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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.

                                                                            i









                 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.




                                                                      ii











                     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

                                                                             >
                                                                                                    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

                                                                                                        X
















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

                                                                        iv







                     CORRELATION-CHAPTER 2







                                                                                   C". 0




                                                                                                            18







                         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

                                                                            v






                  CORRELATION-CHAPTER 3





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                       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

                                                                                               x






                                                                                               X


















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

                                                                           A






                    CORRELATION-CHAPTER 4






                                                                               Z


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                         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




                                                                                   E


                                                                                   5




                                                                                                                        3    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














                                                                   SOL"
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                                                                 K
            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





                                                                                             r

                                                             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
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                         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.







                                      If










                                                           STREAM
                                 WELL'11i
                             NJ,


                                                                                                                     4






                                                    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



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                                                                       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.






























                                                                                                                           0










                                                                                                                           0





                                                                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 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 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








                                                     21



                                                                                        A



































                                                                    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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                                                                                                                13



                                                                                                                            0


                                                                                                                       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










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                                                   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

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                                                                                                                                     Student Sheet

                                                                COASTAL WATERS SEARCH
















    co





                   .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





                                                                                                                                 v.






                                                                                                                      0










                                                                                                                      0










                                                                                                                      0






                                                              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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                                                                                                                                    Student Sheet


                                                          MAKE YOUR OWN LAND USE PLAN



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                    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'
                          ï¿½ simple picture of a body of water (creek, river, lake, etc.) with a pollutant in it on one side and
                          ï¿½ 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





                                                                                                                                                   El











                                                                                                                   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






                                                                                                                      0










                                                                                                                       0













































                                                             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.




                                                                                                                 7




    6)
    (A)


                                 RAPII) MIXING
                                                                 2.

                                       5


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                                  c










                                                                                                                                                                                                                   Student Sheet


                                                                                          WASTEWATER TREATMENT METHODS




                                                                                                                                     SEPVIC TANK
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                                                                                                                                                                          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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                                                                                  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

                5Soul)s CouEmorj /,i T)ISCIJARGE-
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                                     R
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                                       n-





                      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



                                            0







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                                    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


                                     0









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                            V                            .. .... .
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                                                  1-69












                                                  Teacher Sheet


                           SEPTIC SYSTEM








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                                 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






                                                                                                                      0










                                                                                                                       0










                                                                                                                       0






                                                              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-
                                  T
                             WIDGE
                             FACTI
              RIVER             DRY        REATME@JT PLAN17
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                                                ll@EATMEN-MP@!!"
                    frr
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                    I
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                                                                             ! - !:::F-i 1
                                    @LBEDROCK










                                                                                    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

                                                                                 A




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                                                                                  mi K
                                                                                 CARTONS
                                                                                 DECORATED
                                          0 H                                    LIK BUILD106-5
                                               \.JASTEWATER-
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                                                                                                                      0










                                                                                                                       0










                                                                                                                       0






                                                              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.

                    I=

                    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, ï¿½.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






                                                                                                                      0





















                                                                                                                       0





                                                              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




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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





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                                      1-92




                                                                 DRINKING AND
                                                                  WASTEWATER
                                                                    TREATMENT













                                                                                                                                                          dy





                                                                                                                                  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
                     ï¿½ distribution system, it is diverted down different pathways to homes and businesses. The diameter of
                     ï¿½ 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


                                 OR



                              .41



                         C> RAPID MIXING


                                        Z

            %
            %




              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






                                                                                                                      0










                                                                                                                       0












































                                                             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."




                                                                                                                                  Ol






                                                                   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.

    Co








               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.






                                                                                                                      0










                                                                                                                       0










                                                                                                                       0






                                                              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



                                                                                                                0




                                                                                                         Teacher Sheet


                                                    SEPTIC TANK MODEL








                                                       WATER-


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                                                             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
























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                                    WASTEWATER TREATMENT PROCESS                             Student Sheet


                                      2.                                 7
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                                                           2-56












                                                             Teacher Sheet


                          WASTEWATER TREATMENT PROCESS
                                   ANSWER KEY






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                           2. 5A R SCREEN        7 -SECONDAMY SETTL i M
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                                        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










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                                                                         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






                                                                                                                      0














































































                                                              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!:>






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                                                                 %A




    OD









                                                CELL                                CELL
                                                 T              WATF-R-
                                            CAVAILS  0 R-       i-EVEL           ORMAMCAIrAl
                                              81ALkU5HES        CoMTROL-      WETLAND PLANT'5


                                                                                                                 VISCRAR&E




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                                                   \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



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                                                              2-70





                                     PLANTS, ANIMALS, AND SOILS                Student Sheet
                           ----------         (continued)                              AV,


                           SALAMA NvER-

                                                                   BLUEGILL
                                                                   SUNFISH



         WATER  (30ATMAN
                                                                                 FE RN




                                         WATER SNAKE













                                                BEAVER-


               A@




          SWAMP
           RosE.
          MALLO\-/                              DRAGONFLY      BLUE HERON


                                                            , 0@7@ @@

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                                                                                   CAR.OtNAL
           -rv RTL-f=-       CAJ-rA I L-            RACCOON                        FLOWEP-


                                                  2-71






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                                                              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






                                                                                                                      0










                                                                                                                       0










                                                                                                                       0






                                                              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.


                     I=

                     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)
















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                                                                                                                    0






                                                            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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     - - - - - - - -- - - - - -                              T



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               ITR                                                      IT.RG



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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
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   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



                                                                                       6

                                    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?






                                                                                                                      0






















                                                                                                                       0





                                                             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












                                                  Y








                                                                                      TERRACING






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                                                                                             lit.
                 WINDBREAK                                                                                         fit..
                                                                                  @hht I @111 if k @11 I          W L


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                                                               3-45






                                                                                                                      0










                                                                                                                       0










                                                                                                                       0






                                                             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.

                     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.



                                                                        3-47








                  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






                                                                                                                      0










                                                                                                                       0










                                                                                                                       0





                                                              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.

                     I=

                     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.




                                      JI


                                                                                        N;


                                                                    CACTUS
                             CYPRESS
                                                171













                             FALM
                                          1A.











                              SASSAFF,A5                             REDWOOV

                                             @(77

                             L



                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






                                                                                                                      40








                                                                                      1


                                                                                                                       40










                                                                                                                       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.





                                                                                                                                         40










                                                                                                                                         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.


                                             0                                 0                                 0  7
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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.



                                                              L I QLA I D
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                                                                             3-69






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                                                             3-70




















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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----

                                    cy, 0  C
                                              A.G0


                                     ID ?-0
                                                                     13 E: r,) KO C, V@



                                                                                                         0


                                                                                                    Student Sheet


                                            LOCATION OF MAJOR U.S. AQUIFERS





















                        N






                                                                                                                      40










                                                                                                                       0










                                                                                                                       0


                                                             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






                                                                                                                     40










                                                                                                                     40










                                                                                                                     40





                                                             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-












                         L





                    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






                                                                                                                     40






                                                                                                            1




                                                                                                                     40










                                                                                                                     40






                                                            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.


























                #2















                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




































                                            ï¿½r








                   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'@




















                                                      n

















                                                                     4-37






                                                                                                                     40










                                                                                                                     0










                                                                                                                     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




                                                                                                        LANDFl L L
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                                                                                                                 CtRouOD
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                                                                                                                 TAN K


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                                                                                                                                       Teacher Sheet


                                                                    WELL, WELL, WELL MAP
                                                                          ANSWER KEY


                                                                                                                        1XIIIIIII
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                                                             V          7                                                             It

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                                                        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:

                     ï¿½ Go on certain days. The first week in February, May, August, and November seemed to be the most
                       effective days to visit wells.

                     ï¿½ Water must be either drunk or bathed in afterdark and in complete silence.

                     ï¿½ Leave part of your clothes or rags to get rid of the evil causing your sickness.
                     ï¿½ 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.


                                                                                                 r







                                                                                                                       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






            by



                                                                                    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






                                                                                                                     40










                                                                                                                     40










                                                                                                                      0





                                                             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













                                                L


                                                 0 0







                                                                    -SOIL
                                                                    _\y/ASTE
                                                                           Sol
                                                                           WA 5Trz:



                                                                           GlZAVEL-

                                                                           RU 3 3 ER 13A NVS
                                                                        -CHEE35 CLOTI+


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                                                    '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






                                                                                                                     40










                                                                                                                     40










                                                                                                                      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



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                                                                                                               1A





                              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 ï¿½/ie/
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                                                           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
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                                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
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                                I F C' P         0       T A M I N A T I N E
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                                                             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          (


                                                                                40











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                                          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










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                                                                                                                        Student Sheet


                                                AREAS OF MAJOR AGRICULTURAL ACTIVITY




                                                AREAS c),'-- A6RlCUL7-UR1qL AC7-W-rY










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                                                                                                          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:

                      ï¿½ using natural fertilizers like manure

                      ï¿½ 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:

                      ï¿½ Using manure as a soil enricher, instead of chemical fertilizers
                           -on the farm
                           .on landfills covered with dirt
                           .on clearcut areas (to grow trees)

                      ï¿½ 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






                                                                                                                    40










                                                                                                                    40










                                                                                                                    10





                                                            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,"Wildemesï¿½, 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
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                                                                                                                              0

                                                                                                                              LA






                     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






                                                                                                                        40










                                                                                                                         40










                                                                                                                         40


                                                                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.

                              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 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











  0






                                                            5-19






                                                                                                                     40










                                                                                                                     40










                                                                                                                     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



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                                                                                                                                    Student Sheet
























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                                                             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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                                                          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



















 0





                                          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






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                               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






                                                                                                                     qb










                                                                                                                     40










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                                                             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






                                                                                                                    40










                                                                                                                    40










                                                                                                                    40





                                                             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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                                   4-0 @'o
                                              P





                     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,

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                                                                                                                        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






                                                                                                                     40










                                                                                                                     40










                                                                                                                      40




                                                             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-


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                       SMALL
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                      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--@-
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                                                                                                               411




                                                          5-64










                                                                                   Student Sheet


                                             COASTAL ORGANISMS














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                                                     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




                                             2.


                                                              4





                     /,U - - 3.





                                                                                 Q@
                                              Am


                    0





















                 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?



                     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 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
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                                                                                                                   410






                                                             5-70













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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.


                   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.

                   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

                                      LA

















 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.



















                                                                              F-1






                                                                                                                           40










                                                                                                                           40










                                                                                                                           40


                                                               F-2







                     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.




















                                                                              F-3






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                                                                                                                         40










                                                                                                                         40


                                                              F-4







                     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.














                                                                            F-5






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                                                                                                                        40










                                                                                                                        40


                                                             F-6







                   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






































                                                                   F-12






                     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.









                                                                       F-17






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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.


















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                                                           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.










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                                                          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






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                                                          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






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                                                          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:

                     ï¿½ Planning and design to minimize expense and maintenance.

                     ï¿½ 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









                ï¿½ Using mulches for water retention, long-term fertilization, and weed control.

                ï¿½ Efficient irrigation through grouping plants according to water needs.

                ï¿½ Improving the soil to allow for better absorption of water.

                ï¿½ 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.









































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                                                          F-40







                    AQUATIC ECOSYSTEMS



                    Surface water can be broken down into five categories:

                                      ï¿½ Oceans
                                      ï¿½ Lakes
                                      ï¿½ Rivers and Streams
                                      ï¿½ Estuaries
                                      ï¿½ 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.








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                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.


































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                     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:

                               ï¿½ Domestic water supply
                               ï¿½ Industrial water supply
                               ï¿½ Fish and aquatic life
                               ï¿½ Recreation
                               ï¿½ Irrigation
                               ï¿½ Livestock watering
                               ï¿½ Wildlife
                               ï¿½ 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:

                               ï¿½ Dissolved oxygen
                               ï¿½ pH
                               ï¿½ Hardness, or mineral content
                               ï¿½ Total dissolved solids
                               ï¿½ Solids, floating materials and deposits
                               ï¿½ Turbidity or color
                               ï¿½ Temperature
                               ï¿½ Coliforms
                               ï¿½ Taste and odor
                               ï¿½ Toxic substances
                               ï¿½ 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.


























































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                                                          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






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                                                           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



                                                                         F-53









               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.






































                                                                  F-54







                    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.



                                                                     F-56










                    *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


                                                                        F-57








                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.



































                                                                     F-58







                  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,



                                                                   F-59









                 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.










                                                                   F-61






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                                                                                                                      0






                                                            F-62







                    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.





                                                                         F-63









                 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.












































                                                                     F-64







                   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.

                                                                       F-65






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                                                           F-66







                     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.













                                                                           F-67








              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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