulphur and nitrogen oxides emitted from burning fossil fuels; may cause damage to buildings,
car finishes, crops, forests, and aquatic life.

The Act to Prevent Pollution From Ships: legislation regulating the discharge of oil, noxious liquid
substances, or garbage generated during normal operations of vessels.

aeration: to expose to circulating air.

aerial photography: high altitude pictures taken from an aircraft or satellite.

aerobic: living or occurring in the presence of oxygen.

agriculture: the science, art, and business of cultivating the soil, producing crops, and raising livestock;
farming.

algal bloom: a heavy growth of algae in and on a body of water; usually results from high nitrate and
phosphate concentrations entering water bodies from farm fertilizers and detergents; phosphates
also occur naturally under certain conditions.

alum: as used in drinking water treatment, aluminum sulfate; added to water in drinking water treatment
facilities to cause dirt and other particles to clump together and fall to the bottom of settling basins.

amendments: revisions or changes (as to laws).

anaerobic bacteria: any bacteria that can survive in the complete or partial absence of air.

anthracite: the hardest grade of coal, having very high carbon content: may be used as a filter medium
in drinking water treatment.

Army Corps of Engineers: Branch of the U.S. Army; responsible for maintaining and regulating inland
waterways.

artesian well: a well in which the water comes from a confined aquifer and is under pressure. One type
of artesian well is a flowing well where waterjust flows or bubbles out of ground without being pumped.

aquacade: an entertainment spectacle of swimmers and divers, often performing in unison to the
accompaniment of music.

Aqua Lung: a trademark for a self-contained underwater breathing apparatus (scuba).

aquamarine: a transparent blue-green variety of beryl, used as a gemstone.

G-1

aquanaut: a person trained to live in underwater installations and conduct, assist in, or be a subjec@ of
scientific research. 40
aquaplane: a board on which one rides in a standing position while it is pulled over the water by a
motorboat.

aquarelle: a drawing done in transparent water colors.

aquarist: one who maintains an aquarium.
aquarium: a tank, bowl, or other water-filled enclosure in which living aquatic animals and, often, plants
are kept.
Aquarius: a constellation in the equatorial region of the Southern Hemisphere near Pisces and AqUila.
aquatic life: plants, animals, and microorganisms that spend all or part of their lives in water.
aqueduct: a conduit designed to transport water from a remote source, usually by gravity.
aquifer: an underground layer of unconsolidated rock or soil that is saturated with usable amounts of
water (a zone of saturation).
atmospheric transport: the movement of air pollutants from one region to another by wind; may be
hundreds of miles.

bacterial water pollution: the introduction of unwanted bacteria into a water body.

bay: a large estuarine system (e.g., Chesapeake Bay).
blocontrol agent: an organism used to control pests (e.g., lady bugs used to control aphids in a garden).
biodegradable: capable of being decomposed (broken down) by natural biological processes.
blosolids: solid materials resulting from wastewater treatment that meet government criteria for
beneficial use, such as for fertilizer.

blackwater: domestic wastewater containing human wastes.
blue baby syndrome: a pathological condition, called methemoglobinemia, in which blood's capacity for
oxygen transport is reduced, resulting in bluish skin discoloration in infants; ingestion of water
contaminated with nitrates or certain other substances is a cause.

bog: a poorly drained freshwater wetland that is characterized by a build-up of peat.

bottom lands: low-lying land along a waterway.
catch basin: a sedimentation area designed to remove pollutants from runoff before being discharged
into a stream or pond.
centrifugal force: the force that causes something to move outward from the center of rotation.
cesspool: a covered hole or ph for receiving untreated sewage. 411
chemical: relatedtothe scienceof chemistry; a substance characterized by adefinite chemical molecular
composition.

G-2

chemical pollution: introduction of chemical contaminants into a water body.

chlorination: water disinfection by chlorine gas or hypochlorite.

chlorine: a chemical element, symbol Cl, atomic number 17, atomic weight 35.453; used as a disinfectant
in drinking and wastewater treatment processes.

cholera: an acute, often fatal, infectious epidemic disease caused by the microorganism Vibrio comma,
that is characterized by watery diarrhea, vomiting, cramps, suppression of urine, and collapse.

Clean Water Act: water pollution control laws based upon the Federal Water Pollution Control Act of 1972
with amendments passed in 1977, 1981, and 1987; main objective is to restore and maintain the
"chemical, physical, and biological integrity of the Nation's waters."

coliforms: bacteria found in the intestines of warm-blooded animals; used as indicators of fecal
contamination in water.

communities: related groups of plants and animals living in specific regions under relatively similar
conditions.

compost: an aerobic mixture of decaying organic matter, such as leaves and manure, used as fertilizer.

The Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA or
Superfund): legislation passed in 1980 and amended in 1986 by the Superfund Amendments and
Reauthorization Act (SARA); provides for short-term actions called removal actions in response to
accidents and improper handling of hazardous materials which pose an immediate threat to human
health and safety. It also provides for long-term actions called remedial actions for cleanups of other
sites which pose no immediate threat to public safety.

cone of depression: the cone-shaped area formed when the spaces in the rock or soil are emptied as
water is withdrawn from a well.

confined aquifer (artesian aquifer): an aquifer with a dense layer of compacted earth material over it
that blocks easy passage of water.

conservation farming: the management of farm activities and structures to eliminate or reduce adverse
environmental effects of pollutants and conserve soil, water, plant, and animal resources.

constructed wetlands: wetlands that are designed and built similar to natural wetlands; some are used
to treat wastewater. Constructed wetlands for wastewater treatment consist of one or more shallow
depressions or cells built into the ground with level bottoms so that the flow of water can be controlled
within the cells and from cell to cell. Roots and stems of the wetland plants form a dense mat where
biological and physical processes occur to treat the wastewater. Constructed wetlands are being
used to treat domestic, agricultural, industrial, and mining wastewaters.

contaminate: to make impure (not pure) by contact or mixture; to introduce a substance intothe air, water,
or soil that reduces its usefulness to humans and other organisms in nature.

contaminant: an impurity,that causes air, soil, orwaterto be harmful to human health orthe environment.

cooling towers: a towerlike device in which atmospheric air circulates and cools warm water, generally
by direct contact (evaporation).

corrosivity: ability to dissolve or break down certain substances, particularly metals.

G-3

"cradle to grave": phrase used to describe regulations that are part of the Resources Conservation and
Recovery Act (RCRA), which requires that hazardous wastes be tracked from their points of origin
to their proper disposal; these regulations are designed to protect groundwater, as well as other
resources, from contamination by improper treatment, storage, and disposal of solid wastes and are
aimed at onding irresponsible "midnight dumping."

cumulative: increasing or enlarging by successive addition; acquired by or resulting from accumulation.

debris: dead organic material (leaves, twigs, etc.) and sediment.

decompose: -to decay or rot; a result of microbial action.

do-foaming agents: chemicals that are added to wastewater discharges to prevent the water from
foaming when it is discharged into a receiving water body.

degradable: capable of decomposition; chemical or biological.

depression storage: the storage of water in low areas such as puddles, bogs, ponds, and wetlards.

desalination: the purification of saft or brackish water by removing the dissolved salts.

detergent: a synthetic cleansing agent resembling soap; has the ability to emulsify oil and remove dirt;
contains surfactants that do not precipitate in hard water.

digestion: decomposition of organic waste materials by the action of microbes; the process of sewage
treatment by the decomposition of organic matter.

discharged: released into a water body.

disinfect (disinfected): to cleanse of harmful microorganisms.

dissolved oxygen (DO): oxygen gas (0 2) dissolved in water.

dissolved solids: materials that enter a water body in a solid phase and dissolve in water.

distribution box: a place where one pipe or line enters and exits through several pipes or lines; they are
used in municipal drinking water systems to distribute water to homes, in municipal wastewater
systems to retrieve wastewater, and by electric companies to distribute power.
divining rod: a forked branch or st.ick used in an attempt to locate subterranean water or minerals; it is
said to bend downward when held over a source.

downstream- in the direction of a stream's current.

dowsing: to use a divining rod in an attempt to find underground water or minerals.

drainage basin: an area drained by a main river and its tributaries.

drainage system: a network formed by a main river and its tributaries.
drainfield: the part of a septic system where the wastewater is released into the soil for absorption and
filtration. 411
dredging: the cleaning, deepening, or widening of a waterway using a machine (dredge) that removes
materials using a scoop or suction device.

G-4

duck stamp: required, for a fee, of all duck hunters over age 16 by the U.S. Fish and Wildlife Service;
a conservation program aimed at preserving wetlands.

ecosystem: an ecological community together with its physical environment, considered as a unit.

effluent: waste material, such as water from sewage treatment or manufacturing plants, discharged into
the environment.

electroplating: to coat or cover with a thin layer of metal using electricity.

elements: substances such as iron, sodium, carbon, nitrogen, and oxygen with distinctly different atoms
which serve as some of the 108 basic building blocks of all matter.

The Emergency Planning and Community Right-to-Know Act of 1986 (SARA Title 111): law requiring
federal, state and local governments and industry which are involved in either emergency planning
and/or reporting of hazardous chemicals to allow public access to information about the presence of
hazardous chemicals in the community and releases of such substances into the environment.

emission: a substance discharged into the environment.

endangered animal species: a species of animal identified by off icial federal and/or state agencies as
being faced with the danger of extinction.

environment: the sum of all external conditions and influences affecting the development and life of
organisms.

Environmental Protection Agency (EPA): the U.S. agency responsible for efforts to control air and
water pollution, radiation and pesticide hazards, ecological research, and solid waste disposal.

epidemic diseases: diseases that spread rapidly and extensively by infection among many individuals
in an area.

estuarine intertidal emergents: herbaceous vegetation that grows in saltwater marshes.

estuarine Interfidal forested/shrub: a saltwater wetiand containing larger woody plants.

estuarine intertidal unconsolidated shores: beaches and sand bars.

estuarine subtidal: a habitat of open water and bay bottoms continuously covered by salt water.

estuarine unconsolidated bottom habitats: sandy bottom area in open water estuaries.

estuary: the area where a river empties into an ocean; a bay, influenced by the ocean tides, resulting
in a mixture of salt water and fresh water.

eutrophic: pertaining to a lake containing a high concentration of dissolved nutrients; often shallow, with
periods of oxygen deficiency.

Outrophication: a naturally occurring change that take place after a water body receives inputs of
nutrients, mostly nitrates and phosphates, from erosion and runoff of surrounding lands; this process
can be accelerated by human activities.

G-5

evaporate: to convert or change into a vapor with the application of heat. 411
evapotranspiration: combination of evaporation and transpiration of water into the atmosphere from
living plants and soil.
Federal Water Pollution Control Act (Clean Water Act): the law to restore and maintain the "chemical,
physical, and biological integrity of the Nation's waters."

feedlots: confined areas where livestock are quartered and fed, often these are holding areas when-
animals are fattened-up prior to being shipped to market.
fertilizer: an, one of a large number of natural and synthetic materials, including manure and nitrogen,
Y
phosphorus, and potassium compounds, spread or worked into the soil to increase its fertility.

fill: material added to a wetland area to make it suitable for building.

filtration: the process of passing a liquid or gas through a porous article or mass (paper, membrane.,
sand, etc.) to separate out matter in suspension.
fish kill: the sudden death of fish due to the introduction of pollutants or the reduction of the dissolvei
oxygen concentration in a water body.

flood conveyance: the transport of floodwaters downstream with minimal, if any, damage.

fluoride: a binary compound of fluorine with another element; added to drinking water to help prE.,vent
tooth decay.
food chain: a succession of organisms in a community that constitute a feeding order in which food
energy is transferred from one organism to another as each consumes a lower member and in turn
is preyed upon by a higher member.
fosslifuel: a hydrocarbon fuel, such as petroleum, derived from living matterof a previous geologic tirrm.
fresh water: water containing an insignif icant amount of safts, such as in inland rivers and lakes..
gaining streams: streams that appear from the ground or cracks in rocks because they are flowing
directly out of an aquifer.

grade: the slope of the surface of the earth.
green zones: areas along river- and streambanks, wetlands, lakes, and ponds where there is high
productivity and diversity.
greywater: domestic wastewater that does not contain human wastes such as tub, shower, or washing
machine water.
groundwater: water that inf iltrates into the earth and is stored in usable amounts in the soil and rock below
the earth's surface; water within the zone of saturation.

hardness: the amount of calcium carbonate dissolved in water.
hazardous chemicals: chemical compounds that are dangerous to human health and/or the environ-
ment. 411

G-6

heavy metals: metallic elements (e.g. cadmium, chromium, copper, lead, mercury, nickel, and zinc)
which are used to manufacture products; they are present in some industrial, municipal, and urban
runoff .

herbaceous: describes animals that are strictly plant-eating.

holdingpond: an animal waste treatment method which uses a shallow pond toternporarily store animal
wastes for land application.

holding tanks: a container where wastewater is stored before it is removed for treatment; confined
livestock operations have holding tanks to store animal wastes for land application at a later time.

hydroelectric: that generation of electricity which conveys the energy of running water into electric
power.

hydrogen sulfide gas (H 2S): a flammable, toxic, colorless gas with an offensive odor (similar to rotten
eggs)-

Induced recharge: replenishing a water body or aquifer by transporting water from somewhere else and
putting it into the water body or aquifer.

Industrial pollution: pollution caused by industry.

Infiltration: the gradual downward flow of water from the surface of the earth into the soil.

injection wells: a well in which fluids (such as wastewater, saltwater, natural gas, or used chemicals)
are injected deep in the ground for the purpose of disposal or to force adjacent fluids like oil into the
vicinity of oil producing wells.

Inorganic nitrogen: nitrogen not derived from organic matter.

inorganic phosphorus: phosphorus not derived from organic matter.

Irrigation: to supply (dry land) with water by means of ditches, pipes, or streams.

karst: a topography formed over limestone, dolomite, or gypsum and characterized by sinkholes, caves,
and underground drainage.

lacustrine: refers to lake or river habitats.

lagoon: as a wastewater treatment rriethod, an animal waste treatment method which uses a deep pond
to treat manure and other runoff from a livestock operation, may be aerobic or anaerobic (both use
bacteria to break down wastes).

landfill: a large, outdoor area for waste disposal; landfills where waste is exposed to the atmosphere
(open dumps) are now illegal; in "sanitary" landfills, waste is layered and covered with soil.

land use: how a certain area of land is utilized (e.g., forestry, agriculture, urban, industry).

leachate: the liquid formed when water (from precipitation) soaks into and through a landfill, picking up
a variety of suspended and dissolved materials from the waste.

leaking underground storage tank (LUSI): an underground container used to store gasoline, diesel
fuel, home heating oil, or other chemicals that is damaged in some way and is leaking its contents into
the ground; may contaminate groundwater.

G-7

legislation: a. proposed or enacted law or group of laws.

limiting factor: a factor whose absence exerts influence upon a population and may be responsible for
no growth, limited growth (decline), or rapid growth.

liner: a clay or plastic material placed between garbage and soil in a landfli I to prevent rotting garbage
from coming in contact with groundwater.

losing streams: streams which seem to disappear because they flow into an aquifer.

marine lntertldal: a coastal saltwater wetland flooded by tidewaters.

The Marine Protection, Research, and Sanctuaries Act of 1972 (Ocean Dumping Act): legislation
regulating the dumping of any material in the ocean that may adversely affect human health, marine
environrnents, or the econornic potential of the ocean.

marsh: an area of low-lying wetland.

maximum contaminant levels: the highest content levels of certain substances allowable by law for it
water source to be considered safe.

membrane: a soft pliable sheet or layer, often of plant or animal origin.

mercury: a poisonous metallic element, Hg, atomic number 80, atomic weight 200.59, existing at room
temperature as a silvery, dense liquid.

Mesopotamians: people from the ancient country of Mesopotamia located in southwest Asia between
the Tigris and Euphrates rivers.

microbial digestion: breakdown and use of a substance by microorganisms.

microbiology: the science and study of microorganisms, including protozoans, algae, fungi, bacteriei,
and viruses.

microorganisms: organisms too small to be seen with the unaided eye, including bacteria, protozoans,
yeasts, viruses, and algae.

midnight dumping: a term used for illegal disposal of hazardous wastes in remote locations often at
night, hence the term "midnight."

mill tailings: rock and other materials removed when minerals are mined; usually dumped onto the
ground or deposited into ponds.

miscible: capable of being mixed.

monitoring: scrutinizing and checking systematically with a view to collecting data.

mulch: a protective covering of various substances, especially organic; placed around plants to prevent
evaporation of moisture and freezing of roots and to control weeds.

municipality: a political unit, such as a city or town, incorporcited for local self-government.
municipal sewage: sewage originating from urban areas (not industrial). 411

G-8

National Environmental Policy Act of 1969 (NEPA): law that requires environmental impact
statements be submitted for any major construction projects that uses U.S. federal money.

National Pollutant Discharge Elimination System (NPDES): part of the Clean Water Act requiring
municipal and industrial wastewater treatment facilities to obtain permits which specify the types and
amounts of pollutants that may be discharged into water bodies.

national water quality standards: maximum contaminant levels for a variety of chemicals, metals, and
bacteria set by the Safe Drinking Water Act.

nitrates: used generically for materials containing this ion group made of nitrogen and oxygen (NO,-);
sources include animal wastes and some fertilizers; can seep into groundwater; linked to human
health problems, including "blue baby" syndrome (methemoglobinemia).

nitric acid (HNOJ: a component of acid rain; corrosive; damages buildings, vehicle surfaces, crops,
forests, and aquatic life.

nonbkxlegradable: not biodegradable.

non-compliance: not obeying all the federal and state regulations that apply.

non-permeable surfaces: surfaces which will not allow water to penetrate, such as sidewalks and
parking lots.

nonpoint source pollution (NPS): pollution that cannot be traced to a single point, because it comes
from many individual places or a widespread area (e.g., urban and agricultural runoff).

nutrient: an element or compound, such as nitrogen, phosphorus, and potassium, that is necessary for
plant growth.

The Oil Pollution Act: legislation that imposes substantial penalties and liability for oil spills in the ocean;
violators are responsible for the cost of the cleanup and restoration of natural resources.

organism: any living being; plants and animals.

oxygen depletion: the reduction of the dissolved oxygen level in a water body.

package plants: a small, semi-portable prefabricated wastewater treatment system that services an
apartment complex, trailer park, camp, or self-contained business that is not connected to a city sewer
system and is not on a she appropriate for a septic system.

palustrine aquatic beds: inland areas which contain floating or submerged aquatic vegetation.

palustrine emergents: plants growing in inland marshes and wet meadows.

palustrine forested: inland areas such as forested swamps or bogs.

palustrine shrub: inland wetland area with shrub growth.

palustrine unconsolidated bottom: muddy bottom of open water ponds.

percolate: to drain or seep through a porous substance.

permeability: the property of a membrane or other material that permits a substance to pass through
ft.

G-9

pesticide: any chemical or biological agent that kills plant or animal pests; herbicides, insecticides,
fungicides., rodenticides, etc., are all pesticides. 41D
petroleum products: products derived from petroleum or natural gas.
pH: a measure of the concentration of hydrogen ions in a solution; the pH scale ranges f rom 0 to 14, where
7 is neutral and values less than 7 are acidic and values greater than 7 are basic or alkaline; pH is
an inverted k>garithmic scale so that every unit decrease in pH means a I 0-fold increase in hydrogen
ion concentration. Thus a pH of 3 is 10 times as acidic as a pH of 4 and 100 times as acidic as a pH
of 5.

phosphate: WSSCI gene ricalty for materials containing a phosphate group (PO,11-); sources include some,
fertilizers and detergents; when wastewater containing phosphates is discharged into sufface
waters, these chemicals act as nutrient pollutants (causing overgrowth of aquatic plants).

plankton: minute animal and plant life in a body of water.
point source pollution: pollution that can be traced to a single point source, such as a pipe or culvert
(e.g., indLIStrial and wastewater treatment plant discharges).
pollutant: an impurity (contaminant) that causes an undesirable change in the physical, chemical, or
biological characteristics of the air, water, or land that may be harmful to or affect the health, survival,
or activities of humans or other living organisms.
pollution: contaminants in the air, water, or soil that cause harm to human health or the environrTieni.
porosity: the propertyof being porous, having pores; the ratio of minute channels oropen spaces (pores)
to the volume of solid matter.

precipitation: water droplets or ice particles condensed from atmospheric water vapor and suff iciently
massive to fall to the earth's surface, such as rain or snow.

primary treatment: the f irst process in wastewater treatment which removes settled or floating solids.

pristine: describes a landscape and/or a water body remaining in a pure state.

privy: an outhouse; a latrine.

quadrillion: the cardinal number represented by 1 followed by 15 zeros.

radioactive: having the property of releasing radiation.

radioactive pollution: the introduction of a radioactive material.
radon: a colorless, radioactive, inert gaseous element (atomic number 86) formed by the radioactive
decay of radium; exposure to high levels causes cancer.

recharge: replenish a water body or an aquifer with water.
recharge areas: an area where water flows into the earth to resupply a water body or an aquifer.
reclaim: to return to original condition. lip
red tide: a reddish discoloration of coastal surface waters due to concentrations of certain toxin-
producing algae.

G-1 0

reforestation: replanting trees and establishing a forest after forest harvesting or destruction.

regulation: a governmental order having the force of law.

reservoir: a body of water collected and stored in a natural or artif icial lake.

Resource Conservation and Recovery Act (RCRA): legislation passed in 1976 aimed at protecting the
environment, including waterways, from solid waste contamination either directly, through spills, or
indirectly, through groundwater contamination.

restoration: reestablishing the character of an area such as a wetland or forest; cleaning up a
contaminated area according to specifications established by the U.S. Environmental Protection
Agency.

reverse osmosis: a process where water is cleaned by forcing water through an ultra-fine semi-
permeable membrane which allows only the waterto pass though and retains the contaminants; these
filters are sometimes used in tertiary treatment and to pretreat water in chemical laboratories.

ridge planting: a conservation farming method where seeds are planted in ridges which allows warmer
soil temperatures and traps rainwater in the furrows between the ridges.

riparian area: the area along a waterway.

river: a large natural stream emptying into an ocean, lake, or other water body.

riprap: large rocks placed along the bank of a waterway to prevent erosion.

riverine habitats: tidal and non-tidal river systems that feed into wetlands.

The Rivers and Harbors Act of 1899: legislation regulating the discharge of refuse of any kind into
navigable waters.

rough (scavenger) fish: non-sport species of fish that tolerate polluted water.

runoff: water (originating as precipitation) that flows across surfaces rather than soaking in; eventually
enters a water body; may pick up and carry a variety of pollutants.

Safe Drinking WaterAct: a regulatory program passed by the U.S. Congress in 1974 to help ensure safe
drinking water in the United States; sets maximum contaminant levels for a variety of chemicals,
metals, and bacteria in public water supplies.

saline Intrusion: the salt water inf iltration of freshwater aquifers in coastal areas, when groundwater is
withdrawn faster than it is being recharged.

salt water: water associated with the seas distinguished by high salinity.

saturated zone: underground layer in which every available space is filled with water.

secondary treatment: the wastewater process where bacteria are used to digest organic matter in the
wastewater.

sediment: insoluble material suspended in water that consists mainly of particles derived from rocks, soil,
and organic materials; a major nonpoint source pollutant to which other pollutants may attach.

G-1 1

sediment pollution: the introduction of sediment into a water body. 411
sediment pond: a natural or artificial pond for recovering the solids from effluent or runoff.
septic system: a domestic wastewater treatment system (consisting of a septic tank and a soil absorption
system) into which wastes are pipW directly from the home; bacteria decompose the waste, sludge
settles to the bottom of the tank, and the treated eff luent flows out into the ground through drainage
pipes.
settling tank: a vessel in which solids settle out of water by gravity during drinking and wastewater
treatment processes.

sewage contamination: the introduction of untreated sewage into a water body.
sower system: an underground system of pipes used to carry off sewage and surface water runoff.
silage: livestock food prepared by storing and fermenting green forage plants in a silo.
sinkhole: a natural depression in a land surface connected to a subterranean passage, generally
occurring in limestone regions and formed by solution or by collapse of a cavern roof.

slough: a stagnant swamp, marsh, bog, or pond, esp. as a part of a bayou, inlet, or backwater.
sludge: solid matter that settles to the bottom of septic tanks or wastewater treatment plant sedirrien-
tation; must be disposed of by bacterial digestion or other methods or pumped out for land disposal
or incineration.

solar radiation: radiation emitted by the sun.
solvent: a liquid capable of dissolving another substance (e.g., paint thinner, mineral spirits, and water).

stormwater ninoff: surface water runoff that flows into storm sewers.

stream use classification: a system for classifying streams according to the intended use of the water
(e.g., recreation, industrial cooling, irrigation).
strip mine: an open mineral mine (e.g., coal, copper, zinc, etc.) where the topsoil and overburden is
removed to expose and extract the mineral.

substance: a, material of a particular kind or constitution.

suffocate: to die due to the lack of oxygen.
sulfuric acid: the acid (H 2SO,) formed when sulfur oxides combine with atmospheric moisture; a major
component of acid rain.
surfacewater: precipitation that does not soak into the ground or return to the atmosphere by evaporation
or transpiration, and is stored in streams, lakes, wetlands, reservoirs, and oceans.
swamp: land having soils saturated with water for at least part of the year and supporting nalural
vegetation of mostly trees and shrubs.
temperate climates: climates that are neither hot nor cold; mild. 411

G-1 2

terrain: the characteristic features of a tract of land's surface; topography.

thermal pollution: the increase in temperature of a body of water due to the discharge of water used as
a coolant in industrial processes or power production; can cause serious damage to aquatic life.

toilet dam: a device that is placed inside the tank portion of a toilet to reduce the amount of water the tank
will hold by partitioning off part of the tank.

toxic: having the characteristic of causing death or damage to humans, animals, or plants; poisonous.

toxicchomical: a chemical with the potential of causing death or damage to humans, animals, or plants;
poison.

toxin: any of various poisonous substances produced by certain plant and animal cells, including
bacterial toxins, phylotoxins, and zootoxins.

transpiration: direct transfer of water from the leaves of living plants or the skins of animals into the
atmosphere.

treatment plant: facility for cleaning and treating fresh water for drinking, or cleaning and treating
wastewater before discharging into a water body.

turbidity: the cloudy or muddy appearance of a naturally clear liquid caused by the suspension of
particulate matter.

turbine: a device in which a bladed wheel is turned by the force of moving water or steam; connected
by a shaft to a generator to produce electricity.

typhoid (fever): an acute, highly infectious disease caused by the typhoid bacillus, Salmonella typhosa,
transmitted by contaminated food or water and characterized by bad rashes, high fever, bronchitis,
and intestinal hemorrhaging.

ultraviolet light: light waves having energy greater than visible light and less than x-rays; a component
of sunlight not visible to the human eye.

unconfined aquifer: an aquifer without a confining layer above it; the top surface of water in an
unconf ined aquifer is the water table.

underground storage tanks: large tanks buried underground for storing liquids (e.g., gasoline, heating
oil); potential source of groundwater contamination 0 the tanks leak.

unsaturated zone: an area underground between the ground surface and the water table where the pore
spaces are not filled with water, also know as the zone of aeration.

upstream: toward the source of a stream or current.

wastewater: water that has been used for domestic or industrial purposes.

wastewater treatment: physical, chemical, and biological processes used to remove pollutants from
wastewater before discharging it into a water body.

waterborne disease: a disease spread by contaminated water.

water conservation: practices which reduce water use.

G-13

water quality criteria: the degree of water quality needed to support a designated use for a body of water. 40
watershed: Isind area from which water drains to a particular water body.

well: a deep hole or shaft dug or drilled in the ground to obtain water, oil, gas, or brine.

wellhead: the area of land surrounding drinking water wells which contributes water to the aquifer
supplying the well.

wellhead contamination: the addition of substances to the area of land surrounding a water well which
reduces the well's water quality and prevents its use unless the water is treated.

wellhead protection area: the surface and subsurface areas surrounding a water well or well field
supplying 13 water system.

wetlands: areas that, at least periodically, have waterlogged soils or are covered with a relatively shallow
layer of water.

"riscaping: landscaping technique designed to minimize the need for watering.

G-14

rn
m

THE WATER SOURCEBOOK
FACTSHEETS

THE WATER CYCLE

Water is perhaps the ultimate example of recycling. Water constantly renews its purity by cycling itself
f rom a liquid (or a solid) into vapor and back again. The change to a vapor removes most impurities and
allows water to return to Earth in its clean form.

The study of water, or hydrology, startswith the watercycle, orthe process by which water renews itself.
Since the cycle is continuous, it doesn't really have a beginning, but a convenient place to start studying
it is with precipitation (rain, snow, sleet and hail). When precipitation falls to earth, several things can
happen. It can be absorbed into the soil. This is called Infiltration. This process allows water to seep
into the earth and be stored underground as groundwater. Precipitation can also become runoff , f [owing
into rivers and streams. Water can evaporate, or it can be returned to the atmosphere by transpiration
throughplants. Since it is often diff icult to separate these two processes, they are often lurnp ed together
and called evapotranspiration.

Precipitation can also be stored. An ice cap is a form of storage. In temperate climates, water is found
in depression storage or surface water-puddles, ditches, and anywhere else that runoff water can
gather. This is a temporary form of storage. Water will evaporate from the surface and will infiltrate into
the ground below ft. It will be absorbed by plants and transpired back into the air. ft will f lowto other areas.
This "cycling" of water is continuous.

A number of factors such as soil type, slope, moisture conditions, and intensity of storm event affect how
water travels through this cycle. For example, when rain falls, some of ft will inf iftrate into the ground, but
this rate of infiltration may be fast or slow. If the soil is already wet and saturated, much of the rain will
become runoff. If the soil has low moisture content, a large percentage of it may be absorbed. The type
of soil will also impact the rate of inf iftration. Clay or packed soil allows little water to seep in. Sandy or
loose soils allow more infiltration.

The rate of rainfall is a factor to consider. If rain is hitting the ground faster than ft can infiltrate, it becomes
runoff. The grade or slope can also influence runoff. Water infiltrates very little on steep grades. Man-
made structures can reduce inf iftration even farther. Virtually no water inf iftrates through paved roads and
parking lots, so almost all of it becomes runoff. This affects the entire water cycle.

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WATERSHEDS

Watersheds have a big impact on the water cycle. A watershed, also called a drainage basin, is the area
in which all water, sediments, and dissolved materials drain from the land into a common body of water,
such as a river, lake orocean. A watershed encompasses not onlythe water but the surrounding land from
which the water drains. This can be an area as large as the Mississippi River drainage basin or as small
as a backyard.

A watershed may be eithera large or small area, and its characteristics can greatly affect how waterflows
through the watershed. For example, the flow in a particular stream may fluctuate dramatically with rainfall
because of the characteristics of the watershed. Heavy storms may cause streams to rise rapidly. Human-
made features of the watershed like darrLs or large paved areas can change stream flow and after the
watershed. If the topography is steep, changes in stream flow due to runoff can be significant.

In some watersheds, stream flow may take a long time to respond to rainfall runoff. On heavily vegetated,
relatively flat terrain, infiltration is great, or runoff is slowed by vegetation. Eventually, however, runoff will
make its way through the watershed and become stream flow. In these areas, stream flow will rise slowly,
but also recede slowly.

The stream flow characteristics of a watershed can be a key to evaluating the quality of the water in the
watershed. Streams start out in higher elevations, and f low downward, eventually finding their way to the
sea. But they don't travel in straight lines. Their paths vary. The terrain may be steep in some areas,
causing rapid flow, and flat in other areas, allowing the water to get deeper and spread out. Thesegrade
changes create different habitats in the stream which support different forms of life and change the quality
of water in the watershed.

Water quality is critically impacted from everything that goes on within the watershed. Mining, forestry,
agriculture, and construction practices, urban runoff from streets, parking lots, chemically treated lawns,
and gardens, and failing septic systems, and improperly treated municipal sewage discharges all affect
waterquality. Reducing pollution and protecting water quality requires identifying, regulating, monitoring,
and controlling potential pollutants. Some examples of control practices include protecting streambanks
and shorelines by maintaining vegetated buffer strips, treating all wastes to remove harmful pollutants,
or using grass-lined catchment basins in urban areas to trap sediment and pollutants.

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THE COMMUNITY WATER
ENVIRONMENT

Community water environments, have their own water"cyclewithin a cycle"based on the factors within
the community that affect water uses and flow,

Rainfall, soil composition, terrain, large surface bodies of water, man-made structures, pollution sources,
surface water, weather patterns, and other factors can all have an impact on the "community" water
environment. For example, a desert community may have a water environment with very little rainfall,
while a marine coastal climate like the Northwest will see months of rain. An urban community will have
its water environment affected by fast runoff due to paved areas, high water consumption due to large
populations, water contaminants from industrial operations, urban runoff, domestic sewage, and
construction. A rural area may have its water environment affected by lakes and streams that put large
amounts of water into the air through evaporation or forests that contribute water vapor through
evapotranspiration. Agriculture can use large amounts of water for irrigation and to water livestock or
potentially pollute the rural water environment with fertilizers and pesticides if improperly applied or animal
wastes if improperly managed.

In most urban communities, water is withdrawn from either a surface water body like a lake, reservoir, or
stream or from a underground aquifer. This water is usually treated at a drinking water treatment plant
and distributed to indiMual homes, businesses, and industries through a vast network of underground
pipes. Water is then used by citizens, businesses, and industries and the used water either flows into a
drain and travels to a wastewater treatment plant though a network of sewer pipes or is deposited onto
the ground. For example, water used to wash the car or water the lawn may either soak into the ground
or flow over the earth and run into nearby water body or a network of storm drains which flow into a nearby
water body. Some storm drains are connected to wastewater treatment plants. At the wastewater
treatment plant, most pollutants are removed and the treated water is released into a nearby surface water
body and the cycle begins again.

In rural areas, water is usually withdrawn directly f rom the ground through a well and piped into the house
and other buildings via a network of pipes. Used water is either deposited onto the ground where is soaks
in or runs off or it f lows through pipes into a septic tank. Wastewater in the septic tank undergoes treatment
and flows from the tank into a series of pipes called a drainfield where it percolates into the soil.

I n both urban and rural communities the pri mary source of water is f rom precipitation which is e ither stored
as surface water or groundwater. In special cases, some communities store water in water towers.

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WATER QUALITY

Every time water completes its cycle from vapor to liquid or solid and back to vapor again, its quality is
renewed. However, water quality can be damaged by any number of pollutants in the air, on land, or from
other water supplies. The amount of water available for use depends on its quality, and the availability of
water dictates where we can live, build cities, and create industry.

On the average, every American uses about 150 gallons of water a day. That makes daily water
consumption inthe United States alone over 372 billion gallons perday. It's no wonderthat in some highly
populated areas, water supplies are getting tight. Some areas, such as Southern California, have water
conservation laws in effect to manage limited water supplies.

Each time we use water, we change its quality by adding substances to ft. These materials are such things
as municipal sewage, toxic chemicals, solvents, automotive oils, fertilizers, detergents, pesticides, and
even extra heat. Some materials, even in small quantities, can damage water quality to the point to make
ft unusable. A single quart of motor oil, for example, could pollute as much as 250,000 gallons of water.

WATER QUALITY STANDARDS

Water may have different quality "standards," depending on its use. Water can be of high enough quality
for livestock to drink but not be pure enough for humans to consume. Or water may provide a fine
environment for bass, bluegill and other lake f ish while not having enough oxygen content to support trout.
Water quality is often in the "eye of the beholder."

Laws involving water quality date back as far as 1914. The first Federal law dealing exclusively with water
quality was passed in 1948. Under this law, the states retained primary responsibility for water quality
standards and protection. The Federal government supplied money primarily for research. The law
provided only weak punishments for offenders. During the 1960s, amendments provided for Federal
water quality standards, Federally approved state standards, and increased funding for research.
However, as water pollution increased in many areas of the country, public concern resulted in passage
of three more very important environmental laws.

The National Environmental Policy Act of 1969 (NEPA) required states to improve water quality through
their own water resources agencies. The Federal Water Pollution Control Act (Clean Water Act) which
was passed in 1972 and amended in 1977 and 1982, providesthe basis for water quality standards today.
In 1974, Congress passed The Safe Drinking Water Act (SDWA), which requires public drinking water
systems to provide water treatment, monitor drinking water to ensure proper quality, and notify public of
contamination problems. The Environmental Protection Agency is responsible for establishing quality
standards and enforcing SDWA.

LAND USE AND WATER QUALITY

Land use can have a tremendous effect on water quality. Farmlands can be the source of sediment,
fertilizer, pesticides, and animal waste pollution. When forests are cut down, they can be major sources
of sediment pollution. Cities pose numerous water quality problems due to the demand for clean water,
industrial and commercial pollutants, and human and pet wastes, and urban runoff from lawns and paved
areas.

F-7

So it's important that when we decide to use land for a specific purpose, we take into account waterquality,
not just in the immediate area but within the whole watershed. This means considering the amount of
water avaiWe as well as how it must be processed before and after use. For example, crops require 40
tremendous amounts of water. If there's not enough rainfall to support crop growth, they must be irrigated,
which means transporting water from lakes, streams, or wells. Irrigation may require so much water that
aquatic life in lakes and streams may be adversely impacted, or the water table may be lowered, causing
wells and wetlands to dry up. Another good example is the case of a computer chip manufacturer in
California. The manufacturing plant may take great care to avoid discharging dangerous pollutants, but
still come under attack by environmentalists forthe amount of water it uses in an area where water supplies
are severely limited.

Certain land use practices can minimize negative impacts to the environment. For example, planting trees
and other vegetation to protect soil and reduce erosion, fencing livestock to prevent access to streams,
properly treating animal wastes, minimizing use of fertilizers and pesticides, properly treating all waste!
products from industries, using less harmful chemicals and other products in homes, businesses, and
industries, and reducing, recycling, and reusing commercial products can all help reduce water pollution,

F-8

WATER POLLUTION

Water has the remarkable ability to renew and cleanse itself. If you deposit waste materials into a river,
they eventually settle out, break down or become so diluted in the flow that they pose no real problem.-
unless the amount of materials dumped is too great. That's the big problem: our society has too many
waste materials, and unless they are managed, they cause water pollution.

There are a number of sources of water pollutants. These can be classified into two main categories: point
source pollution and nonpoint source pollution. The difference between the two types is simple. Point
source pollution is any type of pollution that can be identified as coming f rom a clear, easy-to-spot source.
This may be a factory, a previously polluted stream, or other source that is obviously causing pollution.
Point source pollution problems are often simpler to control because it's easier to see the cause of the
pollution and to do something about ft.

Nonpoint source pollution problems are more difficult to resolve because they often cannot be traced to
one specific location. Nonpoint source pollution includes sediment from rainwater runoff or fertilizer
pollution as storms wash nutrientsfromf ields. Nonpoint source pollution can be runoff f rom animal wastes,
construction sites or mines, and leachate f rom landfills. Nonpoint source pollution could even be acid rain
from atmospheric pollutants that falls to earth in polluted rain or snow and contaminates waterbodies.
There are six major types of water pollutants:

*Biodegradable wastes

*Plant nutrients

*Heat

*Sediments

*Hazardous and toxic chemicals

*Radioactive wastes

Biodegradable wastes include human and animal wastes, food scraps, and other types of organic
materials. Biodegradable wastes can cause water pollution by providing nutrients for bacteria. If there are
excessive nutrients, bacteria multiply too rapidly, consuming the oxygen in a stream and making ft
uninhabitable for some species of fish and other aquatic life. In fact, if the bacteria grow too fast, they
consume enough oxygen so that virtually everything in the water dies, leaving only anaerobic bacteria
(bacteria that do not require oxygen to live) that create foul smelling gases.

Biodegradable wastes can also cause water pollution by spreading disease-causing bacteria. This type
of pollution was the cause of typhoid and cholera epidemics that led to the development of public water
treatment systems.

Many of the nutrients used to bring the earth to life can "overfeed" a waterway to death. Sources of
nutrient pollution are sewage and septic runoff, livestock waste, fertilizer runoff, detergents, and
industrial wastes. Some of these are point source causes, while others are nonpoint source.

Nutrients like phosphates and nitrates stimulate plant growth, and are primary ingredients in fertilizers.
These compounds occur naturally, but in excess quantities they can cause great damage. Approximately

F-9

80 percent of nitrates and 75 percent of phosphates added to takes and streams in the U.S. are the result
of human activities. 40
Natural nitrates and phosphaiss usually are limiting factors in the growth of plant life. Inotherwords,
they occur in firnited amounts that help govem the growth of different organisms and keep nature in
balance. But when excess amounts of these nutrients are introduced into a waterway, some plant species
can experience explosive growth, literally choking off other life forms.

When soluble inorganic nitrogen concentrations in water reach just 0.3 parts per million and inorganic
phosphorus concentrations reach 0.01 parts per million, algae "blooms," or multiplies rapidly. The algal
blooms can become so severe that an entire lake can be fouled with a green, foul-smelling slime. Clear
water can become so clo@ that visibility is restricted to a depth of a foot or less, destroying the aesthetics
of the lake.

Once a bloom occurs, its negative effects can multiply rapidly. The green slime can foul up boat propellers
and make swimming unpleasant. Nutrients can also cause weeds and other undesirable plants to flourish,
increasing the problem. The algal bloom impairs water quality, and if the waterway is a source for
municipal water supplies, it can be expensive to remove impurities and-odors. Masses of algae can wash
up on shore, decaying and producing hydrogen sulf ide gas, which smalls like rotten eggs. Certain marine
algae can also release toxics that concentrate in f ish and shellf ish which cause human digestive problems.
In fact, in some areas it is dangerous to eat foods like oysters at certain times of the year because of 'red
tide,* a phenomenon caused by a marine algal bloom.

When an algal bloom clouds water, it can block sunlight from other plants and aquatic life, killing them or
limiting their growth. And as the algae die, the bacteria which feed on them can deplete oxygen levels
in the water to the point where it cannot support other life forms. This condition leads to eutrophication.
Eutrophication is a naturally-occurring process of changes tnat take place after a waterbody receives
inputs of nutrients, mostly nitrates and phosphates from erosion and runoff of surrounding lands. Usually
this process occurs slowly over millions of years. Human activities can accelerate this process and the
results can be very serious. Eutrophication caused Lake Erie to "age" nearly 15,000 years between 1950
and 1975.

Heat, orthermal pollution, canbe a deadly water pollutant. An important relationship exists between the
amount of dissolved oxygen in water and its temperature. The warmer the water, the less dissolved
oxygen. Thermal pollution can be natural, such asin hotspringsor shallow ponds during summer months,
or it can be man-made, when water used to cool power plants or other industrial equipment is discharged
back into strearns. The amount of oxygen in water affects the life it can support. Some sport fish like trout
need cold water with high levels of dissolved oxygen and cannot live in warm water. Other nongame f ish
like carp and suckers thrive in warm water and can take over habitats from other fish if waters become
too warm. This can result in greatly reduced diversity of f ish species important forthe environmental health
of the stream.

Thermal pollution has been such a problem that most states have passed laws requiring power plants and
industries to cool water before releasing it back into streams.

Sediment is one of our most destructive water pollutants. America's water is polluted by more than one
billion tons of sediment annually. Every day, Americans lose about one million dollars because of
sediment pollution.

Sediment is mineral ororganic solid matterthat iswashed orblownfrom land into lakes, rivers, orstreams.
It can be point source or nonpoint source pollution. Typically, it comes from nonpoint source causes.
Sources of sediment pollution include construction, row cropping, livestock operations, logging, flooding,
and runoff from city streets, parking lots, and buildings. Sediment by itself can be a dangerous pollutant, 40
but it is also considered serious because other contaminants such as heavy metals and toxic chemicals
can be transported with ft.

F-1 0

The effects of sediment pollution can be devastating. It can clog municipal water systems. Lakes or
reservoirs can receive so much sediment that they actually fill in. Sediment can turn a deep lake into a
shallow wetland area over time. Fine sediment can blanket the bottorns of takes and rivers, smothering
aquatic life such as fish eggs and insects and damaging fish gills. This can disrupt the entire food chain,
and cause great damage to an ecosystem. Sediment can also be detrimental before it settles, while it is
still suspended in water. It can make water cloudy, or turbid. High turbidity makes water aesthetically
unpleasant and can destroy recreational opportunities. Some species of fish, such as smallmouth bass,
will not thrive in a highly turbid aquatic environment, and studies indicate that high turbidity decreases
fishing success.

Sediment in water can also create thermal pollution problems. Sediment darkens water, and allows it to
absorb more solar radiation. This raises water temperatures to the point where it may not support some
forms of life. At the same time, sediment blocks light from reaching aquatic plant life, slowing or stopping
plant growth. And since plants add oxygen to water, oxygen levels can be reduced to the point that fish
kills can occur.

This type of damage to the ecosystem is cumulative. As plants and fish die, the waterway loses its ability
to break down wastes and materials that are naturally washed into ft. These materials begin to accumulate
and form another source of pollution.
Chemical pollution is usually human-made. Modem nations rely on thousands of organic and inorganic
chemicals in industry, agriculture, and the home. These materials provide many benefits, and new
chemical compounds are constantly being developed to improve existing processes.
Butwith modern chemicalscome modern pollution problems. Improperly used ordisposed of, reasonably
safe chemical compounds cause toxic reactions. The effects of such toxics can be short term or long term
and are regarded as a major national and international health concern.
Toxic water pollution is most often linked to point source causes, such as improperly treated industrial
discharges or accidents in transportation (such as oil spills). But ft can also come from nonpoint source
causes. These include runoff from both urban and rural areas, and atmospheric transport.
The hard-surfaced roads and parking lots and urban areas collect toxics such as lead, oil, cadmium (from
tires) and other pollutants, which can be washed into streams through storm drains. These materials can
cause immediate toxic effects as well as long-term effects by accumulating in sediment or in living
organisrns. (In the 1970s many people suffered severe health problems from eating swordfish and tuna
containing high levels of mercury, which accumulated in the fish over a long period of time.) In agricultural
areas, pesticides containing toxic compounds are applied to crops to improve crop quality and increase
yields. Their proper use has helped eliminate hunger in many parts of the world. But improper application
of pesticides can create serious water pollution problems, because runoff from fields can introduce large
amounts of toxics into waterways. Pesticides can also cause groundwater contamination.
The cost of disposing of toxic chemicals created by industry is high. Federal and state laws require careful
monitoring of industrial processes and specific storage and disposal procedures of these materials. This
cost has caused some unscrupulous people to illegally dispose of toxic chemicals, a process called
"midnight dumping." Pollution from this source may go undetected foryears, and when discovered, it can
be very difficult to determine the source. Legislation adopted since the late 1 970s has imposed large fines
and jail sentences for people caught illegally dumping toxic wastes.

Another, perhaps surprising, source of toxic water pollution comes from individuals, Household chemicals
such as cleaners, dyes, paints, pesticides, and solvents are a large source of toxic water pollution,
particularly in urban areas. Many of these materials are simply poured down drains orflushed down toilets
with no regard to their consequences. And while the toxic chemicals from one household may not seem
like much, they can cause problems. In fact, a single quart of used motor oil can pollute a quarter of a million

F-1 1

gallons of water. And homeowners may use ten times the amount of pesticides per acre as farmers. The
amount of toxics released by an entire city-one person at a time--can be staggering.

Radioactive pollution can be man-made or natural. It can come from wastewater discharges from
actories, hospitals or uranium mines, or it can come from naturally-occurring radioactive isotopes in water
ikeradon. Radiation accumulates in your body, and children are more sensitive to the effects of radiation
than adults. Radiation can cause cancer, and in high concentrations, death.

Facilities that use radioactive materials are highly regulated and carefully monitored to prevent pollution.
However, one of the potential problems of radiation --)ollution is stored radioactive wastes. Tons of waste
have accumulated over the years, and they will rer- -ain dangerous for centuries. Unless suitable storage
methods are found, these wastes could pollute groundwater or streams through improper storage. Work
continues to create ways to safely dispose of radioactive wastes.

WATER CONTAMINATION (NATURAL DISASTERS)

Water pollution can also come from natural occurrences. Storms can create large amounts of runoff that
carry pollutants into water supplies. Fires destroy ground cover and cause sediment pollution. Earth-
quakes can break sewer lines and cause pollution from man-made sources, or they can even change river
courses, destroying some aquatic habitats while creating others. Naturally occurring elements in soils can
cause water pollution when they leach into water in concentrations that exceed water quality standards
or criteria. For example, desert soils are naturally high in concentrations of saft, boron, and other trace
elements. Irrigation can cause these elements to wind up in high concentrations in the water supply,
causing pollution that is a danger to crops and wildlife.
40

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WATER POLLUTION PREVENTION

Different pollution sources have different methods of prevention. The fight against biodegradable
wastes and bacterial water pollution is almost as old as human beings. Epidemic diseases such as
cholera killed hundreds of thousands of people before the link to polluted water supplies was established.
In third world countries, the lack of clean water still results in critical health problems.

Proper sewage treatment is key to stopping bacterial pollution. Modern municipal sewage treatment
plants typically are capable of controlling bacterial pollution, unless storm water loads overwhelm the
treatment systems. Private septic systems, however, can be a significant problem. Well-designed and
properly operating septic systems will safely treat waste water, but a failing system can lead to pollution
of both ground and surface water. The Environmental Protection Agency reports that most waterborne
diseases are caused by old or poorly operating septic systems. Systems should be periodically pumped
out and cleaned, with the removed material disposed of properly.

Proper management of livestock and domestic animal wastes can eliminate bacterial pollution problems
affecting both humans and animals. Well-designed and properly managed animal waste management
systems prevent water pollution and use the wastes to fertilize crops and condition soil. Specials devices
like'pooper-scoopers"are now required in largercities to collect and dispose of pet waste before it washes
into nearby water bodies.

Since many sources of nutrient pollution are man-made, they have the potential to be controlled. It has
been estimated that the amount of fertilizers used has increased more than 15 times since 1945. There
is discussion of reducing the use of high phosphate and nitrate fertilizers in areas where nutrient pollution
is a problem, even though crop yields would be reduced. Land management practices, such as crop
rotation to reduce fertilizer requirements, is another option.

Homeowners can also adopt more environmentally sound lawn and garden practices. In many places,
chemical tests indicate that individuals use 10 to 50 times more fertilizer than necessary for good plant
health. Substituting compost as a mulch and fertilizer for gardens and landscaping can eliminate this
potential pollution source. Care should also. be taken when using fertilizer. (Composting also reduces
waste going into landfills.)

Good sewage treatment plants only remove about 50 percent of the nitrogen and 30 percent of the
phosphorus from domestic sewage. This still allows an estimated 200to 500 million pounds of phosphates
into waterways every year. The use of lower phosphate detergents has been encouraged to reduce this,
along with providing more advanced sewage treatment systems to remove more nutrients before water
is released.

Proper management of livestock can reduce nutrient pollution from animal wastes. Catch basins in
feedlots can trap nutrient pollution. Federal and local wastewater release regulations govern industrial
releases of many materials that could contribute to nutrient pollution.

Heat or thermal pollution from man-made sources can be controlled by requiring power plants and
industry to have cooling towers, holding ponds, and other facilities that allow water to cool before being
released back into lakes or streams.

Because many causes of sediment pollution are nonpoint source, finding solutions to the problem can
be difficult. In some cases, solutions are ongoing activities like dredging sediment deposits and water
filtration. Over 2,000 billion gallons of drinking water are filtered annually to remove sift.

F-13

However, many causes of sediment water pollution can be reduced or eliminated through proper land
management, particularly for activities that create erosion, such as agriculture, construction, mining, or 40
logging. Farming accounts for the largest amounts of sediment pollution. However, careful land
management can cut erosion and sediment problems dramatically.

Bare earth erocies quickly, since there is no plant cover to protect soil from rainfall or wind. Construction
sites and strip mined areas can lose soil to erosion at a rate up to 70 tons per acre per year-fifteen times
higher than the normal rate from croplands.

Many federal and k)cal laws require construction and mining companies to reclaim land instead of leaving
it bare to the ravages of erosion-and subsequent sediment pollution. In some cases, certain ha rmf ul land
use practices have been eliminated completely.
Since sediment pollution is often caused by nonpoint sources, ne-w ways of identifying sources have been
created. Aerial photography is now being used to determine lan,.: _;. @ie in specific areas, identify drainage
patterns, and erosion rates. Information can be quickly gathered;r-. inis manner and steps taken to reduce
problems.
Better livestock management practices have also been used to reduce sediment pollution from livestock
runoff. Runoff is channeled into lagoons, where sediment settles before water is released into streams.
The nutrient-rich sediment is then used to fertilize croplands. And proper management of croplands and
logging areas can reduce runoff, improving crop yields and making reforestation easier.

Increased concerns overchernical pollution have created strict regulations for most companies, ranging
from large nlants to small businesses such as dry cleaners, which use potentially toxic solvents. Since
the effects i some toxics; have not yet been determined, it is expected that even more regulations will be
created in the future to limit the material that can be released into the nation's waterways. The introduction
of many new chemicals for industrial, mechanical, and other uses presents difficult challenges in
determining their safety and impact on the environment. This creates a major challenge for industry to
keep up with changing regulations and develop ways to meet new requirements.
Control of air emissions that cause acid precipitation are critical to eliminating this pollution problem.
Burning of fossil fuels like coal, oil, and gasoline are prime contributors. The use of non-polluting methods
of electric generation, such as hydroelectric, thermal, and solar, can help, as can making sure autornobiles
are property tuned and pollution control devices are working. Reformulated gasoline is also designed to
reduce these emissions.

Solid wastes buried in landfills can cause pollution problems N harmful leachate percolates into aquifers
and contaminates groundwater supplies. Newer landfills are being constructed with double liners and
monitoring wells to prevent leachate from reaching groundwater supplies and detect leaks before they
become a problem. Solving past problems will take research and work. One way to reduce this dilernma,
is to reduce the amount of waste going into landfills through recycling and by using products with less
packaging and discarclable materials.

RIPARIAN AREAS

Riparian areas are the green zones along the banks of rivers and streams and around springs, bogs,
wetlands, lakes, and ponds. These are some of the most productive ecosystems in nature, and display
a wide diversity of plant and animal life. In the south, 'bottom landsr are an example of riparian areas.
These areas are important for f lood storage, water quality, cover and shade for plants and animals, and
agriculture.
Because of their value, rights to riparian lands are a subject of great interest, especially on public lands.
Federal and slate agencies have created a variety of land management programs designed to protect
public riparian lands. These include leaving vegetation strips along fish bearing streams to prevent stream 40
erosion and maintain habitats. Livestock may be prohibited from riparian lands during summer months

F-14

to keep them from "camping" at the wateesedge and destroying vegetation or causing animal waste
pollution. In some areas, dams have been constructed to help preserve riparian areas and sometimes
beavers are introduced into ecosystems to provide "natural engineering" to rehabilitate eroding streams.
And land use around riparian areas must be taken into account. Water drainage from streams or lakes
can affect riparian areas by reducing water levels and causing vegetation to die.

BEST MANAGEMENT PRACTICES

Not all water pollution can be avoided. Some manufacturing processes, farming, and other activities are
going to create pollutants that can contaminate water. In cases where water pollution is expected to
happen, companies and individuals can uses best management practices to control pollutants and keep
them from causing damage to water supplies.

Examples of best management practices include the agricultural practice of collecting animal wastes in
a lagoon to settle before discharging wastewater into streams. It may also mean waking until certain times
to spray pesticides or apply fertilizers to prevent runoff. Best management practices can mean taking
waterquality intoaccount when planninga housing development or now factory, orit may meancontrolling
wastewater discharge in conjunction with stream flow. Best management practices may mean planning
wastewater treatment for a mine in advance of mining operations. Best management practices are
designed to keep any unavoidable water pollution in as much control as possible.

INDIVIDUAL ACTIONS

Individual actions can also have a big impact on pollution problems. One very effective way to reduce
water pollution is to simply reduce water consumption. This can be done by changing a few habits. For
example, putting a bottle of water in the refrigerator rather than letting water run from the tap until it gets
cold. Wash full loads. Turn off the water while brushing your teeth. Take shorter showers. Install low
flow showerheads, faucet aerators, and toilet dams. Wash the car using buckets of water instead of a
hose. And finally, water plants in early morning or late evening only when they really need ft. Better yet,
choose plants which require less watering. Other ways to reduce water pollution is to keep litter, pet
wastes, and debris out of street gutters and storm drains as they f low directly to waterbodies. Apply lawn
and garden chemicals sparingly according to package directions. Homeowners can substitute biocontrol
agents, like praying mantises or ladybugs, for pesticides. Other natural insect repellents include plants
like mint (which discourages ants), garlic, and marigolds. The use of herbicides should also be avoided.

Virtually every liquid in an automobile is a serious pollutant, and care should be taken to avoid spilling oil,
antif reeze, or other fluids from automobiles. In some cases, ft may be more ecologically sound to have
repairs done by a reputable garage than to attempt messy do-it-yourself work if the community does not
have proper disposal centers. Dispose of used oil and antif reeze property by taking them to your local
service station or recycling center.

Household cleaners can add toxics or nutrients to water. In most cases, harsh chemicals are not
necessary to do an effective cleaning job, and less damaging substances can be substituted. Baking soda
can be used as a scouring powder and water softener to increase the cleaning power of soap. Soap
biodegrades safely without adding phosphates or dyes to water like many detergents. Borax cleans,
deodorizes, and disinfects. An all-purpose cleaner made of a teaspoon of liquid soap, two teaspoons of
borax and a teaspoon of vinegar in a quart of water is an effective grease cutter. A quarter cup of baking
soda followed by a half cup of vinegar makes a good drain cleaner. Consumers should also take care
in disposing of potentially dangerous household chemicals like batteries, nail polish, drain cleaner, and
paint. Do not dispose of any unused portions of these hems down drains, toilets, or storm sewers. Many
communities offer regular hazardous waste pickups to collect these items. If your community doesn't have
one, ask your local government to establish one. The EPA Resource Conservation and Recovery Act
hotline (703-486-3367) can supply more information.

F-15

Citizens can also become more politically involved. For example, encourage your local government
officials to enforce constructioni/sediment control ordinances in your community or encourage city officials
to use sand instead of saft to de-ice roads. participate in public meetings to plan water policy. Organize
litter cleanup campaigns and hold k>cal fairs to educate your community about water resource issues.

F-16

WATER QUALITY LEGISLATION

Laws involving water quality date back as far as 1914. The first Federal law dealing exclusively with water
quality was The Water Pollution Control Act, passed in 1948. Under this law, the states retained primary
responsibility for water quality standards and maintenance. The Federal government supplied money
primarily for research. Therewere no water quality standards established, andthe lawprovidedonly weak
punishments for offenders. During the 1960s, amendments provided for water quality standards for
interstate waterways, Federally approved state standards, and increased f unding for research. However,
as water pollution increased in many areas of the country, public concern resulted in passage of two more
very important environmental laws.

The National Environmental Policy Act of 1969 (NEPA) required states to improve water quality through
their own water resources agencies. It also required environmental impact studies to be undertaken
before any major building or industrial projects.

The Federal Water Pollution Control Act (Clean Water Act) which was passed in 1972 and amended in
1977,1981, 1984, and 1987, provides the basis for water quality standards today. The Clean Water Act
allowed the Federal government to assume a lead role in cleaning up the nation's waterways. National
goals for pollution elimination were set, and the National Pollution Discharge Elimination System
(NPDES) established a permitting system that made pollution discharge without a permit illegal.
Generators of pollution (sources) must apply for NPDES permits, which are issued by EPA-approved
ate agencies. The limits on what the generators may release vary f rom small amounts (for suspended
biodegradable organic material and solids) to none allowed (for some toxics). The stringency of the
st

requirement is greatest for the most dangerous water pollutants. Each pollution source is evaluated
separately, and a permit may take years for approval, depending on the materials to be released.

The Clean Water Act also established four national policies for water quality:

1. Prohibit the discharge of toxic pollutants in toxic amounts

2. Assist publicly owned wastewater treatment works with Federal grants and loans

3. Support area-wide waste treatment planning at Federal expense

4. Create a major research and development program for treatment technology

Today, 75 percent of streams meet water quality standards. In 1973, only 36 percent of streams were of
high enough quality to meet standards. Future amendments to the Clean Water Act are likely to make
ecosystem protection as important as providing potable waterfor human use. Amendments are also likely
to establish water quality standards for lakes and to focus more specifically on preventing storm water
nonpoint source pollution.

Other Federal laws that deal with water quality are the Toxic Substances Control Act of 1976, the
Resources Conservation and Recovery Act of 1976, the Surface Mining Control and Reclamation Act of
1977, and the Rivers and Harbors Act of 1899.

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F-18

WASTEWATER TREATMENT

Wastewater is water that has been used for a particular purpose. After water is used, it must often be
treated to avoid polluting another body of water. Almost any use will add contaminants to water that must
be removed before it can be returned to the environment.

WASTEWATER TREATMENT PROCESS

Wastewater treatment is designed to kill dangerous bacteria and reduce or remove chemicals and solids
before water is returned to lakes and streams or groundwater.
Wastewater treatment may be a simple process or it may be complex, depending on how many pollutants
are added to water during use. Water from a household may require minimal treatment before it can be
returned to natural bodies of water, while industrial wastewater may need several processes before it is
safetorelease. Municipal and home treatment systems have been in use for years to prevent health risks
from wastewater. Laws enacted in the 1960s and 70s began placing more stringent controls on water
released from industrial plants to reduce pollution from these wastewater sources. Since this water quality
"wake-up call," pollution laws have progressively become more strict on protecting water quality.
Most municipalities with wastewater treatment systems are required to have two stages of treatment. In
the primary treatment stage, screens and settling tanks remove most of the solids in the water. Solids
make up about 35 percent of the pollutants in wastewater. In the secondary treatment stage, bacteria are
used to digest the remaining pollutants in the water. One process mixes microorganisms and oxygen with
wastewater to speed up the digestion process. Another method allows the wastewater to trickle down
through a layer of rock and gravel covered with bacteria that break down pollutants. Large settling tanks
then allow most of the remaining solid material to settle out, and some systems will run the water through
sand filters to further cleanse it. Finally, the water is disinfected with chlorine, ozone, or ultraviolet light
and discharged. By the time it is discharged, about 85 percent of the pollutants have been removed from
the wastewater. The solids remaining in the treatment plant are rich in nutrients and can often be used
on farm and forest lands as fertilizer.
In some cases, tertiary (advanced) treatment of wastewater is done. This is a third stage of treatment that
is designed to remove more of the impurities from wastewater. This step may involve filtering the
wastewater through carbon or sand filters to remove solids or even allowing the water to flow into a natural
or constructed wetland area to purify it further.
In 1988, morethan 144 million people had secondary or more advanced levelsof wastewater treatment.
More than 23 million households had on-site disposal systems such as septic tanks.

MICROBIAL DIGESTION OF WASTES IN WASTEWATER

Microorganisms need nutrients to survive, and they can process the nutrients in wastewater, providing
a very effective method of treatment. Anaerobic bacteria break down waste materials without oxygen or
aeration. Aerobic bacteria break down waste material with oxygen. Both types reduce concentration
of nutrients, making it safe to dispose of wastewater. Aerobic bacteria break down wastes without as much
odor, but require more surface area (for aeration) than do processes using anaerobic bacteria. Both types
of bacteria are usually present in wastewater treatment systems.

F-1 9

BIOSOLIDS

The solids recoverec -@uring wastewater treatment are not worthless; in fact, they can be used as high
quality fertilizers in m4- @-,y cases. Wastewater solids, or sludge, meeting strict criteria for beneficial use are
called blosolkis. The nutrient rich biosolids can be spread on croplands. A ton of animal manure is equal
to about 100 pounds of high quality chemical fertilizer.

Biosolids musil be treated before disposal or use. Primary sludge is combined with bacteria for partial
digestion, and then it is thickened by using centrifugal force or gravity to remove water. It is then collected
and transported to the site of disposal or spreading.

NATIONAL POLLUTANT DISCHARGE ELIMINATION SYSTEM (NPDES)

The single most important provision of the Clean Water Act is the National Pollutant Discharge Elimination
System (NPDES). The Clean Water Act requires that each source of water pollution--cities, factories.,
power plants, animal feedlots, and so on-treat their wastewater to meet effluent discharge limits and
performance standards set by the EPA before releasing the wastewater to streams or lakes. Generators
of pollution (sources) must applyfor NPDES permits, which are issued by EPA-approved state agencies.
The limits on what the generators may release vary from small amounts (for suspended solids) to none
allowed (for some toxics). The stringency of the requirement is greatest for the most dangerous water
pollutants. Each pollution source is evaluated separately, and it may take a number of years for a permit
to be issued, depending on what is to be discharged.

NPDES also makes it illegal to discharge pollutants without a permit, and sets civil and criminal penalties
for violations. Penalties can include fines of $25,000 per day of violations and prison senterr-es of up to
15 years, with limits doubled for repeat offenders.

F-20

ALTERNATIVE WASTEWATER
TREATMENT METHODS

Smaller communities may have different approaches to wastewater treatment. Some communities, hotel
complexes, or apartment buildings use package plants to process wastes. These prefabricated units
utilize procedures similar to those used by as full-scale plants. Lagoons are another form of treatment.
Lagoons allowsolid wastesto settle, andthen relyon a biological interaction of sunlight, algae, and oxygen
to clean wastewater.

NATURAL WETLANDS TO TREAT WASTEWATER

One very practical use for natural wetlands is to further treat wastewater. Wetlands are good water"filters"
for removing and retaining nutrients, processing chemicals, and organic wastes, and reducing sediment
loads to receiving waters. Wastewater can in some cases be benef icial to wetlands by providing nutrients
that the diverse plant life in wetlands needs.

CONSTRUCTED WETLANDS TO TREAT WASTEWATER

Insomecases, constructed wetlands can be used to treat wastewater. They can be used to treat domestic,
agricultural, industrial and mining wastewaters. They generally cost less than conventional wastewater
treatment systems and operating costs are very low. They are also more aesthetically pleasing than
wastewater plants and attract desirable wildlife.

Wastewater to be treated flows into a constructed cell that has been lined to prevent leaks and assure
adequate water for wetland plants. Flow is distributed evenly across the cell. Plants such as cattails and
bulrushes are planted in the cell, and their roots produce a dense mat of materials through which the
wastewater circulates. Chemical, biological, and physical processes filter out contaminants from the
wastewater. A second cell may be added for more treatment. It may be unlined to allow water to filter and
can contain attractive wetland plants like iris, elephant ear, and arrowhead. Plants transpire water into the
atmosphere and provide oxygen for bacteria and other organisms to break down biodegradable wastes.

Wetlands may or may not discharge treated waters into surface waters, depending on their size, design,
and local site conditions.

RAPID INFILTRATION

Rapid inf iftration is a wastewater treatment method that can be used in areas where solid permeability is
moderate to high. A basin area can be flooded with appropriately pre-treated wastewater and allowed to
infiltrate into the ground. The ground then filters the wastewater as it infiltrates into the ground water or
into the local surface waters. After a basin is filled, it is allowed to drain and dry, which restores the aerobic
conditions in the soil which help treat the wastewater as it infiltrates.

OVERLAND FLOW

Overland flow is a process where water is allowed to flow down a sloped surface, usually planted with thick
grasses. Soils are nearly impermeable, which forces the water to flow through the vegetation, where
physical, chemical, and biological processes treat ft. It is then collected into runoff channels and
discharged. Overland flow is normally used as a secondary treatment, but under the right conditions, ft
can have some primary treatment applications.

F-21

SLOW RATE IRRIGATION/SILVICULTURE

These) two processes are related in that in both, wastewater is used to irrigate la, J the land and is used
to treat wastewater. Slow rate irrigation allows wastewater to flow onto land parct- at a rate that doesn't
overburden the land's ability to allow the water to infiltrate and process impur -.-. Silviculture is the
practice of using large areas of land as a treatment site for wastewater and planting the land with crops
or trees that will flourish during the treatment. Both processes are based on ancient ideas and practices
of wastewater treatment that have proven themselves for centuries.

AQUACULTURE

Aquacufture isthe practice of using aquatic plant and animal species to treat wastewater, similar to the
use of wetlarKk; for this purpose. An aquaculture area might be constructed with a number of ponds for
different levels of wastewater treatment. Each pond contains specific plant and animal life for wastewater
treatment, and wastewater may be allowed to flow from one pond to another as it is being treated. Plant
life my be harvested or maintained in the ponds to maximize system performance, and aquaculture
systems have been able to remove impurities such as heavy metals from wastewater.

F-22

SEPTIC TANKS AND SEPTIC SYSTEM
ALTERNATIVES

Septic systems are the wastewater treatment method for most Americans in rural areas. Septic systems
typically consist of an underground septic tank that collects wastewater from a home. Solids from
wastewater are allowed to settle in the tank, and bacteria in the tank digest some of the heavier solids and
household grease and oils. During the decomposition, gas is produced and usually vented through a pipe
in the roof of the home. The partially treated water, or effluent, flows out of the tank into a distribution
box where it is channeled into a series of perforated pipes or open tile. Water percolates out of the pipes
into the system's drain field, where it is f iftered and treated by organisms in the soil. Eventually, treated
wastewater returns to the groundwater supply.

Well-operating septic systems will safely treat wastewater, but a failing system can lead to pollution of both
ground and surface water. The Environmental Protection Agency reports that most waterbome diseases
are caused by old or poorly designed septic systems. Systems should be periodically pumped out and
cleaned, with the removed material disposed of properly. To avoid septic system problems, make sure
the system is regularly inspected and solids purriped out when necessary. Avoid putting solids such as
coffee grounds, disposable diapers, cigarette butts, plastics, and other bulky wastes into the septic
system. Pouring liquid fats and grease down the kitchen sink can cause problems as these wastes solidify
and block the system's operation. Use of a kitchen sink garbage disposal should also be avoided unless
the septic system has been designed to accommodate extra wastes, A garbage disposal can increase
loads on the system by as much as 50 percent. Keep toxic and hazardous chemicals like paint thinner,
petroleum products, and pesticides out of the septic system. Systems don't break down these materials,
and pouring them into a septic system means that you're just pouring them directly into the groundwater
supply.

Alternatives to septic systems may be used when soil does not readily allow systems to work or there are
too many households in an area to provide adequate septic fields. Alternatives to septic fields are also
used as ways to conserve water. Some systems separate blackwater (waterf rom toilets) from greywater
(water from showers, dishwashers, etc.). Blackwater requires more treatment, while greywater may need
only minimal treatment before it can be used for other household purposes, such as watering the lawn.
Other alternatives to septic systems include devices such as incinerating, chemical, orcomposting toilets,
which process wastes before they are released; and holding tanks that are regularly pumped out instead
of processed on she. Water conservation methods like low-flow faucets and shower heads, energy
efficient appliances, and other products also reduce septic system loads.

F-23

F-24

COMM ERCIAUIN DUSTRIAL
WASTEWATER TREATMENT

Wastewater treatment for industrial plants may be more complex than that for residential areas due to
hazardous pollutants added to wastewater during manufacturing. Many plants have invested millions of
dollars into their own wastewater treatment facilities. New processes even use ultraviolet radiation to kill
microorganisms or break down chemicals in wastewater.

Even small businesses such as dry cleaners, gas stations, restaurants, and photo labs may have
specialized treatment processes to clean wastewater. For example, a photo lab may have an electroplat-
ing system to remove silver from wastewater. The silver can then be processed and sold back to
photographic film companies for use in making new film.

INDUSTRIAL WASTEWATER TREATMENT METHODS

Public wastewater treatment plants were not designed for industrial wastes, especially toxic substances.
Toxic wastes from industrial plants can actually damage public systems by killing useful bacteria. So
modem industrial plants separate their wastewater into several categories for treatment:

*Wastewater that can be treated and reused within the plant

*Wastewater that can be treated in a wastewater treatment plant designed to accommodate the needs
of industry

*Wastewater that can be sent to public treatment facilities, either directly or after treatment at the industrial
site

*Wastewater that is so toxic that it must be treated on site or disposed of as hazardous waste

New techniques for treating industrial wastewater are continually being developed. These can include
chemical reactions to remove hazardous materials from the wastewater. One innovative method uses
ultraviolet light to break down hazardous organic materials into more common biodegradables.

MINING WASTEWATER TREATMENT METHODS

Mining is an industry that can create severe water pollution problems from sediment, chemicals, metals,
and acids. Federal law now requires mines to treat wastewater before releasing it into waterways. Since
most mine sites are remote, lagoons are a common form of treatment. Lagoons (which must be lined to
prevent groundwater pollution) allow sediment to settle out, eliminating a major water contaminant, and
depending on the type of mining, other water treatment processes can be applied as necessary. These
may include adding lime to reduce acidity, removing heavy metals, or skimming off oils or petroleum
wastes. Constructed wetlands have also been used to treat mining wastewater.

F-25

F-26

EMERGING WASTEWATER TREATMENT
ISSUES

RECLAMATION AND REUSE OF WASTEWATER

For industry and municipalities, water use efficiency means cost efficiency. Wastewater treatment is
expensive, so most industries analyze water use as carefully as they do any other raw material. Many
industrial plants have wastewater treatment plants to treat wastes that can't be handled by public
treatment plants, but they may also treat wastewater for reuse instead of paying for additional water or
discharge. Efficient usesof reclaimed water in industrycan be for heating or cooling, irrigation, or materials
processing. Many municipalities also reclaim wastewater with calcium, fluoride, and argon for other uses.

STORM WATER TREATMENT

Storm water runoff can be a serious waste water treatment problem because large amounts of runoff can
overload wastewater treatment systems and cause untreated waterto be released into streams. Another
problem with storm water runoff is chemical contamination f rom industrial sources or simply from greases
and oils on parking lots and roadways.

A new provision of the Clean Water Act is designed to reduce pollution from storm water. It requires
industry and large municipalities to have permits or pollution prevention plans for storm water runoff, and
to have provisions for keeping pollutants out of the runoff.

F-27

F-28

DRINKING WATER

WATER SUPPLY

The world's supply of water is 326 million cubic miles. If it were poured on the United States, it would
submerge the country to a depth of 90 miles. But only a small portion of that water supply is usable fresh
water. In fact, of the Earth's total water supply, less than one-half of one percent is usable fresh water.
Only 0.03 percent is surface water. Of every 10,000gallonsof wateron Earth, fewer than 50 are potentially
usable fresh water; only 3 gallons are found in surface water bodies such as rivers, lakes, and streams.

The United States is water "rich." We have 39,400,000 acres of lakes and reservoirs, and over 35,000
square miles of estuaries. The Great Lakes cover 98,000 square miles and contain about 1/5th of the
world's fresh water supply. About four percent of the U.S. land mass is covered by surface water.

The United States has nearly 60,000 community water supply systems, but only 20 percent of these
systems use surface water as their primary source. Groundwater is the primary source of water for 80
percent of U.S. communities-nearty 40 percent of the entire U.S. population.

INTRODUCTION TO DRINKING WATER

Water is vital for life. Our bodies are approximately 75 percent water. Water makes up 83 percent of our
blood, transports body wastes, lubricates body joints, keeps ourtemperature stable, and is a part of every
living cell in our bodies. On the average, every American uses about 150 gallons of water a day. That
makes daily water consumption in the United States alone over 372 billion gallons per day. It's no wonder
that in some highly populated areas, water supplies are getting tight. Some areas, such as Southern
California, have water conservation laws in effect to manage limited water supplies. One aqueduct in
California is over 450 miles long to transport water from its source to Los Angeles where it is needed.

DRINKING WATER STANDARDS

In 1974, Congress passed the Safe Drinking Water Act (SDWA), setting up a regulatory program among
local, state, and federal agencies to help ensure safe drinking water in the United States. The Safe
Drinking Water Act states that public water systems must provide water treatment, monitor drinking water
to ensure proper quality, and provide public notification on contamination problems. The act set maximum
safe levels for a variety of chemicals, metals, and bacteria. Amendments continue to strengthen the act
and enhance drinking water quality. Signif icant penalties are imposed for non-cornpliance.

SDWA applies to all public water systems, defined as having at least 15 service connections or regularly
serving at least 25 individuals. States are required to enact their own drinking water regulations that are
at least as stringent as Federal standards. SDWA protects drinking water supplies through required
treatment, required testing, and groundwater aquffer protection, since over 92 percent of public drinking
water supplies come from groundwater.

SDWA requires that maximum contaminant levels be established for 83 specific inorganic chemical,
organic chemicals, bacteria, and radioactive elements. SDWA also sets secondary standards for qualities
that affect aesthetic qualities relating to public acceptance of drinking water. These include color,
corrosivity, foaming agents, odor, and metals.

F-29

EPA is in the process of selecting 25 contaminants per year to set maximum safe levels for as provided
for in the SDWA. This process will continue until Congress changes the law or all chemicals standards 40
have @-)sen deterrrined. SDWA also regulates underground injection wells by permit, and takes other
Ste - @ prevent contamination of aquifers or water supplies at the wellhead.

RESERVOIRS FOR SUPPLWDAM CONSTRUCTION ON STREAMS

Reservoirs from dams serve a variety of water needs. They provide ways of storing large supplies of water
for industrial and residential use. They control floods and other natural disasters that can cause water
pollution. They generate power and provide sources for recreation. While creating dams removes certain
types of habitats, it also creates new habitats which support thousands of species of wildlife.

Since! 1933, the Tennessee Valley Authority has been charged with developing and managing water
resources in the Tennessee Valley. This has meant constructing more than 30 dams, including the largest
dams east of the Mississippi River. TVA has also assumed management of a number of dams already
constructed in the area before the agency came into existence.
TVA's role in protecting and improving water quality differs from that of any other Federal, State, or local
waterquality program. TVA monitors waterqualityto identify problems and detect changes. TVA research
programs study the relationships among water quality and land use, wastewater treatment, stream flow,
and other tactors. Reservoir water quality management plans identify better ways tc -)rotect and use the
Valley's water resources. Monitoring for problems and changes, working with other@- - correct identified
problems, demonstrating new solutions, and planning to prevent pollution are cor -stones of TVA's
approach to water quality management.

F-30

DRINKING WATER TREATMENT

Water is in its purest form the moment it condenses from vapor into a liquid,'but it quickly picks up
impurities. Rain or snow can pick up dust, smoke, and other particles in the air. Runoff water dissolves
minerals and carries small particles of soil. Streams can carry sediment, man-made pollutants and other
materials. Once water is used by man, it picks up even more pollutants and impurities before it is returned
to nature. The need for a supply of clean water led mankind to develop methods of treating water so that
it can be safety used.

Since very early times, people have created ways to remove debris from drinking water to make it look
andtastebetter. Ancient Egyptian inscriptions describe water purification by boiling, exposure to sunlight,
charcoal filtration, and settling in an earthen jar. The Chinese were the first to discover the purifying effect
of boiling water, and as early as 400 B.C., Hippocrates, the father of medicine, recommended boiling
water and straining it through cloth to remove particles.

However, it wasn't until the 1850s that scientists suspected that disease could be spread through water.
The rise of microbiology identif ied a number of diseases that were transmitted by water supplies, and the
first attempts were made to disinfect drinking water by using chlorine. Around the turn of the century,
Middlekerke, Belgium became the first city to install a permanent chlorine disinfection system. Chlorina-
tion was f irst used in the United States in 1908 to destroy bacteria in drinking water. The widespread use
of chlorination wiped out waterborne diseases such as typhoid and cholera.

Obviously, water used for drinking requires more treatment than wastewater, or water being returned to
a lake or stream. But the two can have an impact on each other. The extent to which drinking water must
be treated depends on the quality of the raw water supply, so a community downstream from other cities
may find its water quality affected by the wastewater released by those cities.

Drinking water from a well may require little or no treatment before it is used. Water from a lake exposed
to recreational activities or sewage contamination may need signif icant treatment before it can be used
as drinking water. National drinking water quality standards were created in 1974 by the Safe Drinking
Water Act to help ensure water quality. Since then, the Act has been amended to further improve water
quality.

Conventional water treatment for drinking water consists of the following steps:

*Water is pumped from the water source, such as a lake, river, or reservoir and is strained to keep fish
and large objects out of the system.

*Alum or other materials are added to the water to cause the dirt and other particles to coagulate, or clump
together and fall to the bottom of settling basins.

*The then-clear water is filtered through layers of sand, charcoal/anthracite, and gravel to remove more
impurities.

*Chlorine is added to kill bacteria remaining in the water. Some water systems add fluoride to help prevent
tooth decay. Other chemicals (lime or phosphate) may be added to adjust the acidity of the water.

*Finally, the treated water is pumped through pipelines to homes and businesses or it is stored for future
use. Throughout the process, water is monitored to make sure it meets the requirements of the Safe
Drinking Water Act, which measures some contaminants in concentrations as low as parts per tri Ilion. This

F-31

Public, water supply systems in the United States produce more than 34 billion gallons of drinldng water
perday. The United States' more than 60,000 community water supply systems are valued at over $175
billion. The average price of water ;n North America is about $1.27 per 1000 gallons. Apennybuys160
glasses of drinldng water.

F-32

DRINKING WATER CONTAMINATION

Drinking water can be contaminated from a variety of sources and by a variety of contaminants.
Contaminants can come from runoff from precipitation, spills of hazardous chemicals, leaking under-
ground storage tanks, animal wastes, leachate from landfills, excess fertilization of farmland and other
sources. Groundwater protection from pollution is especially important since groundwater is a major
source of drinking water. Individuals can pollute their own drinking water from wells if they overuse
pesticides on their lawns, dump even small amounts of petroleum products, flush household chemicals
into a septic field, or fail to keep their septic systems functioning properly.

WELLHEAD CONTAMINATION .

Wellhead contamination is the contamination of a well from pollutants that come from around the well
itself. Wellhead pollution protection requiresthe protection of the area around the well from pollutantsthat
could affectthe groundwater and therefore the well water supply. A wellhead protection area (WHPA) can
be established for any type of aquifer and can include the well's cone of depression, recharge area, and
surrounding aquifer. A growing number of states and communities are starting to create wellhead
protection areas to guard against contamination of well water. These areas may be large or small,
depending on the characteristics of the aquiferand the potential hazardsthat could threaten groundwater.
States can apply for wellhead protection grants to protect community groundwater supplies.

F-33

F-34

EMERGING ISSUES: DRINKING WATER

DESALINATION

Since sea water makes up over 97 percent of the Earth's water supply, it is a readily available and plentif ul
water source. However, because of its salinity, sea water is unsuitable for drinking, and it must be treated
before it can be used. Desalination is a relatively expensive process that is principally used in and and
coastal areas where water is so scarce that the process becomes cost effective. One desalination process
is simple evaporation, where water vapor from saft water is collected and allowed to recondense as f resh
water. Another process is reverse osmosis, in which water is filtered through membranes with holes tiny
enough to allow water molecules to pass through, but keeps larger saft molecules f rom following. The saft
can then be collected and used for other purposes.

As water supplies become tighter, desalination becomes more cost effective and more practical to use.
Some desalination plants are operating in Southern California to meet the area's tremendous water
demand.

WELLHEAD PROTECTION

In areas where a single aquifer is the sole or principal source of water, states are required to create
protection programs to guard aquifers against pollutants. Amendments in 1986 to the Safe Drinking Water
Act of 1974 (SDWA) also call for wellhead protection to identify the area around the wellhead that needs
protection and set up measures to protect it from contaminants. SDWA also calls for contingency plans
to locate alternate drinking water supplies in the event of well or wellhead contamination.

SDWA applies to public water sources, but individuals who use private wells need to have their own
groundwater protection strategies, including not dumping household wastesthat could pollute groundwa-
ter, making sure septic systems are in proper working condition, and avoiding over fertilization of lawns
or excessive accumulation of livestock wastes that could damage groundwater supplies.

Federal and state laws protect groundwater supplies. SDWA sets specif ic goals for implementation of
groundwater protection. SDWA requires states to prohibit the use of underground injection wells for waste
disposal except by permit. Permit applicants are required to satisfy the state that underground injection
would not endanger drinking water sources, and permit holders are required to inspect, monitor, and keep
records on injection well use.

LEAD IN PIPES

Lead is a cumulative poison and relatively small amounts can cause brain, kidney, or nerve damage,
anemia, or death. It is a particular threat to children because it can result in behavioral problems and
mental retardation. Pregnant women are also at risk. Since lead is a very soft, easy to work with metal,
it was often used in pipes before it was determined that lead in pipes could poison human beings. Lead
solder was also used to help seal pipes to prevent leaks.

The SDWA amendments of 1986 ban future use of lead pipe and solder in all public drinking water systems
because of the possibility of leaching. In 1988, SDWA was amended to provide for the recall of water
coolers and fountains with lead content higher than 8 percent in the piping and 0.2 percent in solder. EPA
published a list of water cooler models which fail these tests. Lead in pipes and solder in new water supply
piping was also banned.

F-35

NITRATE CONTAMINATION

Nitrate contamination can make water taste and smell bad ard cause algal growth, but it normally is riot
dangerous for adults and older children. However, in infants, stomach acids are not strong enough to
prevent some forms of bacterial growth. Bacteria can convert benign nitrates into harmful forrns that bind
with herriogWn in the bk>od to prevent oxygen from getting to the rest of the body. The result is
methemoglobinernia, which can cause Vue baby" symptoms and can be fatal.
Nitrates get into drinking waterfrom fertilizers, animal wastes, malfunctioning septic systems, and normal
vegetation decay.

F-36

WATER CONSERVATION

On the average, every American uses about 150 gallons of water a day. That makes daily water
consumption in the United States alone over 372 billion gallons per day. It's no wonder that in some highly
populated areas, water supplies are getting tight. Some areas, such as Southern California, have water
conservation laws in effect to manage limited water supplies.

Of the 150 gallons each of us uses every day only one half-gallon is used for drinking. The other 149 and
a half gallons go for cleaning, cooking, flushing, watering the lawn, washing cars, andotheruses. One
very effective way to reduce water pollution is to simply reduce water consumption. Wastewater treatment
plant operators report that they treat millions of gallons of water that shouldn't have been used in the first
place,

Effective personal water conservation can be done by changing a few habits. A bottle of water in the
ref rigerator for drinking saves water over letting water run into the sink until it gets cold. Peel fruits and
vegetables and then rinse them. That can save two gallons every minute. A dishwasher uses less water
than washing by hand-about six gallons a load. And washing an entire load of dishes-or clothes--
saves water over washing several partial loads.

New washing machines can reduce water consumption by one third, or more than 400 gallons monthly
for a family of four. But the most water use occurs in the bathroom. Simply turning off the water while
brushing your teeth could save as much as ten gallons per person per day. Taking a shower instead of
a bath can save about 25 gallons, and new low-f low shower heads can reduce consumption even more.

A large percentage of the water used everyday is flushed down the toilet. New toilets useless than one-
third the water of old models, and older toilets can still work effectively with less water. Devices like toilet
dams block part of the water in the tank and reduce the amount used with each flush. If a toilet dam sounds
too difficult to install, you can get the same effect simply by puffing a water-f illed plastic bottle in the toilet
tank. This displaces water and means that less is used. Don't use a brick; it can break apart and clog
pipes.

Repair leaks immediately. Even a small drip can waste hundreds of gallons of water a day--and add to
thetreatment loads of the sewer or septic system. Watering the lawn or garden is more eff icient in the early
morning or at night when the sun won't cause as much evaporation. It is best to water lawns and plants
early in the morning. Washing the car with a running hose will use more than 100 gallons of water. Using
a bucket and sponge cuts that by 90 percent.

XERISCAPING

Xeriscaping is a landscaping program that can help in water conservation. It was developed in 1981 in
Colorado in response to prolonged drought. Xeriscape landscaping is a package of seven common-sense
steps for making a landscape more water-eff icient. These are:

� Planning and design to minimize expense and maintenance.

� Using turf only where needed for functional purposes. Turf afternatives such as mulches and drought
tolerant ground covers are substituted.

Using drought-tolerant plants and planning placement around sun exposure.

F-37

� Using mulches for water retention, long-term fertilization, and weed control.

� Efficient irrigation through grouping plants according to water needs.

� Improving the soil to allow for better absorption of water.

� Maintaining the landscape property to save maintenance costs.

Today, there are xeriscape programs in over 40 states, and a National Xeriscape Council is headquar-
tered in Atlanta, Georgia.

F-38

SURFACE WATER

When runoff from precipitation occurs, it goes downhill, eventually winding up at a point where it gathers,
such as a stream, lake, wetland, or ocean. This is surface water, or water you can see.

Surface waters are a major source of the usable water on the planet. Surface waters supply water for
drinking, recreation, transportation, crop irrigation, and power generation. Most of our major cities have
grown up around large bodies of surface water. More than 80 percent of the Earth's surface is covered
by water, but less than 0.03 percent of all water is found in surface water bodies other than oceans.

The world's supply of f resh water is 326 million cubic miles. If it were poured on the United States, it would
submerge the country to a depth of 90 miles. The United States is water "rich."We have 39,400,000 acres
of lakes and reservoirs, and over 35,000 square miles of estuaries. The Great Lakes cover 98,000 square
miles and contain about 1/5th of the world's fresh water supply. About four percent of the U.S. land mass
is covered by surface water.

Even though the U.S. is water rich this water is not distributed evenly across the country. For example,
the western parts of the country contain large desert areas and limited fresh water supplies.

F-39

F-40

AQUATIC ECOSYSTEMS

Surface water can be broken down into five categories:

� Oceans
� Lakes
� Rivers and Streams
� Estuaries
� Wetlands

Oceans cover two-thirds of the earth's surface. These salt water bodies also contain much of the world's
plant and animal life. The resources of the world's oceans are vast, and although ocean water is too salty
to drink, the plant and animal resources of the ocean are harvested for food and hundreds of other uses.

Lakes are bodies of fresh water contained within a larger land mass. Lakes can be natural or human-
made. Lakes are used by humans for many purposes, such as water storage, f lood control, recreation,
and fisheries. The number of lakes has increased as humans have created them to provide clean, fresh
water resources.

Rivers and Streams are created from runoff water and water that previously infiltrated and is now.
coming up out of the ground and entering the stream as well. Streams, therefore, are made up of two
distinct water sources-runoff and groundwater. The fast-moving action of rivers and streams causes
the mixing of water and air, which allows oxygen to be dissolved into the water. This process, aeration,
gives Hvers and streams the oxygen levels they need to support wide varieties of life. If oxygen levels,
drop, then streams can lose their ability to be habitats for many life forms. Rivers are often used to dilute
pollution, such as water released from wastewater treatment plants.

Estuaries form where rivers meet oceans. This unique environment serves as a spawning ground or
nursery for many animal species. Shellfish are a good example of creatures who thrive in estuaries.
Estuaries are rich in commercial fishing and recreational opportunities, but because of their complexity
and their location at the end of rivers, they can be seriously affected by deposits of sediment and
pollutants. They can also be adversely affected when dredging channels changes the saft/freshwater
balance in the estuary. Some estuaries, such as Chesapeake Bay and Puget Sound, have become
seriously polluted.

Wetlands are lowlands that are periodically covered with water. They may be known as swamps,
marshes, bogs, and sloughs. They can be coastal (salt water) or freshwater. The true importance of
wetlands is just being realized. Wetlands keep surface waters clean by fiftering out sediment and
trapping pollutants. Coastal wetlands cushion dryer lands from the full impact of storms. They help
control floods by temporarily storing runoff waters. They also provide breeding grounds for many of the
fish species that make up a $9 billion food market.

Wetlands have traditionally been regarded as wastelands, and since colonial times, over half the
wetlands in the United States have been destroyed. But new Federal and state regulations are
protecting wetlands and regulating the way they are used.

F-41

TYPES OFAQUATIC HABITATS 40
Aquatic habitats are as diverse as the types of surface water. A single stream or body of water may be
home to a numberof habitats, and during the life of the body of water, habitats may change, due to natural
processes or man-made pollution.

The major determinant of aquatic habitats is the amount of dissolved oxygen in water. Cold, fast-running
mountain streams that run over rocks and splash down slopes dissolve high amounts of oxygen, making
them perfect habitats for fish like trout, which require high levels of oxygen. As waters level out and
become morestill, they absorb heatfromthe sun and loseoxygen content. Trout may not be able to survive
in them, but other fish like bass and sunfish like crappie and bluegill thrive. If water gets too warm and
oxygen content gets lower, then "rough" fish like carp and suckers move in.

Plant life also thrives around lakes and streams. The immediate area around a body of water is known
as a riparian area because it supports so much plant life. Like almost everything else in nature, riparian
areas also benefit wildlife and fish populations, providing cover and shade to keep water from getting too
warm and losing oxygen content. On public waterways, riparian areas are carefully managed to keer,
water ecosystems balanced.

Wetland areas have their own unique habitats. They are such complex areas that hundreds of specie@;
of plants and animals live there. They are nurseries for many species of animals and provide food to
nourish our most productive fishing beds. Almost 35 percent of all rare and endangered animal species
are either located in wetland areas or are dependent on them. About 66 percent of the commercial f ish
catch taken along the Atlantic and Gulf coasts depends on wetlands for survival.

F-42

SURFACE WATER QUALITY
STANDARDS

Under the Clean Water Act, water quality standards are based on two key components: stream use
classification and water quality criteria, orthe degree of waterquality needed to support a designated use
for a stream. Water quality criteria can include dissolved oxygen content, turbidity, chemical and nutrient
contents, and other factors.

Stream use classifications can include:

� Domestic water supply
� Industrial water supply
� Fish and aquatic life
� Recreation
� Irrigation
� Livestock watering
� Wildlife
� Navigation

Streams may be divided into segments with a different set of uses established for each segment. Different
uses dictate different levels of water quality.

Criteria used in assessing water quality include:

� Dissolved oxygen
� pH
� Hardness, or mineral content
� Total dissolved solids
� Solids, floating materials and deposits
� Turbidity or color
� Temperature
� Coliforms
� Taste and odor
� Toxic substances
� Other pollutants

Depending on the designated stream use, only certain criteria may be used. To evaluate drinking water
quality, all eleven criteria are taken into account, but only seven are used to protect livestock watering and
wildlife uses. Individual criteria requirements may also vary with different uses. A trout stream requires
6 mg/L dissolved oxygen content. For other fisheries, 5 mg/L is suff icient, and allowances may be made
down to 3 mg/L.

In 1974, Congress passed the Safe Drinking Water Act (SDWA), which requires public water systems
must provide water treatment, monitor drinking water to ensure proper quality, and provide public
notification on contamination problems. The act set maximum contaminant levels for a variety of
chemicals, metals, and bacteria. Amendments continueto strengthen the act and enhance drinking water
quality. Signif icant penalties are imposed for noncompliance.

F-43

wAirER QUALITY MONITORING 40-
Water quality monitoring depends on stream use, land management, and state and federal regulator.
Under the Clean Water Act, the owner or operator of a facility covered by a National Pollution Discharge
Eliminator System (NPDES) permit is required to monitor effluent or wastewater quality at regular
intervals, maintain complete and accurate records, and report the results. Regulators can also monitor
water quality at such sites to determine compliance with permit requirements and notify the operator of
any violations.States; are requiredto have adequate monitoring programsto be eligible forfederal funding.
Under the Safe Drinking Water Act, operators of water processing facilities are also required to monitor
water quality at regular intervals.
Industrial plant operators or land managers may also choose to monitor water quality frequently if changes
in quality have an adverse affect on operations or on plant and animal life.
Waterquality monitoring measurements can includeon-site chemical tests to detect pollutants, laboratory
water analysis, observations on plant and animal life in the area, and even catching fish for field or
laboratory analysis. Even if other indicators show no problems, changes in fish health may'signal a
pollutant or ecosystem imbalance that needs to be corrected.

F-44

LAND USE AND WATER QUALITY

Land use can have a tremendous effect on water quality. Farmlands can be the source of sediment,
fertilizerand animal wastepollution. Forests may notbethe sourceof pollutants, buttheycan bedamaged
severely by water pollution. Human activities affecting forests (forestry practices such as clear cutting and
road construction) can impact water quality. Cities pose numerous water quality problems due to the high
water demand, industrial pollutants, and human wastes.

So it's important that when we decide to use land for a specific purpose, we take into account waterquality,
not just in the immediate area, but downstream and upstreamaswell. This means considering the amount
of water available as well as how it must be processed before and after use.

For example, crops require tremendous amounts of water. If there's not enough rainfall to support crop
growth, they must be irrigated, which means transporting water from lakes, streams, or wells. Irrigation
may require so much water that aquatic life in lakes and streams may be affected, or the water table may
be lowered, causing wells to dry up. The complete water cycle must be considered for irrigation. Irrigation
drainwater must be properly discharged or recycled to avoid causing pollution as well.

Another good example is the case of a paper mill on a small mountain river. Paper production requires
lots of water, and the wastewater discharged back into the stream contains a large number of pollutants,
including some toxic chemicals. A paper company might come under attack from environmental groups
for this mill but receive praise for how mills are operated in other areas on larger rivers. One reason is the
amount of water available for use. The small mountain river doesn't have enough flow to support the
operation of the paper mill.

AGRICULTURAL IMPACTS

Agriculture can create serious demands on water supplies and cause several serious types of pollution,
as saft and trace elements are leached from the soil. Runoff and seepage of agricultural chemicals like
fertilizer, herbicides, and pesticides introduce nutrients, toxics, and sometimes bacteria into waterways
and groundwater. Sediment, however, is the major pollution source from this land use.

Animal wastes can enter streams, ponds, or lakes in pasture lands in which animals have direct access
to water, or wastes can be washed into streams by rain or enter groundwater through the soil. Animals
produce large amounts of waste (cattle create about ten tons of manure per head yearly, swine about two
tons), so pollution problems can be severe around large livestock farms. Nutrients, sediment, bacteria,
and organic toxics can all come from these "natural" sources of pollution.

One practice for reducing erosion and sediment pollution from agriculture is conservation tillage. Instead
of plowing under the residue from a previous crop and exposing bare soil, conservation tillage uses a disc
or other device to cut through the residue so seeds can be planted. This process allows a protective layer
of vegetation to remain on top of the soil to retard erosion and to retain more water in the soil. Onenegative
is that this process may require increased use of herbicides. Another process, called ridge planting, puts
seeds in ridges of plowed soil. This method allows warmer soil temperatures for planting and traps
rainwater in the furrows between the ridges.

Agricultural extension services also provide soil testing to farmers so that fertilizers can be properly used.
The tests indicate which nutrients may be needed for the type of soil and the crop being used so that over
fertilization does not occur. Not only does this practice reduce pollution, it can reduce the cost of producing
a crop.

F-45

Other best-use practices include crop rotation, which may replace a row crop with a grain or other plant
that covers more ground and reduces erosion. Planning field layouts can also reduce erosion and
sediment pollution by changing the direction of rows or creating runoff channels that allow sediment to
settle before the runoff water is released into streams.

Waste management systems can be used to convert animal wastes to reusable resources such as
fertilizer or methane for energy. A ton of animal manure is equal to about 100 pounds of hIgh quality
chemical fertilizer.

There is no one single system that is best for animal waste operations. Depending on the size and type
of livestock and the potential for pollution, systems may need to be customized to a particular location.
Considerations for system design include local environmental regulations, the number of animals,
fertilizer needs, location of water sources and the location of residences around the livestock operation.

A waste management system has three basic components: collection, transportation, and storage or
disposal. For some farms, a system may provide collection and transportation functions, with the wastes
delivered to another location for storage or disposal. Collection methods vary, ranging from scraping to
washing and flushing. Transportation methods include conveyors, pumps, wagons or manure spreaders.

Collection and storage methods are based on the principles of either keeping wastes for later use or
providing a safe method for their treatment and disposal. Proper storage facilities are important because
wastes can lose nutrients and fertilizer value. A common treatment facility is a lagoon. Anaerobic lagoons
break down waste materials without oxygen or aeration. Aerobic lagoons break down waste material with
oxygen. This type of lagoon creates less odor than anaerobic lagoons. Aerobic lagoons require more
surace area. Both types reduce concentration of nutrients, making it safe to dispose of wastes by
irrigation.

Other afternatives include collection of wastes and drying them for use as household fertilizers or even
additions to silage for animal feeds, or as alternative fuel for energy.

URBANIMPACTS

Densely populated urban areas, which are covered by non-permeable surfaces like streets, sidewalks;
and buildings, create a great deal of runoff. The high concentrations of people in these areas tends to
produce greater quantities and varieties of pollutants, including nutrients, bacteria, and toxic chemicals..
Automobiles and manufacturing are two primary sources of toxics.
Less densely populated suburban areas have three primary water contamination problems. The first is;
runoff and seepage of lawn and garden chemicals. These chemicals are often used in much higher
concentrations than in agriculture, and they can wash off into storm sewer systems or percolate through
soil into groundwater. Faulty septic systems are another source of pollution, which can produce nutrient,
bacteria, and even toxic contamination. Many household chemicals like pesticides, herbicides, solvents,
paints, and cleaners are so toxic that they would require specialized disposal in industrial situations. A,
third source of pollution is runoff from streets, driveways, and parking lots. This runoff contains large,
amounts of petroleum contaminants, as well as bacteria and nutrients.
Control of both point source and nonpoint-source pollution in urban and suburban areas is @ncreasing,
Tremendous investment by government and industry has helped control pollution problems immensely.
Municipal sewage treatment facilities have grown faster than the nation's population. However, more,
improvements are still needed to make sure that water treatment systems can keep up with needs.
Federal and state laws, beginning with the landmark 1972 Clean Water Act, are continually being
developed that limit what types of contaminants can be released into water systems. These controls have,
stopped many of the f ish kills and other problems associated with pollution in the 1970s. Many urban area
lakes that were considered "dead" are now clean enough to support many fish species and other aquatk,
life.

F-46

Urban runoff is still controlled primarily by voluntary means, but cities have adopted new practices like leaf
collection and street cleaning at critical times, that can reduce the flow of sediment and other contaminants
into waterways. City planning places new emphasis on water conservation and source control,
particularly in areas where water supplies may be limited. Detention-retention ponds have been
incorporated into some water control systems to allow contaminants to settle, and to feed rainwater into
runoff channels at a controlled rate. New Federal regulations may require cities and industry to combine
storm sewers with city sewers to treat urban runoff if studies indicate urban runoff as a signif icant source
of pollution.

In some cases, building codes limit construction based on water demand. A single new household
consumes more than a hundred thousand gallons of water each year, placing more demand on water
supplies and on wastewater and sewage treatment systems.

Education programs designed to teach people proper use of water and disposal of potential pollutants are
also having a positive in-pact. These programs show people the staggering amounts of water they
consume each day, and steps they can take to reduce consumption. Less consumption means less waste
water.that has the ability to carry pollutants.

INDUSTRIAL IMPACTS

Industrial impacts on water can be severe. Industry can introduce toxic chemicals into a stream or lake,
either through manufacturing or through an accidental spill. Thermal pollution from power plants or
factories can raise water temperatures and change the ability of the water to support life. Nutrients from
detergents or other organic chemicals can cause nutrient pollution that chokes the life out of waterways.

Since most industrial pollution is point source pollution, cleanup efforts can be focused and effective.
NPDES point source pollution control requires any industry that discharges a pollutant into a water supply
to have a permit specifically to do so. Severe penalties are established for failure to have a permit or
exceeding perr@nit limits. Many industries are required to treat wastewater before releasing it back into
streams.

Construction is an industry that can create nonpoint source pollution as well as point source pollution.
Construction contaminates water in two ways. Sediment pollution can be created when plant cover is
removed, with erosion occurring at much greater rates than for undisturbed land. Toxics f rom construction
materials, such as paint, solvents, acids, and glues can also pollute water.

Construction must take into account both short term and long term water pollution management practices.
Construction removes vegetation from the ground, inviting erosion and sediment pollution. Practices to
reduce this include temporary measures such as diverting water flow through trenches or sediment ponds
that allow sift and other materials to settle before water runs off into streams. Hay bales, mulch, and other
materials may also be used as temporary controls, as well as the planting of temporary grasses to control
erosion before more permanent landscaping can be done. Perennials or other long lasting vegetation can
be used to provide more permanent ground cover for sites that won't be landscaped.

One key to success in best use practices for construction is proper site planning. The type of soil, the
location of streams, and the topography of the area must all be considered before the construction process
begins. Permanent measures may have to be taken to ensure that slow erosion doesn't create problems
several years in the future. These measures may include storm drains; "riprap," a permanent layer of
stonethat retards water flow and enhances infiltration; or even construction of grassed or lined waterways
that convey excess storm water away from developing areas or critical slopes. The construction process
itself may be modified to include a stone "pad" at the construction entrance to reduce the transportation
of mud off the building she by vehicles or runoff.

F-47

FOR ESTRYIM PACTS

Forests are one of the least-polluting land uses. However, chemicals like insecticides used on tree farms
can soak into groundwater or wash into streams. Logging can cause erosion and sediment pollution,
partk:ulady if care is not taken in cutting logging roads and planning loading and stacking areas. Forestry
has different environmental impacts in different parts of the country.

Forestry practices have been modified voluntarily and bylaw to reduce their pollution potential. Toreduce
soil erosion, many logging companies now employ buffer zones and streambank protection procedures
which reduce erosion and other impacts on the land. Many forest products companies have found that
proper land management can actually increase their profits by increasing forest yields.

For softwoods like pine, which are used for paper production and lumber, forest product companies
manage their own "plantations" of timber, replanting several trees for every one cut down. This has
increased the amount of usable timber available in the U.S., and has reduced the potential of pollution.
Site planning is now an important consideration. Logging road paths may YAnd around hills to reduce
erosion and allow natural growth to quickly "retake" the land after cutting is finished.

MIN!NG IMPACTS

Improper mining can threaten ground and surface water supplies. Sediment, toxics, and rubble from
mines are water contaminants. Rainwater running through discarded mine material (tailings) can become
acidic, poisoning aquatic plant and animal life.
Mining is one activity that is specifically regulated as a potential source of pollution. Since 1965, moret
than three million acres of land have been disturbed by strip mining activities. Severe problems have been
created by erosion and acidity. However, mined lands must now be"reclaimed,"or restored to acceptable,
condition after operations are complete.
The practices included in this process are preplanning to determine how the site will be used after
operations are finished, stabilization of the site while work is in progress so that it does not create an
immediate source of pollution, creation of storm water control and storage, and re-creation of natural
beauty by replanting the she so it has minimum aesthetic impact on the area. Since mining can destroy
topsoil, new soil or nutrients may need to be added before plants can thrive, or different vegetation
requiring less nutrients may be used to start growth.
Underground mines can also be pollution sources, particularly for groundwater. These are also subject
to reclamation and laws require that steps be taken to keep sediment or toxics from entering waterways.

COMMERCIAL BUSINESS IMPACTS

We normally think of major industries as creating the most pollution, but small business can also be,
pollution sources. In fact, many small businesses may pollute and not realize it. Local garages that dump
waste oil instead of collecting it can be serious contributors to water pollution. A single quart of oil can
pollute as much as 250,000 gallons of water. Photo tabs can be sources of heavy metal pollution, such
as silver. Dry cleaners use a variety of solvents that can be toxic. And trash created by businesses that
goes into landfills can ultimately result in water pollution.
Many smaller businesses have voluntarily adopted approaches to reduce pollution. Recycling of
automotive wastes is becoming standard practice for many garages, and other businesses regularl@f
practice recycling of a variety of materials to reduce costs and waste. Businesses such as photo labs that
create water pollution have installed systems that recover silver by electroplating to be used again and
reduce potential water pollution. Laws regarding toxic substances also apply to small businesses, and
many wastes that used to be dumped into water supplies are now collected for proper disposal.

F-48

RECREATION IMPACTS

Recreation can impact surface water in a number of ways. Boating traffic can create pollution from
petroleum products. Too many people can damage waterways and destroy habitats. Litter and other
refuse can find its way into streams and cause pollution. Proper management of recreation areas,
education programs to help people understand proper land use, and laws that prevent land misuse are
ways to control problems associated with recreation.

F-49

F-50

SURFACE WATER ISSUES

ACID RAIN

The water cycle helps renew water as a pure resource. But the flow and cycling of water can also help
spread pollution sources.

Acid precipitation is a prime example. Air pollution from industrial sources and automobiles releases
sulphur oxides and nitrogen oxides into the air. When mixed with water vapor, they form sulf uric and nitric
acids, which fall to the ground in the form of acid rain, snow, fog, or dew. Acid precipitation can cause
damage to buildings, car finishes, crops, and forests.

This acid precipitation can also pollute clean waterways through runoff. Increased acidity of water can
negatively affect fish and other aquatic life. The effects of acid precipitation may not be felt for many
months. Acidic snowmelt may create acid "shock" in a stream and cause serious fish kills in the Spring.

NONPOINT SOURCE POLLUTION
Water pollution is identified in two categories. Point source pollution is contamination that comes from
a single, clearly identif iable source, such as a pipe which discharges material from a factory into a lake,
stream, river, bay, or other body of water. Point source pollution could also include stormwater runoff that
is channeled from a drain directly into a waterway, or even a polluted tributary that regularly adds
contaminants to a body of water. Point source pollution is relatively easy to identify.

Nonpoint source pollution is more difficult to identify. This is pollution which originates over a broad
area from a variety of causes. Examples of nonpoint source pollution include improper application of
pesticides and fertilizers; sediment from construction and logging; leachate from landfills and septictanks;
petroleum-based products from streets and parking lots; and atmospheric fallout. Because of its
dispersed sources, this type of pollution can be difficult to control.

F-51

F-52

GROUNDWATER

Groundwater begins with precipitation that seeps into the ground. The amount of water that seeps into
the ground will vary widely from place to place, depending on slope of the land, amount and intensity of
rainfall, and the type of land surface. Porous, or permeable, land containing lots of sand or gravel will
allow as much as 50 percent of precipitation to seep into the ground and become groundwater. In less
permeable areas, as little as five percent may seep in. The rest becomes runoff or evaporates. Over half
of the fresh water on Earth is stored as groundwater.

As water seeps through permeable ground, it continues downward until it reaches a depth where water
has filled all the porous areas in the soil or rock. This is known as the saturated zone. The top of the
saturated zone is called the water table. The water table can rise or fall according to the season of the
year and the amount of precipitation that occurs. The water table is typically higher in eady Spring and
lower in late Summer. The porous area between the land surface and the water table is known as the
unsaturated zone.

AQUIFERS

Waterbearing rock, sand, gravel, orsoilthat iscapableof yielding usableamountsof groundwater is called
an aquifer. The water yield from an aquifer depends greatly on the materials that make it up. Mixtures
of clay, sand, and fine particles yield small amounts of water because the spaces between the particles
don't allow water absorption and flow. Materials sorted into distinct layers will yield high amounts of water
from coarse-grained materials like large sand grains and gravel, but low amounts from fine-grained sand,
sift, or clay. Bedrock aquifers will yield substantial amounts of water if there are large openings or cracks
in the rock. The capacity of soil or rock to hold water is called its porosity; the capacity for water to move
through the aquifer is called permeability.

There are two types of aquifers: confined, orartesian aquifers, and unconfined, orwatertable aquifers.
Artesian aquifers contain groundwater that is trapped under impermeable soil or rock and may be under
pressure. Artesian wells are wells that pierce artesian aquifers. The water in these wells usually rises
toward the surface under its own pressure. If the water level in the well is higher than the land surface,
it maybe a flowing artesian well. A well in an unconfined aquifer has the same water level as the water
table around ft.

GROUNDWATER RECHARGE

Water that seeps into an aquifer is known as recharge. Recharge comes from a variety of sources,
including seepage from rain and snow meft, streams, and groundwater flow from other areas. Recharge
occurs where permeable soil allows water to seep into the ground. Areas in which this occurs are called
recharge areas. They may be small or quite large. A small recharge area may supply all the water to a
large aquifer. Streams that recharge groundwater are called losing streams because they lose water to
the surrounding soil or rock.

GROUNDWATER DISCHARGE

Groundwater can leave the ground at discharge points. Discharge happens continuously as long as
enough water is present above the discharge point. Discharge points include springs, stream and lake
beds, wells, ocean shorelines, and wetlands. Streams that receive groundwater are called gaining
streams because they gain waterf rom the surrounding soil or rock. In times of drought, most of the surface

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water flow can come from groundwater. Plants can also contribute to groundwater discharge, because
if the water table is ck)se enough to the ground, groundwater can be discharged by plants, through
transpiration.

GROUNDWATER MOVEMENT
Groundwater usually moves slowly from recharge areas to discharge points. Flow rates within most
aquifers can be measured in feet per day, though in Karst bedrock the rate of flow can be measured in
miles per hour. Flow rates are faster when cracks in rocks or very k)ose soil allow water to move freely.
However, in dense soil, groundwater may move very slowly or not at all.
Groundwater typically moves in parallel paths, or layers. Since movement is slow, it doesn't create
enough turbulence to cause the mixing of groundwater, so layers of groundwater remain relatively intact.
This can be an important factor in locating and determining the movements of contaminants that might
enter the groundwater supply. But eventually contaminants will disperse through part or all of an aquifer.
Wells affect groundwater flow by taking water out of an aquifer and lowering the nearby water table.
Removed water is recharged f romthe watertable, and the lowered watertable caused bythe well is called
a cone of depression. The cone of depression from a well may extend to nearby lakes and streams,
causing the stream to lose water to the aquifer. This is known as induced recharge. Streams and
wetlands have been completely dried up by induced recharge from well pumping.

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GROUNDWATER PROBLEMS

SOURCES OF GROUNDWATER CONTAMINATION

Groundwater contamination can come from a number of natural and man-made sources. These can
include:

*Leaks and spills at factories and commercial facilities

Spills and leaks can be caused by accidents, lack of employee training, inadequate maintenance, and/
or not having proper procedures in place to contain and clean up spills N they do occur. Spills may include
gasoline or petroleum products, hazardous chemicals, or a variety of other materials.

It's diff icult to eliminate accidental spills, but the damage they cause can be reduced by proper design and
maintenance of facilities and proper employee training. The Emergency Planning and Community Right-
to-KnowAct of 1986 (SARA Title 111) requires businesses to have plans for responding quickly in the event
of an accidental spill. Workers are informed as to what hazardous chemicals they may be working with,
and what to do in case of an accident. This act has prevented or reduced many instances of groundwater
contamination.

*Improper Industrial waste disposal

Improper industrial waste disposal can come from a variety of sources, including major industrial plants
and small businesses. The local dry cleaner uses a number of solvents and hazardous chemicals for
cleaning clothes, and these must be handled as carefully as any other hazardous waste to prevent
groundwater contamination. Industrial wastes can create groundwater pollution problems that take years
to resolve.

Thedisposalof hazardous industrial wastes is nowcarefully regulated underthe Resources Conservation
and Recovery Act (RCRA), which requires industry to have a "cradle to grave!' system of tracking
hazardous wastes. This system is designed to prevent inadvertent (and sometimes purposeful) release
of hazardous materials into the environment by requiring businesses to report wastes and account for their
proper disposal. The law establishes severe penalties for noncompliance. Another Federal law, the
Comprehensive Environmental Response, Compensation and Liability Act (CERCLA or Superfund)
responds to environmental threats from improper disposal of hazardous wastes and sets standards for
cleanup--even for sites that were contaminated years ago where the source of contamination may not
be easily identifiable.

Individuals can also be sources of hazardous waste pollution. If you dump oil in your driveway, pour paint
thinner in the toilet or dispose of wastewaterwith hazardous cleaners in the bathtub, you could be a source
of hazardous pollution. Ways to avoid this are to recycle oil and other petroleum based chemicals at
service stations or recycling centers. Avoid using hazardous chemicals when possible and substitute
more environmentally friendly materials. Many communities sponsor household chemical disposal days
so that individuals can take solvents and other hazardous wastes to a site for proper disposal.

*Improper use and disposal of pesticides

Pesticides used on farms and even on individual lawns can create serious groundwater pollution.
Improper pesticide use can cause people and animals to become ill, kill plants, and have adverse effects
on aquatic life in nearby streams. Improper pesticide use can include excessive or ill-timed application,

F-55

improper storage, or improper disposal of excess pesticides. If you overuse pesticides on your yard, you
, as much
could be polluting your own groundwater. it's been estimated that individuals use over 100 timer
pesticides and fertilizer on their yards as farmers use on the same amount of Land.
Avoiding pesticide pollution of groundwater is relatively easy. Follow instructions carefully. Reduce
pesticide use in areas known to be recharge areas for groundwater. Use natural pest control methods
rather than chemicals. Homeowners can substitute biocontrol agents, like praying mantises or ladybugs,
for pesticides. Other natural insect repellents include plants like mint (which discourages ants), garlic, and
marigolds.

*Lewhate from landfills
If landf ills are not property constructed, liquid from decomposition of materials, or leachate, can leak out
of the landfill into an aquifer. Leachate can contain high levels of bacteria, hazardous chemicals, metals,
and ammonia. Runoff water from landfills after rains can also carry pollution to groundwater recharge
areas--and hence into groundwater.
New landfill construction methods are designed to prevent pollution of groundwater. Landfills noware built
with liners to prevent leachate from seeping through soil into aquifers. Leachate collection systems store
the liquid away f rom the watertable. Clay caps prevent rainwater runoff f rom carrying pollutants f rom the
landfill into the groundwater.

*Septic systems
Septic systems can be a source of groundwater pollution if too many systems are located in an area, if
a system is overloaded, or if a system is improperly used for disposal of chemicals or other materials. If
a septic system is not working property, it can contaminate groundwater with bacteria, viruses, and
hazardous cleaning materials or household chemicals. Even property working well-maintained septic
systems can contribute nitrates to groundwater. These can show up in well water around the septic
system.
Methods of preventing groundwater pollution f rom septic systems include proper system installation and
maintenance. If the concentration of households in an area is too great, then a public sewer and waste
treatment system may be necessary. Dumping hazardous chemicals into septic systems should also be
avoided.

*Saline Intrusion

In coastal areas, too much demand on potable groundwater can create induced recharge from ocear
waters, resulting in saline intrusion into groundwater supplies. This can also happen in times of severe!
drought. (induced recharge can not only contaminate groundwater, but enough induced recharge has;
been known to dry up wetLand areas and destroy habitats for wildlife.)
Careful planning of coastal communities and water conservation are ways to avoid saline intrusion into
groundwater supplies.

*Salts and chemicals used to de-ice roads

In northern climates, tons of salt and other chemicals are used for de-icing roads, and these can create,
groundwater contamination problems. Runoff from storage areas and highways can seep into the ground
and cause high levels of chlorides in well water. Prevention of pollution from this source can be through
protection of storage areas, minimal sall use, and substitution of other materials, such as sand or gravel.

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*Liquid waste storage lagoons

Storage lagoons are used by industries, farms, cities, and mines as a way of preventing pollution by
allowing solid wastes to settle before wastewater is released. However, storage lagoons can cause
groundwater pollution if they leak oroverflow. They can be sources of bacterial orchemical groundwater
pollution.

Groundwater contamination from lagoons can be avoided through proper installation and maintenance
and by locating lagoons away from sensitive groundwater areas.

*Fertilizers

Like pesticides, misuse of fertilizers can cause groundwater pollution. Overuse can allow nitrates from
fertilizer to seep into the water table. In sensitive groundwater areas, rainfall seepage can cause fertilizer
to migrate and contaminate an aquifer.

Careful use can avoid or minimize these problems.

*Animal wastes

Animal wastes are sources of bacteria and nitrates. They can contaminate groundwater if too many
animals are located in too small a lot, or if the lot has improper drainage. Lagoons used to trap animal
wastes can be a source of groundwater pollution if they leak or if the water table is too close to the land
surface. Proper siting of animal lots, along with regular cleaning and avoiding overloading, can prevent
animal waste pollution. Wastes can be recovered and used as fertilizer.

*Leaking underground storage tanks

Leaking underground tanks are a large groundwater pollution problem. And no one is really sure how large
the problem will be. It's been estimated that the locations are known of only about haff the underground
storage tanks in the U.S. Many of these are old, corroded, and beginning to leak and cause problems.
Underground storage tanks are common for service stations, and gasoline pollution is a big pollution
problem. Many stations have replaced old steel tanks with fiberglass tanks that don't corrode.

Federal law now requires specialized installation of storage tanks so that they have a secondary
containment system should the primary tank fail. Careful monitoring of tank inventories can be used to
detect leaks and correct them, and tanks that are no longer in use can be removed or filled with inert
materials to prevent water from pooling in them, becoming contaminated, and leaking out.

*Pipeline breaks

Pipeline breaks can be sources of localized groundwater pollution. Breaks can be severe enough so that
they are immediately detected, or they may be small and cause significant groundwater contamination
before they are noticed. Pipeline breaks can cause pollution from sewage, petroleum products, or other
chemicals. They can occur around roadways due to vibration f rom vehicles, or they can even be caused
by plant roots, which slowly crack pipes and cause leaks. Careful inspection of pipelines and regular
maintenance can reduce pollution problems from this source.

*Inadequately sealed wells or abandoned wells

It's sometimes difficult to imagine wells, our chief way of tapping into groundwater supplies, as a source
of groundwater pollution, but they can be pathways for pollutants to enter the groundwater system. It a
10 well isn't sealed or cased properly, polluted water from runoff can enter at the well cover or along its walls
and be channeled directly into groundwater. Open abandoned wells can be a significant source of

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groundwater pollution. And if a well is deep enough to reach a layer of groundwater that is otherwise
protected by impermeable soil from pollution from surface seepage, it can create severe contamination 40
of an otherwise pure water source.
Groundwater pollution f rorn wells can be prevented by property sealing wells which will no longer be used
with concrete or earth. Well covers and tight casings are used as temporary measures. Procedures have
also been developed to properly seal and plug abandoned wells.

*Undorground Injection wells
Underground injection wells are a method of waste disposal. Wastes disposed by this method include
industrial chemicals, sewage effluent, cooling water, storm water, and saft water. Typically, injection wells
inject wastes below sources of drinking water, but if injection wells have leaks or are used improperly ,
they can inject wastes directly into the usable groundwater supply.
Injection wells are carefully monitored by state and Federal regulations to prevent pollution. Businesses
using injection wells are required to have permits for their use.

*Radon contamination
Radon is a naturally occurring radioactive element that has been linked to cancer in humans. It occurs
in certain geologic areas, and can be an air or water pollutant. Radon can collect as a gas in a basement,
or it can contaminate well water. Test kits for radon detection are available for individual use. Once
detected, radon can be removed from a home or a water well.

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COASTAL WETLANDS

IMPORTANCE OF COASTAL WETLANDS

Coastal wetlands provide a wide variety of important functions, including:

Water quality. Some wetlands contribute to improving water quality by removing excess nutrients and
many chemical contaminants.

Barriers to waves and erosion. Coastal wetlands reduce the im;:md of storm tides and waves before
they reach upland areas.

Flood storage. Coastal wetlands can store floodwater and release it slowly, lowering flood peaks.

Sediment control. Reduced flood flow provided by coastal wetlands allows floodwater to deposit
sediment.

Wildlife habitat. Coastal wetlands can support wide varieties of wildlife.

Fish and shellfish. Coastal wetlands are important spawning and nursery areas for fish and shellfish,
and provide good sources for commercial fishing.

Sanctuary for rare and endangered species. Protection of wetlands often means providing good
habitats for endangered animals. An estimated 43 percent of the threatened and endangered species
in the U.S. rely directly or indirectly on wetlands for their survival.

Aesthetic value. The natural beauty of wetlands is a source of visual enjoyment.

Education and research. The rich ecosystems of wetlands are natural locations for biological research
and observation.

Recreation. Wetlands provide sites for hunting, fishing, and observing wildlife.

Food production. Wetlands have potential for the production of plant products, including marsh
vegetation, and for aquaculture. Wetlands also produce great volumes of food in the form of decaying
plant and animal matter or detritus. Detritus is consumed by many aquatic invertebrates and fish which
are food for game fish, waterfowl, and mammals.

Water supply. With the growth of urban areas, wetlands are becoming more valuable as sources for
water supply.

COASTAL HABITATS

Coastal saft water wetlands contain a number of habitats. Marine intertidal habitats are near the
shoreline and are flooded by tidewaters. Estuarine sub-tidal habitats are open water and bay bottoms
that are continuously covered by saft water. Estuarine intertidal emergents are saft marsh areas that
are covered by vegetation during the growing season. Estuarine Intertidal forested/shrub habitats
contain larger woody plants. Estuarine intertidal unconsolidated shores are beaches and sand bars,

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and estuarine unconsolidated bottom habitats are open water estuaries. Riverine habitats are tidal or
non-t5dal river systems that feed into wetlands.

ESTUARIES

Estuaries form where rivers meet oceans. Estuaries are deep water tidal habitats and adjacent tidal
wetlands that are usually semi-enclosed by land but have open or at least some access to the open ocean.
Ocean water in estuaries is partly diluted by freshwater runoff from rivers, but the salinity of still waters
in estuary wetlands may be occasionally higher than that of the ocean due to evaporation.

BAYS

Bays are large estuarine systems. The Chesapeake Bay is the largest estuary in the United States and
one of the most productive biological systerns in the world. The bay is approximately 200 miles long and
ranges from 4 to 30 miles wide, but averages a depth of only about 28 feet. This makes it ideal for shellfish
and other productive fish species, but it also makes it sensitive to natural changes in temperature and wind
and man-made pollution. Other key bays in the United States include Puget Sound in Washington, Long
Island Sound in New York, Albemarle/Pamlico Sounds in North Carolina, and San Francisco Bay in
California.

COASTAL WETLANDS BENEFITS TO HUMANS

Coastal wetlands are critical to human food supplies. About 66 percent of the commercial fish catch taken,
along the Atlantic and Gulf coasts depends on wetlands for survival. Coastal wetlands produce millions
of tons of organic matter that provide food for invertebrates, shellfish, and small fish that are in turn food
for larger commercial fish such as bluefish and striped bass. Most freshwater fish feed upon wetland
produced food and use wetlands as nurseries for their young. Waterfowl hunters spend over $300 million
annually to harvest wetland-dependent birds. Wetlands also provide blueberries, cranberries, and wild
rice. And wetlands have further potential for contributing to the food supply, through the harvesting oil'
marsh vegetation and aquaculture.

411

F-6o

FRESHWATER WETLANDS

Like saltwater coastal waters, freshwater wetlands offer a variety of benefits, including:

Water quality. Some wetlands contribute to improving water quality by removing excess nutrients and
many chemical contaminants. They are sometimes used in tertiary treatment of wastewater.

Flood conveyance. Wetlands can form natural floodways that allow floodwater to move downstream
without causing damage.

Flood storage. Wetlands can store floodwater and release it slowly, lowering flood peaks.

Wildlife habitat Inland wetlands can support wide varieties of wildlife.

Sanctuary for rare and endangered species. Protection of wetlands often means providing good
habitats for endangered animals. An estimated 43 percent of the threatened and endangered species
in the U.S. rely either directly or indirectly on wetlands for their survival.

Aesthetic value. The natural beauty of wetlands is a source of visual enjoyment.

Recreation. Wetlands provide sites for hunting, fishing, and observing wildlife.

Education and research. The rich ecosystems of wetlands are natural locations for biological research
and observation.

Water supply. With the growth of urban areas, wetlands are becoming more valuable as sources for
water supply. Some wetlands help recharge ground water supplies.

Food production. Wetlands have potential for the production of marsh vegetation and aquaculture.

Timber production. Property managed, wetlands can provide good sources of timber.

Historical value. Some wetlands were locationsfor Indian settlements and provide significant historical
and archeological value.

WETLAND HABITATS

Freshwater wetland habitats include palustrine forested, or forested swamps and bogs; palustrine
shrub, or shrub wetlands; palustrine emergents, or inland marshes and wet meadows; palustrine
unconsolidated shores, or freshwater shores and sand bars; palustrine unconsolidated bottom, or
open water ponds; palustrine aquatic beds, or floating aquatic or submerged vegetation; and
lacustrine, or lake and river habitats.

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COASTAL WETLANDS ISSUES

EROSION

Erosion poses a problem for shorelands by removing soils and sediment that support plant and animal
life. Erosion can strip away important sediment layers and change the habitat's ability to support life.
Extreme erosion can create stream flows that drain coastal wetland areas.

DREDGING AND COASTAL WETLAND LOSS

Dredging, filling, and draining of wetlands has destroyed hundreds of thousands of acres of coastal
habitat. Also, dredged materials from navigation channels are often deposited alongside streams in
wetland areas. For many years, it was thought good land practice to improve wetland "wastelands" by
filing them in or draining them for mosquito control.

Wetlands are now protected by Section 404 of The Clean Water Act. Under this law, the discharge of
dredged or fill materials into the waters of the U.S. requires a permit from the Army Corps of Engineers.
This has prevented the loss of many wetlands, however, wetland loss and degradation continue to be a
significant environmental concern.

RED TIDE

Red tide is a natural phenomenon brought on by too many nutrients in the water which can cause
uncontrolled growth of microscopic organism or type of plankton called a di nof lagel late. Theseorganisms
can multiply to the point where water actually looks red. The organisms contaminate shellfish, making
them unsafe for human consumption. Red tide can also cause fish kills and damage vegetation.

NONPOINT SOURCE POLLUTION IN BAYS

Nonpoint source pollution is a problem for bays as well as any other waterway, but here its consequences
can be more severe. Since bays are typically shallow, nonpoint source sediment pollution can quickly fill
and clog waterways and wetland areas. Sediment can also cause temperature changes that can reduce
oxygen levels and kill marine life.

Nutrient pollution from farmlands can also create havoc in bays. Algal blooms from nonpoint source
pollution can have similar effects of reducing oxygen levels and killing existing life. And toxic pollution can
quickly settle into shallow bay waters and infiltrate productive fishing and spawning beds, killing or
contaminating fish and plant life.

DEVELOPMENT OF COASTAL AREAS

Coastal development has been and continues to be a majorthreat to wetlands. Coastal property has high
real estate value, and developers find it difficult to preserve wetland areas when faced with profit potential
from private wetland areas. And even if wetlands aren't destroyed during development, the additional
pollution f rom development can disrupt the delicate environmental balance of wetlands, changing habitats
forever. The nation's largest estuary, Chesapeake Bay, suff ers many environmental problems as a result
of extensive development within its watershed.

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OCEAN DUMPING AND SPILLS
Ocean dumping and accidental spilk- . :)se a severe pollution problem. and many coastal areas have
received significant environmental daniage. A number of Federal laws are now in place to protect the
c:)astal environment.
*_ineClean WaterAct, whichsets limitations on pollutant discharge and sets penalties for noncompliance.
*The Oil Pollution Act, imposes substantial penalties and liability for oil spills. Violators are responsible
for the cost of cleanup and restoration of natural resources.
*The Comprehensive Environmental Response, Compensation, and Liability Act, which authorizes the
government to force responsible parties to clean up or contain hazardous wastes.
*The Resources Conservation and Recovery Act, which requires permits for hazardous waste manage-
ment and imposes severe criminal and civil penalties for violations.
*The Marine Protection. Research and Sanctuaries Act, which regulates dumping of materials into ocean
waters and requires permits for ocean dumping. Civil and criminal penalties are established for violations.
*The Act to Prevent Pollution From Ships, which regulates the discharge of oil, noxious liquid substances,
or garbage generated during normal operations of vessels.
*The Rivers and Harbors Act of 1899, which prohibits the discharge of refuse of any kind into navigable
waters.

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DESTRUCTION OF WETLANDS

At the time of European settlement, it is estimated that over 200 million acres of wetlands existed in the
United States. In 1975, wetlands were estimated to be 99 million acres. Iowa, for example, has lost 99
percent of its wetland areas. Many wetlands have been converted to agricultural areas, and wetlands
have also been lost to real estate development and conversion to forested areas for timber production.
Laws used to encourage wetlands destruction for "useful purposes!

Wetlands are still being destroyed at an alarming rate, but there is a new awareness of wetlands value,
and an increased interest in preserving wetland areas. Some wetlands have been restored, and
governments and private groups have begun purchasing wetlands areas for conservation. Future
amendments to laws such as the Clean Water Act are expected to focus on protecting existing habitats.

PROTECTION OF WETLANDS

Because so many acres of wetlands have been lost, Federal and state governments have worked hard
to establish ways to protect and revitalize remaining coastal areas and wetlands. Private concerns have
also worked toward wetland preservation.

Approaches toward wetlands protection have included acquisition of wetland areas, both by governments
and private groups such as The Conservation Foundation and The Nature Conservancy. Buying duck
stamps at the post office also raises money for wetlands conservation. Economic incentives for wetland
preservation have included tax reductions and deductions for wetland donation, and economic
disincentives to wetland destruction have also been put in place. A provision of the Food Security Act
eliminates farm program benefits for wetlands converted into farmlands.

Specific regulation of wetlands comes with Section 404 of the Clean Water Act, amended in 1987. Under
this law, the discharge of dredged or fill materials into the waters of the U.S. requires a permit from the
Army Corps of Engineers. This has prevented the loss of many wetlands, but it is not a comprehensive
program for protection. For example, some isolated yet ecologically valuable wetlands are not regulated.

Most coastal states have laws in place to protect coastal wetlands, but fewer than 20 states have enacted
provisions to protect inland wetland areas. The National Estuary Program, established in 1985, now
includes 12 of the nation's largest estuaries and addresses problems affecting the estuaries, such as loss
of habitat, contamination of sediments by toxic materials, depletion of oxygen, and bacterial contamina-
tion. Management plans for each estuary are due to be completed in the early 1990s and steps taken to
restore their environmental-arid economic--beneffts.

RESTORED WETLANDS FOR HABITAT

An estimated 43 percent of all rare and endangered animal species are either located in wetland areas
or are dependent on them. Government agencies have recently undertaken restoration of wetlands in
large-scale projects. One example is the restoration of thousands of acres of floodplain marsh along
Florida's Kissimmee River. Some wetland habitats, such as freshwater marshes are relatively easy to
reproduce and regenerate, while others, such as high saft marshes and forested wetlands, may take
generations to recreate.

The restoration of wetlands habitats is a young and very complex science that will take years to understand
f ully. Wetland restoration must overcome a variety of problems, such as f inancial considerations, invasion
of unwanted vegetation, proper water recharge and sediment control, and interaction of wetlands with
adjacent waterways.

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WATER RELATED CAREERS

Hydrology and other water related careers offer rewarding and challenging work. Water related careers
include:

*Chemistry. Chemists analyze water and determine contaminants that affect its quality. This may involve
testing at water treatment plants or analysis of groundwater to see if pollutants have moved through
groundwater supplies. Chemistry requires a college education, and quite often, post-graduate work to
qualify for more advanced jobs.

*Engineering. Now more than ever, water is an engineering function. Major engineering projects require
environmental impact studies and city development may be based on the ability to engineer around
available water supplies. Engineers also control surface water flow for navigation, recreation, and power
generation.

*Utilltles. Wastewater treatment and management is a field growing in importance and complexity and
we work to clean water even more before returning it to nature. Water specialists for utilities become
involved with plant operations, planning, emergency procedures, and maintenance of the nation's water
plants.

*Forestry. Forest and wetlands contain many water resources. How we manage them will govern our
water supplies in the future. Forestry jobs related to water can include timber harvest planning to avoid
pollution problems, watershed protection, and water analysis to identify and control pollution problems.
*Agriculture. Water is essential for agriculture, and as water supplies dwindle, their management in
agriculture becomes more important for irrigation purposes and to prevent pollution from agricultural
sources. Agricultural pollution tends to be nonpoint source pollution that is still diff icult to spot and control.
Agricultural careers involving water could even include developing plant species that require less water
to produce.

*Biology. Since water is necessary for all life, biologists must consider water supplies and water quality
when considering any life form. Biologists can be involved in drinking water and wastewater treatment,
land management, and other key water-related job functions. Specialized jobs include oceanographer,
fisheries biologist or limnologist.

There are dozens of other water-related jobs and careers. These can include service in the Coast Guard,
Marines, Army Corps of Engineers, or Navy; commercial fishing; wastewater treatment plant technician;
water meter reader; construction (such as plumbing or septic system installation); service in the merchant
marine; meteorologist or weatherperson; bottled water supplier; lifeguard; fishing or rafting guide; and
others. Almost any career or job has some relationship to water or the water supply.

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APPENDIX: Individuals Providing Technical Review Services
Andrews, Elaine, Environmental Education Specialist, Environmental Resources Center, University of
Wisconsin Extension, Madison, Wisconsin
Aronson, Wayne, Chief, Municipal Facilities Branch, Water Management Division, US EPA Region 4, Atlanta,
Georgia
Babbit, R. Jefferson, Ph.D., Research Scientist, Physical Chemistry, Union Camp Corporation, Princeton,
New Jersey
Banta, Ned, US Department of Interior, Geological Survey, Denver,Colorado
Belden, Dr. Ede, Georgia Department of Education, Off ice of Instructional Services, Atlanta, Georgia
Bell, Sylvia, Chief, Small Communities Section, Off ice of Wastewater Enforcement and Compliance, US EPA,
Washington, DC
Bennet, G. Ricky, Division Superintendent, Wyckoff Treatment Division, Cobb County-Marietta Water
Authority, Marietta, Georgia
Bennett, Steven, Northeast Area Water Quality Education Agent, UWEX, Green Bay, Wisconsin
Bergin, John G., Director, Research and Development, Research and Development Division, Consolidated
Papers Inc., Wisconsin Rapids, Wisconsin
Blanco, Robert J., Director, Enforcement and Program Implementation Division, US EPA, Washington, DC
Bonner, Patricia A., Community Liaison Specialist, Office of Water, US EPA, Washington, DC
Bryson, Dale S., Director, Water Management Division, US EPA, Region 5, Chicago, Illinois
Bucher, Kirsten J., Chemical Control Coordinator, Union Camp Corporation, Princeton, New Jersey
Carriker, Neil, Ph.D., Monitoring Design Specialist, Water Management, TVA, Chattanooga, Tennessee
Caspe, Richard L., P.E., Director, Water Management Division, EPA Region 2, New York, New York
Cline, Ruth, Environmental Research Specialist, Consolidated Papers Inc., Wisconsin Rapids, Wisconsin
Cook, Michael B., Director, Office of Wastewater Enforcement and Compliance, US EPA, Washington, DC
Crowell, Edwin P., Assistant Laboratory Director, Union Camp Corporation, Princeton, New Jersey
Davies, Tudor T., Director, Office of Science and Technology, US EPA, Washington, DC
de Bin, Jerry A., Conservation Education Specialist, Alabama Department of Conservation and Natural
Resources, Montgomery, Alabama
Derby, Jennifer, Wetlands Planning Unit, US EPA Region 4, Atlanta, Georgia
Dodson, Max H., Director, Water Management Division, US EPA Region 8, Denver, Colorado
Dugan, Joyce, Director of Education, Cherokee Central Schools, Cherokee, North Carolina
Duncan, Jerry, US Department of Interior, Geological Survey, Denver, Colorado
Dunleavy, Tom, Principal, Fishburn Park Elementary School, Roanoke, Virginia
Elder, James R., Director, Office of Ground Water and Drinking Water, US EPA, Washington, DC
Evans, Chuck, Off ice of the Administrator, US EPA, Washington, DC
Fierra, David A., Director, Water Management Division, US EPA Region 1, Boston, Massachusetts
Findley, Chuck, Director, Water Management Division, US EPA Region 10, Seattle, Washington
Froneberger, Dale, Environmental Scientist, Ground Water Management Unit, US EPA Region 4, Atlanta,
Georgia
Haddock, Randall C., Ph.D., Field Director, Cahaba River Society, Birmingham, Alabama
Hagemann, Matt, Water Management Division, US EPA Region 9, San Francisco, Califomia
Handley, Susan M., Public Involvement and Education Coordinator, Water Management Division, US EPA
Region 10, Seattle, Washington
Heatherly, Frank, Branch Chief, Water Management Division, US EPA Region 4, Atlanta, Georgia
Herman, Dan, Environmental Manager, Consolidated Papers Inc., Wisconsin Rapids, Wisconsin
Hill, Cynthia, Coordinator 1993-94, Legacy, Inc., Montgomery, Alabama
Horn, Charles, Chief, Water Division, Alabama Department of Environmental Management, Montgomery,
Alabama
Houston, Beverly E., Chief, Ground Water Protection Branch, US EPA Region 4, Atlanta, Georgia
Hurley, Patricia, Water Division, Mining/Nonpoint Source Section, Alabama Department of Environmental
Management, Montgomery, Alabama
Irenton, Shirley, National Science Teachers Association, Arlington, Virginia
Job, Charles A., Chief, Technical and Information Management Branch, Ground Water Protection Division,
US EPA, Washington, DC

A-1

Knudson, Myron 0., Director, Water Management Division, US EPA Region 6, Dallas, Texas
Kolosick, Paul C., Ph.D., Research Scientist, Chemical Engineering, Union Camp Corporation, Princeton,
New Jersey
Leiby, Vanessa, Executive Director, Association of State Drinking Water Administrators, Arlington, Virginia
Loken, Lorraine V., Manager, Public Education, Water Environment Federation, Alexandria, Virginia
Malloy, James M., Research Scientist, Analytical and Environmental Chemistry, Union Camp Corporation,
Princeton, New Jersey
Marshall, Jane, Hydrologist, Technical and Information Management Branch, Ground Water Protection
Division, US EPA, Washington, DC
Martin, Lisa, Freshwater Fou 'ndation, Wayzata, Minnesota
Mason, Fred, Alabama Department of Environmental Management, Montgomery, Alabama
Matthews, Christopher H., Ph.D., Assistant Laboratory Director, Union Camp Corporation, Princeton, New
Jersey
McCarthy, Fox, Water Conservation Coordinator, Cobb County-Marietta Water Authority, Marietta, Georgia
McGovern, Cheryl, Water Management Division, US EPA Region 9, San Francisco, Califomia
McMahon, David H., Ph.D., Research Scientist, Analytical and Environmental Chemistry, Union Camp
Corporation, Princeton, New Jersey
Meadows, Dr. Mary Lou, Co-Director, Center for Environmental, Energy, and Science Education, University
of North Alabama, Florence, Alabama
Mechenich, Christine, Groundwater Education Specialist, UWEX Central Wisconsin Groundwater Center,
Stevens Point, Wisconsin
Mikulak, Ronald J., Chief, Ground Water Technology and Management Section, US EPA Region 4, Atlanta,
Georgia
Morris, Alvin R., Director, Water Management Division, US EPA Region 3, Philadelphia, Pennsylvania
Mudd, Carol Ann, Cobb County Schools, Marietta, Georgia
Nichols, Stan, Professor, Biology, Wisconsin Geological and Natural History Survey, University of
Wisconsin, Madison, Wisconsin
Olive, Robert, Water Management Division, US EPA Region 4, Atlanta, Georgia
Outlaw, Tom, Project Coordinator, Association of State Drinking Water Administrators, Arlington, Virginia
Parker, David, Water Management Division, US EPA Region 4, Atlanta, Georgia
Peterson, Jim, Professor, Water Resources, Environmental Resources Center, University of Wisconsin,
Madison, Wisconsin
Peterson, Teresa, Water Management Division, US EPA Region 7, Kansas City, Kansas
Pikulin, Michael A., Research Scientist, Chemical Engineering, Union Camp Corporation, Princeton, New
Jersey
Reitter, Annabeth, Research Scientist, Consolidated Papers Inc., Wisconsin Rapids, Wisconsin
Revetta, Randy, Office of Wastewater Enforcement and Compliance, US EPA, Washington, DC
Riska, Michael, Executive Director, Delaware Nature Society, Hockessin, Delaware
Ritter, Ronald, Director, Water Management Division, US EPA Region 7, Kansas City, Kansas
Rossiter, David, Director of Education, American Waterworks Association, Denver, Colorado
Samples, Gary D., Division Superintendent, James E. Quarles Treatment Division, Cobb County-Marietta
Water Authority, Marietta, Georgia
Scarbrough, James, Water Permits and Enforcement Branch, US EPA Region 4, Atlanta, Georgia
Schnepf, Max, Director of Public Affairs, Soil and Water Conservation Society, Ankeny, Iowa
Seraydarian, Harry, Director, Water Management Division, US EPA Region 9, San Francisco, Califomia
Slotkins, Ronald, Environmental Education Coordinator, US EPA, Washington, DC
Smith, Brad, Director, Office of Environmental Education, US EPA, Washington, DC
Smith, Jonathan, (formerly of) Georgia-Pacif ic Corporation, Atlanta, Georgia
Somers, Linda, Senior Research Scientist, Consolidated Papers Inc., Wisconsin Rapids, Wisconsin
Stone, Andrew, American Ground Water Trust, Dublin, Ohio
Strauss, Alexis, Deputy Director, Water Management Division, US EPA Region 9, San Francisco, Califomia
Struss, Ron, UWEX Western Wisconsin Area Water Quality Specialist, Neillsville, Wisconsin
Stuber, Robin, Water Management Division, US EPA Region 9, San Francisco, Califomia
Tate, Cathy M., US Department of Interior, Geological Survey, Denver, Colorado

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Thompson, Ned, Principal, Cherokee Elementary School, Cherokee, North Carolina
Trovato, Romona E., Director, Ground Water Protection Divisi6n,'US EPA,@'Washington, DC
Tyler, Jerry, Professor, Soil Sciences, University of Wisconsin, Madison, Wisconsin
Vandas, Steve, Chief, Earth Science Education Project, US Department of Interior, Geological Survey,
Denver, Colorado
von Feck, Stephanie, Office of Wastewater Enforcement and Compliance, US EPA, Washington, DC
Walker, John T., Howard Needles Tammen and Bergendoff Company, Dallas, Texas
Walton-Day, Katie, US Department of Interior, Geological Survey, Denver, Colorado
Wayland, Robert H., Director, Office of Wetlands, Oceans and Watersheds., US EPA, Washington, DC
Wheatley, Judy, Educational Consultant, Water Education Foundation, Sac@amento; Califomia
Williams, Dr. Peyton, Jr., Georgia Department of Education,,Office of'Instructional Services, Atlanta, Georgia
Yockers, Dennis H., Ph.D., Consultant, Environmental Education, State of Wisconsin Department of Public
Instruction, Madison, Wisconsin

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