Fresh Waterwater

Total Page:16

File Type:pdf, Size:1020Kb

Fresh Waterwater FreshFresh WaterWater Plants and animals that live on land need fresh water. Fresh water is water that does not have salt mixed with it. We can drink fresh water after treatment. Fresh water is found in lakes and reservoirs, streams and rivers. It falls as rain from storm clouds and is in the snowpack in mountains. Fresh water is found under ground as groundwater and frozen as ice in glaciers. MATHMATH FUN!FUN! All of something is 100% 97% of the water on Earth is salt water. 3% of the water on our planet is fresh water. Here are 10 rows of 10 water drops. How many water drops are there? 10 X 10 Color 97 of the drops green to show salt water. Color 3 of the drops blue to show fresh water. -Adapted from Understanding Water - Activity Book, Colorado Foundation for Agriculture. UnderstandingUnderstanding WaterWater Now the water drops represent all the fresh water on Earth. Eighty-five percent of Earth’s fresh water is frozen in ice at the north and south poles. How much water is available for people, plants, and animals to use? Color the drops to show how much fresh water is available to use. Do the math! 100 - 85 Use two colors again: one color for ice, one color for water that is not frozen. Fact: Less than one percent of fresh water is available for people, plants and animals to use! theory: Most scientists believe there is the same amount of water on earth today that there was at the time of the dinosaur. -Adapted from Understanding Water - Activity Book, Colorado Foundation for Agriculture..
Recommended publications
  • Freshwater Ecosystems and Biodiversity
    Network of Conservation Educators & Practitioners Freshwater Ecosystems and Biodiversity Author(s): Nathaniel P. Hitt, Lisa K. Bonneau, Kunjuraman V. Jayachandran, and Michael P. Marchetti Source: Lessons in Conservation, Vol. 5, pp. 5-16 Published by: Network of Conservation Educators and Practitioners, Center for Biodiversity and Conservation, American Museum of Natural History Stable URL: ncep.amnh.org/linc/ This article is featured in Lessons in Conservation, the official journal of the Network of Conservation Educators and Practitioners (NCEP). NCEP is a collaborative project of the American Museum of Natural History’s Center for Biodiversity and Conservation (CBC) and a number of institutions and individuals around the world. Lessons in Conservation is designed to introduce NCEP teaching and learning resources (or “modules”) to a broad audience. NCEP modules are designed for undergraduate and professional level education. These modules—and many more on a variety of conservation topics—are available for free download at our website, ncep.amnh.org. To learn more about NCEP, visit our website: ncep.amnh.org. All reproduction or distribution must provide full citation of the original work and provide a copyright notice as follows: “Copyright 2015, by the authors of the material and the Center for Biodiversity and Conservation of the American Museum of Natural History. All rights reserved.” Illustrations obtained from the American Museum of Natural History’s library: images.library.amnh.org/digital/ SYNTHESIS 5 Freshwater Ecosystems and Biodiversity Nathaniel P. Hitt1, Lisa K. Bonneau2, Kunjuraman V. Jayachandran3, and Michael P. Marchetti4 1U.S. Geological Survey, Leetown Science Center, USA, 2Metropolitan Community College-Blue River, USA, 3Kerala Agricultural University, India, 4School of Science, St.
    [Show full text]
  • Water on Earth (Pages 392–395) Key Concept
    Name Date Class Fresh Water ■ Adapted Reading and Study Water on Earth (pages 392–395) The Water Cycle (pages 392–393) Key Concept: In the water cycle, water moves from bodies of water, land, and living things on Earth’s surface to the atmosphere and back to Earth’s surface. • The water cycle is how water moves from Earth’s surface to the atmosphere and back again. The water cycle never stops. It has no beginning or end. • The sun is the source of energy for the water cycle. • Water evaporates from Earth’s surface. Water is always evaporating from oceans and lakes. Water is given off by plants as water vapor. • When water vapor in the air cools, it condenses. The result of this condensation is clouds. • From clouds, water falls back to Earth as precipitation. Precipitation is water that falls to Earth as rain, snow, hail, or sleet. • If the precipitation falls on land, it may soak into the soil. Or, it may run off into rivers and lakes. Answer the following questions. Use your textbook and the ideas above. 1. The process by which water moves from Earth’s surface to the atmosphere and back again is the . 2. Water that falls to Earth as rain, snow, hail, or Fresh Water Fresh sleet is called . © Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved. 185 Name Date Class Fresh Water ■ Adapted Reading and Study 3. Circle the letter of each sentence that is true about the water cycle. a. The water cycle begins with the formation of clouds.
    [Show full text]
  • The Conservation and Sustainable Use of Freshwater Resources in West Asia, Central Asia and North Africa
    IUCN-WESCANA Water Publication The Conservation and Sustainable Use of Freshwater Resources in West Asia, Central Asia and North Africa The 3rd IUCN World Conservation Congress Bangkok, Kingdom of Thailand, November 17-25, 2004 IUCN Regional Office for West/Central Asia and North Africa Kuwait Foundation For The Advancement of Sciences The World Conservation Union 1 2 3 The Conservation and Sustainable Use of Freshwater Resources in West Asia, Central Asia and North Africa The 3rd IUCN World Conservation Congress Bangkok, Kingdom of Thailand, November 17-25, 2004 IUCN Regional Office for West/Central Asia and North Africa Kuwait Foundation 2 For The Advancement of Sciences The World Conservation Union 3 4 5 Table of Contents The demand for freshwater resources and the role of indigenous people in the conservation of wetland biodiversity Mehran Niazi.................................................................................. 8 Managing water ecosystems for sustainability and productivity in North Africa Chedly Rais................................................................................... 17 Market role in the conservation of freshwater biodiversity in West Asia Abdul Majeed..................................................................... 20 Water-ecological problems of the Syrdarya river delta V.A. Dukhovny, N.K. Kipshakbaev,I.B. Ruziev, T.I. Budnikova, and V.G. Prikhodko............................................... 26 Fresh water biodiversity conservation: The case of the Aral Sea E. Kreuzberg-Mukhina, N. Gorelkin, A. Kreuzberg V. Talskykh, E. Bykova, V. Aparin, I. Mirabdullaev, and R. Toryannikova............................................. 32 Water scarcity in the WESCANA Region: Threat or prospect for peace? Odeh Al-Jayyousi ......................................................................... 48 4 5 6 7 Summary The IUCN-WESCANA Water Publication – The Conservation and Sustainable Use Of Freshwater Resources in West Asia, Central Asia and North Africa - is the first publication of the IUCN-WESCANA Office, Amman-Jordan.
    [Show full text]
  • Freshwater Resources
    3 Freshwater Resources Coordinating Lead Authors: Blanca E. Jiménez Cisneros (Mexico), Taikan Oki (Japan) Lead Authors: Nigel W. Arnell (UK), Gerardo Benito (Spain), J. Graham Cogley (Canada), Petra Döll (Germany), Tong Jiang (China), Shadrack S. Mwakalila (Tanzania) Contributing Authors: Thomas Fischer (Germany), Dieter Gerten (Germany), Regine Hock (Canada), Shinjiro Kanae (Japan), Xixi Lu (Singapore), Luis José Mata (Venezuela), Claudia Pahl-Wostl (Germany), Kenneth M. Strzepek (USA), Buda Su (China), B. van den Hurk (Netherlands) Review Editor: Zbigniew Kundzewicz (Poland) Volunteer Chapter Scientist: Asako Nishijima (Japan) This chapter should be cited as: Jiménez Cisneros , B.E., T. Oki, N.W. Arnell, G. Benito, J.G. Cogley, P. Döll, T. Jiang, and S.S. Mwakalila, 2014: Freshwater resources. In: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 229-269. 229 Table of Contents Executive Summary ............................................................................................................................................................ 232 3.1. Introduction ...........................................................................................................................................................
    [Show full text]
  • Land Use, Climate, and Water Resources—Global Stages of Interaction
    water Editorial Land Use, Climate, and Water Resources—Global Stages of Interaction Sujay S. Kaushal 1,*, Arthur J. Gold 2 ID and Paul M. Mayer 3 1 Department of Geology & Earth System Science Interdisciplinary Center, University of Maryland, College Park, MD 20740, USA 2 Department of Natural Resources Science, University of Rhode Island, Kingston, RI 02881, USA; [email protected] 3 National Health and Environmental Effects Research Lab, Western Ecology Division, US Environmental Protection Agency, 200 SW 35th Street, Corvallis, OR 97333, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-301-405-7048 Received: 13 September 2017; Accepted: 19 October 2017; Published: 24 October 2017 Abstract: Land use and climate change can accelerate the depletion of freshwater resources that support humans and ecosystem services on a global scale. Here, we briefly review studies from around the world, and highlight those in this special issue. We identify stages that characterize increasing interaction between land use and climate change. During the first stage, hydrologic modifications and the built environment amplify overland flow via processes associated with runoff-dominated ecosystems (e.g., soil compaction, impervious surface cover, drainage, and channelization). During the second stage, changes in water storage impact the capacity of ecosystems to buffer extremes in water quantity and quality (e.g., either losses in snowpack, wetlands, and groundwater recharge or gains in water and nutrient storage behind dams in reservoirs). During the third stage, extremes in water quantity and quality contribute to losses in ecosystem services and water security (e.g., clean drinking water, flood mitigation, and habitat availability).
    [Show full text]
  • UNIT #5 – How Water Loss Affects Biodiversity
    UNIT #5 – How Water Loss Affects Biodiversity How Water Loss Affects Biodiversity – Read the passage to learn how the lack of water affects plants, animals and people, then answer comprehension questions to test your understanding. In order for humans to live, they need freshwater habitats, including 15,000 access to fresh water. Only .03% of the species of fish 4,300 species of amphibians, world’s total water is accessible for humans and 5,000 species of mollusks, such as to use for drinking. The small amount of clams and oysters. Millions of other species, potable (suitable for drinking) water makes including humans, depend on fresh water to its conservation incredibly important so drink. When an area loses a large that water shortages already occurring in percentage of its fresh water, many animals some regions do not spread further. If they die off. In some cases, species go entirely do spread, this may lead to conflicts over extinct. This leads to a decrease in the the right to use this water. regions biodiversity. There are many ways in which humans can In Africa, where droughts are common, they affect access to fresh water. For example, have been more prolonged than in the past. humans can pollute bodies of water, This is due in part to climate change, as well thereby making them undrinkable. In some as a greater demand for water as the cases, they may make physical changes to continent’s population has increased. the land by building over wetlands or During a drought in Kenya that lasted from damming up rivers.
    [Show full text]
  • Effects of Alternating Irrigation with Fresh and Saline Water on the Soil
    water Article Effects of Alternating Irrigation with Fresh and Saline Water on the Soil Salt, Soil Nutrients, and Yield of Tomatoes Jingang Li 1 , Jing Chen 2,*, Zhongyi Qu 3,*, Shaoli Wang 4, Pingru He 5 and Na Zhang 6 1 College of Water Conservancy and Hydropower Engineering, Hohai University, Nanjing 210098, China 2 College of Agricultural Engineering, Hohai University, Nanjing 210098, China 3 Water Conservancy and Civil Engineering College, Inner Mongolia Agricultural University, Hohhot 010018, China 4 State Key Laboratory of Simulation and Regulation of Water Cycle in River Basin, Department of Irrigation and Drainage, China Institute of Water Resources and Hydropower Research, Beijing 100038, China 5 Key Laboratory of Agricultural Soil and Water Engineering in Arid and Semiarid Areas of Ministry of Education, Northwest A&F University, Yangling 712100, China 6 Ningxia Institute of Water Resources Research, Yinchuan 750021, China * Correspondence: [email protected] (J.C.); [email protected] (Z.Q.); Tel.: +86-139-1298-0055 (J.C.); +86-150-4910-9708 (Z.Q.) Received: 1 July 2019; Accepted: 13 August 2019; Published: 15 August 2019 Abstract: Saline water irrigation has become extremely important in arid and semi-arid areas in northwestern China. To study the effect of alternating irrigation models on the soil nutrients, soil salts, and yield of tomatoes with fresh water (total dissolved solids of 0.50 g L 1) and saline water · − (total dissolved solids of 3.01 g L 1), a two-year field experiment was carried out for tomatoes in the ·
    [Show full text]
  • Investigation 3.1: Visualizing Earth's Water
    INVESTIGATION 3.1: VISUALIZING EARTH’S WATER LESSON SNAPSHOT Read and Connect Gallery Walk 2 Analyze Data and Feedback 50-MINUTE Discuss Models Synthesize and Reflect PERIODS Group Work and Invent MATERIALS • Students will understand that most of the fresh water readily available for human consumption on Earth is in the form of PER STUDENT groundwater. • Student Sheet 1: Water Distribution • Student Sheet 2: Gallery Walk Feedback INQUIRY QUESTIONS • Student Sheet 3: The World’s Water Graph • Student Reading 1: Visualizing Earth’s Water • How is water distribution data best • Graph paper (optional) represented? • Calculator (or cell phone) • How is Earth’s water distributed within and • Computer (optional) around the planet? • How do models help us better understand PER GROUP scientific data and concepts? • Chart paper • Markers OVERVIEW • Sticky notes • Rulers Students have an opportunity to see different • Compass and/or protractor (for models of how water is distributed across drawing circles) Earth. A very simple model (the globe toss) and a more complex model (the 1-gallon jug) WHOLE CLASS provides students with a reference when they (OPTIONAL VISUAL MODELS) create their own model or representation • A 1-gallon jug using a data table. • Measuring cups and spoons • Containers to hold measured Students will be placed in groups of three quantities of water to create their initial representation. They • Globe (inflatable beach ball globe will will then rotate to a new group of three work best) to explain their representation and their • Find videos and other visual models at reasons for choosing it to their new group. denverwater.org/werg They will then return to their original group of three to discuss and synthesize the STUDENT OUTCOMES similarities, differences, pros and cons of the different representations.
    [Show full text]
  • How to Avoid Buying a Car Flooded by Hurricanes
    WHEELS How to Avoid Buying a Car Flooded by Hurricanes By Norman Mayersohn Sept. 21, 2017 It has become predictable. First come the hurricane and flooding. Then come the dire warnings about waterlogged cars being put up for sale without any notice about flood damage. This year’s big storms have flooded a huge number of vehicles — hundreds of thousands, if not the half-million that were initially feared. But with some basic due diligence — and a discerning eye — you can usually avoid buying a water-damaged car from an unscrupulous seller. Most newer vehicles hit by the storms will be written off as total losses by the insurance companies. The owner will receive a check, and the insurance company will take possession of the vehicle, reporting it to searchable databases. The National Insurance Crime Bureau said this week that nearly 270,000 insurance claims related to Hurricane Harvey vehicle damage had been processed, and nearly another 70,000 for Hurricane Irma. It is not clear how many of those claims will be declared total losses. Cars that are totaled by the insurance company go to a salvage auction company. Insurance Auto Auctions, based in Illinois, listed an inventory of 46,000 flood vehicles on its website early this week, although the number was not broken down by storm. Copart, a salvage auction company that processes three million cars a year from 200 locations around the world, said it had gathered more than 30,000 Harvey cars at two sites in Texas as of a week ago. Buyers who go to a salvage auction can be certain that a vehicle there has been the victim of some serious misfortune.
    [Show full text]
  • Distribution of Water on the Earth
    Distribution of water on the Earth Prof. Anil Kumar Department of Geology Patna Science College Patna University , Patna Water exists on, in and above our planet • The big blue sphere represents the volume of all water in and above the earth . • The smaller blue sphere represents earth ‘s fresh water in ground water, swamp, river and lakes. Water distribution • The distribution of water on the Earth's surface is extremely uneven. Only 3% of water on the surface is fresh; the remaining 97% resides in the ocean. Of freshwater, 69% resides in glaciers, 30% underground, and less than 1% is located in lakes, rivers, and swamps. •In the first bar, notice how only 2.5% of Earth's water is freshwater - the amount needed for life to survive. •The middle bar shows the breakdown of freshwater. Almost all of it is locked up in ice and in the ground. Only a little more than 1.2% of all freshwater is surface water, which serves most of life's needs. •The right bar shows the breakdown of surface freshwater. Most of this water is locked up in ice, and another 20.9% is found in lakes. Rivers make up 0.49% of surface freshwater. Although rivers account for only a small amount of freshwater, this is where humans get a large portion of their water from. Distribution of world’s water • Most of Earth’s water is salty water in the oceans. Approximately 3 percent of Earth’s water is fresh. • Freshwater is water that contains little or no dissolved salt.
    [Show full text]
  • If Rain Falls on the Ocean— Does It Make a Sound? Fresh Water’S Effect on Ocean Phenomena
    If Rain Falls On the Ocean— Does It Make a Sound? Fresh Water’s Effect on Ocean Phenomena Raymond W. Schmitt It also matters because rainfall and evapora- Senior Scientist, Physical Oceanography tion are not evenly distributed across and among s with similar questions about a tree in the ocean basins—some regions continuously gain forest or a grain of sand on the beach, it water while others continuously lose it. This leads Amay be hard to imagine that a few inches of to ocean current systems that can be surprisingly rain matters to the deep ocean. After all, the ocean’s strong. The processes of evaporation and precipi- average depth is around 4 kilometers and only 1 to tation over the ocean are a major part of what is 5 centimeters of water are held in the atmosphere called “the global water cycle;” indeed, by all esti- at any one time. But it does matter, in part because mates, they dominate the water cycle over land by the ocean is salty. The effect of rain diluting the salts factors of ten to a hundred. The addition of just one in the ocean (or evaporation concentrating them) percent of Atlantic rainfall to the Mississippi River can be greater than the effect of heating (or cool- basin would more than double its discharge to the ing) on the density of seawater. Gulf of Mexico. As discussed previ- 70˚ ously in Oceanus, our 1979 1978 knowledge of the water 1979 cycle over the ocean is 1981- extremely poor (see the 1982 Spring 1992 issue).
    [Show full text]
  • Freshwater Biodiversity: F^Mm^/M a Preliminary Global Assessment
    WCMC Biodiversity Series No. 8 iHWnwm,,, I' ^ ;.*;il^ i.jiiimn I Freshwater Biodiversity: f^mm^/m a preliminary global assessment #:^\ UNEP WORLD CONSERVATION MONITORING CENTRE Digitized by the Internet Arciiive in 2010 with funding from UNEP-WCMC, Cambridge http://www.archive.org/details/freshwaterbiodiv98wcmc \1\.<^1 WCMC Biodiversity Series No. 8 Freshwater Biodiversity: a preliminary global assessment World Conservation Monitoring Centre Brian Groombridge and Martin Jenkins VTORLD CONSERVATION MONITORING CENTRE UNEP WCMC - World Conservation Press 1998 The World Conservation Monitoring Centre, based in Cambridge, UK, is a joint venture between three partners in the World Conservation Strategy and its successor Caring for the Earth: lUCN - The World Conservation Union, UNEP - United Nations Environment Programme, and WWF - World Wide Fund for Nature. The Centre provides information services on the conservation and sustainable use of species and ecosystems and supports others in the development of their own information systems. UNEP - The United Nations Environment Programme is a secretariat within the United Nations which has been charged with the responsibility of working with governments to promote environmentally sound forms of development, and to coordinate global action for development without destruction of the environment. UNEP has as its mission "to promote leadership and encourage partnerships in caring for the environment by inspiring, informing and enabling nations and people to improve their qualify of life without compromising that of future generations". WORLD CONSERVATION MONITORING CENTRE Published by: WCMC - World Conservation Press, Cambridge, UK. ISBN: 1 899628 12 6 Copyright: 1998. World Conservation Monitoring Centre, Cambridge Reproduction of this publication for educational or other non- commercial purposes is authorised without prior permission from the copyright holders, provided the source is acknowledged.
    [Show full text]