5-6 Groundwater Unit Table of Contents

Lesson 1 : Groundwater Introduction

Explore: How much water is there?

Lesson 2: Porosity and Permeability

Explore: Permeability and Porosity Lab

Lesson 3: What is an Aquifer?

Explore: Build an Aquifer

Lesson 4: Groundwater Pollution

Explore: A Little Pollution Goes a Long Way, Dilution and Pollution Lab Explore: Pass It On

Lesson 5: Geysers and “Hot Spots”

Explore: Create a Geyser

Glossary

Resources & Acknowledgements

5-6 Idaho State Standards

Lesson 1 Introduction to Groundwater

OBJECTIVES

1. Students will learn where groundwater is found and its importance.

2. Explain where groundwater fits into the water cycle.

3. Define appropriate groundwater terms.

ENGAGE—

Q: If you are thirsty and want a drink of water, you might get it from the kitchen sink or from a drinking fountain. Where do you think this drinking water comes from? (Have students brainstorm or share ideas).

BACKGROUND INFORMATION:

About half the people in the U.S. and almost the entire rural population of this country depend upon groundwater for their drinking water. In the state of Idaho, 96% of the population depends upon it. Within Teton Valley, you probably are on a well that pumps water from underground to your faucet. Groundwater is also one of the most important sources for irrigation, which provides farmers with a way to water their fields. Groundwater is found in permeable underground layers of gravel, sand, sandstone and fractured rock known as aquifers. Many people picture groundwater as underground lakes and rivers, but it is actually water that fills up the spaces between rocks and soil particles underground—kind of like how water fills up a sponge. Groundwater can be found almost everywhere. Groundwater supplies are replenished, or refilled, by rainfall and snowmelt. In some parts of the country, people face shortages of groundwater because it is used up faster than it can be replaced. In other areas, groundwater is polluted by human activities. In this unit, we will learn about groundwater, where it is stored, how it gets there, where it goes, why it is so important to keep it clean and how to conserve it.

EXPLAIN AND DEVELOP:

1. Transparency 1-1: Discuss the concept of how water is stored underground.

2. Transparency 1-2: Water cycle Student worksheet 1-2: Water Cycle Explain where groundwater fits in the water cycle and where it comes from.

3. Student worksheet 1-3: Groundwater Glossary and Diagram Define groundwater terms and have students label the groundwater diagram. Transparency 1-3: Groundwater Glossary Diagram

EXPLORE (optional) : How much water is there?

In order to get students to realize how little drinking water there is on earth, and how much of that is groundwater, do the following activity.

MATERIALS:

2 1000ml beaker 100 ml cylinder 10 ml cylinder eye dropper salt dry erase marker

PREPARATION:

Fill one of the 1000 ml beakers with tap water. Line up the remaining containers in a line, largest to smallest as follows: 1000 ml beaker, 100 ml cylinder, 10 ml cylinder and the eye dropper. Set up the containers in a location that the whole class can see.

PROCEDURE:

1. Show the class the liter (1000 ml) of water and tell them it represents all water on earth. 2. Ask where most of the water on earth is located. Pour 970 ml of water in a 1000 ml beaker to simulate the water in the earth’s oceans (97%). Add salt to it to make it unfit for drinking. 3. Pour 24 ml of the remaining 30 ml of tap water into a 100 ml cylinder (80%). This is the amount of water locked up in icecaps, glaciers and snowy mountain ranges.

4. Pour the remaining water from the larger 1000 ml beaker into a 10 ml cylinder and mark on the side the amount of groundwater to surface water with a dry erase marker. Out of the 6ml of water you have left, only 1.5 ml is surface water. The remaining 4.5 ml is groundwater.

5. Finally, the amount of clean, fresh, useable water from this cylinder is only one eye dropper or .003 ml. Remove a single eye-dropper of water and discuss that this precious drop must be managed carefully.

Note: On a global scale, this useable fresh water amount ends up to be 7 million liters a person. This is in comparison to the total amount of all water per person on earth (including salt water etc;) which totals 233.3 billion liters.

EXTEND AND APPLY:

1. Student worksheet 1-4: Groundwater, True or False?

2. Student worksheet 1-5: Groundwater Fact Sheet (page 1) Let’s Do the Math! (page 2)

3. Transparency 1-5: Let’s Do the Math: Groundwater Use in the U.S. Use this transparency in conjunction with student worksheet 1-5 to illustrate the national, regional and state use of groundwater.

Groundwater: Where do we find it?

In the Empty Spaces in Rock Gravel & Sand

In UnderGround holes caves & Caverns

Soaked into Limestone Sandstone & Other rock layers

Illustration courtesy of the “The Water Sourcebooks” EPA/904-R-94-017 (a-d)

Transparency 1-1

The Water Cycle Transparency 1-2

THE WATER CYCLE

Match the letters on the diagram with the descriptions below.

1. ____ Water falls to the earth in the form of precipitation (rain, snow)

2. ____ Snow melts into lakes and rivers and into the ground

3. ____ Water evaporates from the land, plants and animals into the atmosphere

4. ____ Groundwater enters lakes and streams

5. ____ Water condenses to form clouds in the atmosphere

6. ____ Surface water runs off hillsides into lakes and streams

7. ____ Water evaporates from lakes, ponds and streams into the atmosphere

8. ____ Water soaks into the ground (groundwater)

Groundwater 1-2

THE WATER CYCLE

Match the letters on the diagram with the descriptions below.

1. H Water falls to the earth in the form of precipitation (rain, snow)

2. B Snow melts into lakes and rivers and into the ground

3. A Water evaporates from the land, plants and animals into the atmosphere

4. G Groundwater enters lakes and streams

5. C Water condenses to form clouds in the atmosphere

6. F Surface water runs off hillsides into lakes and streams

7. E Water evaporates from lakes, ponds and streams into the atmosphere

8. D Water soaks into the ground (groundwater)

Answer Key: Groundwater 1-2

Groundwater Glossary

Transparency 1-3

G R O U N D W A T E R G L O S S A R Y : Write each term in the correct place on the groundwater diagram below. groundwater: water that infiltrates into the earth and is stored in usable amounts in the soil and rock below the earth’s surface; surface water: water found above the surface of the land, including lake, rivers, streams and ponds. aquifer: an underground layer of rock or soil that is saturated, or soaked through, with usable amounts of water. pollution: substances that contaminate the air, water, or soil and cause harm to human health or the environment. porous: having pores or cavities that can hold substances such as water. recharge: the addition of water to the ground. What possible ways is water added to the ground? Examples: 1.______2.______discharge: the flow or pumping of water from the ground; the opposite of recharge. What possible ways could water be “lost” from the ground? Examples: 1.______2.______

Groundwater 1-3

G R O U N D W A T E R G L O S S A R Y : Write each term in the correct place on the groundwater diagram below. groundwater: label anything referring to water underground surface water: label the body of water on the diagram aquifer: Possible answers: label the sandy layer underground label the water droplets underground pollution: label the factory porous: label the inset referring to the pore spaces between the rocks recharge: the addition of water to the ground. What possible ways is water added to the ground? Possible answers: rain, snow, snowmelt, percolation, runoff, irrigation Label any of these answers for “recharge.” discharge: the flow or pumping of water from the ground; the opposite of recharge. What possible ways could water be “lost” from the ground? Possible answers: pumping/wells, springs Label any of these answers for “discharge.”

Note: The important part of this exercise is to understand the water cycle and some key groundwater terms.

Answer Key : Groundwater 1-3

Groundwater: True or False?

Write T if the statement is true and F if the statement is false.

1. ____ Groundwater comes from lakes and rivers underground.

2. ____ Groundwater is found beneath the earth’s surface.

3. ____ Groundwater can’t get polluted.

4. ____ Groundwater is part of the water cycle.

5. ____ One person’s actions can affect groundwater.

6. ____ Groundwater is stored in between the rocks and soil underground.

7. ____ The water from your kitchen sink can come from underground.

8. ____ Most of the earth’s water is found underground.

Groundwater 1-4

Groundwater: True or False?

Write T if the statement is true and F if the statement is false.

1. F Groundwater comes from lakes and rivers underground.

2. T Groundwater is found beneath the earth’s surface.

3. F Groundwater can’t get polluted.

4. T Groundwater is part of the water cycle.

5. T One person’s actions can have an effect on groundwater.

6. T Groundwater is stored in between the rocks and soil underground.

7. T The water from your kitchen sink can come from underground.

8. F Almost all of the earth’s water is found underground.

Answer Key: Groundwater 1-4

Let’s Do The Math! Groundwater Use in the U.S.

Courtesy of the “The Water Sourcebooks” EPA/904-R-94-017 (a-d)

Transparency 1-5 GROUNDWATER FACT SHEET

U.S. FACTS

A. The estimated supply of groundwater in the U.S. is 65 quadrillon gallons

B. 20% (1/5) of the rain that falls on the U.S. becomes groundwater.

C. 50% of the entire United States population uses groundwater for drinking water.

D. 97% of the U.S. rural population uses groundwater for their drinking water.

E. The average American uses 150 gallons of water per day for personal use.

F. 40% of the water used for irrigating crops is groundwater.

REGIONAL FACTS

A. In the western United States, 70% of water used for irrigation comes from groundwater.

B. California uses more water per day than any other state. (14.6 billon gallons)

C. In Idaho, 96% of the water we use daily is groundwater.

WORLD FACTS

A. 70% of water used in Germany comes from the ground.

B. 50% of the water used in Israel comes from groundwater.

C. 20% of Great Britain’s water is groundwater.

D. One third of all fresh water on earth is found under ground.

Adapated from the “The Water Sourcebooks” EPA/904-R-94-017 (a-d)

Groundwater 1-5 (page 1) LET’S DO THE MATH! (on groundwater)

Use the Groundwater Fact Sheet to answer the following questions.

1. If the average American uses 150 gallons of water per day, how many gallons would all the people who live in your house use?______gallons

2. How much of the groundwater in the entire U.S. is used for irrigating crops? ______How much in the Western U.S. is used for irrigation? ______

3. How much of the water we use everyday in Idaho comes from the ground?______

4. What country (from page 1) uses the lowest percentage of groundwater? ______

5. Which state uses more water per day than any other? ______

6. If the average rainfall across the United States was 30 inches last year, how much of that rain would have become groundwater? ______inches

7. Out of every 100 Americans living in rural areas, how many of them get their water from groundwater? ______

8. Out of every 100 Americans living in the United States, how many of them get their water from groundwater? ______

9. ______% of the water used in America and in Israel comes from the ground.

Adapted from the “The Water Sourcebooks” EPA/904-R-94-017 (a-d)

Groundwater 1-5 (page 2) LET’S DO THE MATH! (on groundwater) Use the Groundwater Fact Sheet to answer the following questions.

1. If the average American uses 150 gallons of water per day, how many gallons would all the people who live in your house use? Answers will vary according to number of individuals in each household.

2. How much of the groundwater in the entire U.S. is used for irrigating crops? 40% How much in the Western U.S. is used for irrigation? 70%

3. How much of the water we use everyday in Idaho comes from the ground? 96%

4. What country (from page 1) uses the lowest percentage of groundwater? Great Britain

5. Which state uses more water per day than any other? California

6. If the average rainfall across the United States was 30 inches last year, how much of that rain would have become groundwater? 6 inches

7. Out of every 100 Americans living in rural areas, how many of them get their water from groundwater? 97

8. Out of every 100 Americans living in the United States, how many of them get their water from groundwater? 50

9. 50 % of the water used in America and in Israel comes from the ground.

Answer Key: Groundwater 1-5

Lesson 2 Porosity & Permeability

OBJECTIVES

1. Students will discover properties of soil porosity.

2. Determine the difference between permeable and impermeable materials.

3. Define appropriate terms.

ENGAGE—

Q: It is raining hard outside. You have 3 options of what to wear: a cotton t- shirt, a heavy fleece jacket and a waterproof coat. Which one would keep you the driest? Why? Which one would soak through first? Which one would last for a while before you get soaking wet?

BACKGROUND INFORMATION:

During precipitation, water reaching the ground will infiltrate into the soil. Some water is soaked up by plant roots, while some water percolates, or moves through the ground to join groundwater. How fast and where this water moves depends upon the rock type and composition. Soil and rock layers have 2 basic characteristics that determine water flow: porosity and permeability.

Porosity refers to how much space there is between particles of rock or soil. The more space between the particles, the more water the rocks and soil can hold. For example, loosely packed soil can hold more water than tightly packed soil. Also, soil with the same sized particles can hold more water than soil with differently sized particles, because the small particles can fill up the spaces between the larger ones.

Permeability is how well soil or rock allows water to flow through it. Rock or soil materials with large pores transmit water more quickly. Some materials, called impermeable, may not allow water to pass through them at all.

EXPLAIN AND DEVELOP:

1. Transparency 2-1: Porosity of Materials Review the concept of porosity and expound upon it.

2. Transparency 2-1: Permeability of Materials Introduce permeability/impermeability and how it is related to porosity.

EXPLORE: PERMEABILITY & POROSITY LAB

MATERIALS:

3 empty 2-liter soda bottles top soil (not potting soil) sand pebbles/gravel/aquarium rocks a thumb tack scissors stopwatch/clock liquid measuring cup 3 plastic containers or beakers (to catch the draining liquid) tap water Permeability and Porosity Student Lab sheets

PERMEABILITY & POROSITY EXPERIMENTS:

PREPARATION:

1. Cut off the bottom half of the three 2-liter soda bottles, so that you form a funnel with each one. 2. Using the thumb tack, poke the same number of holes in each bottle cap and keep it screwed on . 3. Fill each bottle half about ½ to ¾ full of the following materials: top soil, sand and pebbles/gravel. (Note: make sure the gravel is clean. You may have to wash it first). 4. Balance or hold the bottle halves on a beaker or container to catch the percolating water. 5. Have 750 ml of tap water ready to pour into the bottle halves.

PERMEABILITY TEST:

PROCEDURE:

1. Distribute the Permeability and Porosity Student Lab sheet 2-1 or 2-2. 2. Explain that there are different types of soil. Some soil is mostly sand, some is mostly clay, some is mostly gravel, and some soil is a combination of many materials including dead plants and animals. The composition of soil determines it’s ability to allow water to move through it. 3. Have students hypothesize which soil will allow water to pass through it the fastest. Point out that a soil type’s ability to let water move is called permeability. 4. Pour 250 ml of water into the first bottle half. Have students record the amount of time it took for the water to percolate through the bottle. This time will be from when the water was poured into the bottle half to the time the first water drips into the container. Repeat this process for all the samples. 5. Have students compare the times and rank them from fastest to slowest. Ask students to explain why the permeability rates were different. 6. Explain that soils with larger spaces tend to allow water to move more quickly. (Note: your results will depend on what kind of topsoil you use. You may expect that the gravel be the most permeable. If you were to use clay, it would be the least permeable).

POROSITY TEST:

PROCEDURE:

1. Let the water drain out of the bottles for another 10-15 minutes. (During this time, you may wish to have students complete the “Porosity & Permeability Puzzlers”). 2. 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 and how large those spaces are. This is called porosity. 3. Have students record a hypothesis about which soil type will hold the most water on their worksheet. 4. Measure and record amount of water in each beaker. Have students record this number on their sheets. Instruct them to subtract this amount from the starting amount to find out how much water each soil type held. 5. Have students conclude why which soils held more or less water.

EXTEND AND APPLY:

1. Student Worksheet 2-1: Porosity and Permeability Puzzlers (2 pages)

PermeabilitY: Go with the flow

Permeability— is how well soil or rock allows water to flow through it. Rock or soil materials with large pores transmit water more quickly. Some materials, called impermeable, may not allow water to pass through them at all.

Draw a possible path water could take down through these layers. Where does water move the fastest? The slowest?

Ground surface

Sandy layer

Gravel layer

Fractured rock

Compressed layers of rock

Transparency 2-2 POROSITY: Not just Empty Space

Porosity—how much space there is between particles of rock or soil. The more space between the particles, the more water the rocks and soil can hold.

Fractured Rock

Gravel

Transparency 2-1 Permeability Puzzler

Permeability: Color in a path that water could travel through the two mazes below with a blue colored pencil or marker.

#1

#2

Which one allows water to flow more freely?______

Illustrations courtesy of the “The Water Sourcebooks” EPA/904-R-94-017 (a-d) Groundwater 2-2 POrosity Puzzler

Porosity: Color in the spaces between the particles to see which soil is more porous. Use a blue colored pencil or marker to represent water.

A

B

Which one has the most open spaces?______

Which one would hold the most water?______

Which one has the greatest porosity?______

Illustrations courtesy of the “The Water Sourcebooks” EPA/904-R-94-017 (a-d) Groundwater 2-1 Porosity Puzzler

Which one has the most open spaces? A

Which one would hold the most water? A

Which one has the greatest porosity? A

Explanation: More well-sorted or compressed rock does not hold as much water as poorly sorted or loosely compacted rock.. The greater the empty spaces between the rocks and the larger the particles, the greater the porosity. Soils with many different-sized particles are not as porous because the smaller particles fill in the spaces between the larger ones.

Permeability Puzzler

Which one allows water to flow more freely? #2

Explanation: The layering in #2 allows water to percolate more quickly (move more freely) underground. A clay layer, for example, would not allow water to move through it quickly or at all.

Answer Key: Groundwater 2-1

PERMEABILITY AND POROSITY LAB Lab 2-1

PERMEABILITY EXPERIMENT

Permeability of soil or rock: The ability of soil of rock to let water move through it. Percolation is the drainage of a liquid through a porous substance.

Hypothesis: Which soil type do you think will allow the water to pass through it most quickly? ______

Why?______

Soil Type: Percolation Time (seconds)

Conclusion: Which soil allowed the water to move through it the most quickly?______

Why?______

Order the soils from fastest to slowest percolation times.

1.______2.______3.______

POROSITY EXPERIMENT

Porosity of soil or rock is its ability to hold water.

Soil Type: amount poured in: amount out: amount in soil: write as a percent % write as a percent %

1.

2.

3.

Conclusion: Which soil held the most water?______Why?______Porosity and Permeability Lab

Lab courtesy of the “The Water Sourcebooks” EPA/904-R-94-017 (a-d)

Lab 2-2 Lesson 3 What is an Aquifer?

OBJECTIVES

1. Build an aquifer and have students label its parts.

2. Discuss the connection between groundwater, surface water and the water table.

3. Students should be able to explain basic sources of aquifer discharge and recharge and the affects of human activities on groundwater.

4. Define appropriate terms.

ENGAGE—

PREPARATION: Fill three jars with different sizes of candy. For example: mini M&M’s, Skittles and Malt Balls. (For students to eat later, at the teacher’s discretion).

Q: In our porosity and permeability lab we learned which soil materials hold the most water. If these three jars are representing soil, which one would hold the most water? Aquifers are porous, water-bearing layer of sand, gravel and rock below the earth’s surface. What jar of candy would make the “ best” aquifer? Which one would allow the most water to be stored?

BACKGROUND INFORMATION:

We have learned that when it rains or when snow melts, water reaching the ground will infiltrate into the soil. All this water underground can move laterally (side to side) or vertically (downward movement of water through the soil). Water moving down through the soil eventually reaches the zone of saturation. This zone is where all the spaces between the rocks and soil particles are filled with water. Aquifers are storage places for usable amounts of water in the ground. They are a porous, water-bearing layer of sand, rock or gravel that is found in the zone of saturation. If about 96% of usable water in Idaho, including our drinking water, is found in aquifers, then how do we get at it? Groundwater in aquifers (or the zone of saturation) is reached by digging or drilling wells. A well is usually a pipe in the ground that fills with water and then is brought to the surface with a pump. Unfortunately, groundwater and our aquifers can become polluted through improper disposal of chemicals, pesticides and other contaminants. These wastes can percolate down through the soil and eventually end up in an aquifer— and eventually in our wells and lakes and streams. Aquifers can also be depleted by human activity if the water is not replaced. Let’s explore how aquifers work by building our own.

EXPLAIN AND DEVELOP:

1. Transparency 3-1: Aquifer Diagram 1

2. Transparency 3-2: Aquifer Diagram 2 Use these diagrams as an illustration of an aquifer before the EXPLORE activity.

EXPLORE: Build an Aquifer

MATERIALS:

A small aquarium or large clear plastic container (at least 8” deep) ¾-1 lb. modeling clay 2 lbs. of white sand 2 lbs. gravel or small pebbles (natural color if possible) Note: you may have to pre-rinse the pebbles if they have a powdery coating on them 2 drinking water straws 1 plastic spray bottle 1 piece green cloth or felt (3” x 5”) red food coloring blue food coloring tap water water bottle or measuring cup dry erase marker tape

PREPARATION:

Note: It is helpful to have all the supplies ready and to have experimented a little beforehand with the aquifer assembly process.

PROCEDURE:

1. Tape a drinking straw on the side of the container, allowing about 1/8” clearance with the bottom. If you wish, place another drinking straw on the other side of the container. It is essential to place the straw(s) first so they don’t get clogged with sand. Explain this as a well.

2. Pour a layer of white sand to cover the bottom of the container, about 1 ½” to 2” deep. Pour water into the sand, wetting it completely, and let students see how it is absorbed and stored in the aquifer. This is our aquifer. It is a portion of soil called the zone of saturation. This is where the soil and all the spaces between the soil are saturated, or filled, with water.

3. Flatten the clay over about half of the sand. It is best to flatten the clay “like a pancake” first and then press it tightly to three inside edges of the container. Pour water over the clay and discuss permeability/impermeability. Why didn’t the water soak through, or infiltrate the clay layer? This is called the confining layer. There can be many confining layers that separate saturation zones/aquifers at different depths. Point out how water can flow around or off of the clay layer to the sandy layer below. Infiltration is how the water flows down through the layers from the surface. Permeability is the capacity of a material to transmit fluids, or in other words, how quickly water can get through a certain material. (Think back to the raincoat example…what is more permeable; a cotton t-shirt or a rain coat? Which layer so far is the most permeable?)

4. Use aquarium rocks/gravel for the next layer of earth. Place rocks over the entire length of the container. Slope aquarium rocks to one side of the container on top of the clay to form a high hill on that side, and subsequently, a valley on the other. Pour water into the container until the water in the valley has filled in to create a supply of surface water. Where do we see surface water here in Teton Valley? (local lakes, ponds, streams etc;)

5. Point out the water table on the aquifer model. The water table is the upper surface of the zone of saturation. So, this means the boundary of where all the pore spaces are filled (or soaked through) with water and the zone where there is both water and air in the soil. The zone with both water and air is the unsaturated zone. Have students draw or mark a line on the container to indicate the water table.

6. Now pour a little more water on the model and have students mark the new water table level. Discuss sources of recharge and discharge (rainfall, snowmelt). Recharge adds water to the aquifer. This is like “recharging the batteries” of the groundwater system. How could water be lost from my aquifer? (wells, irrigation, surface water) Loss of water from an aquifer is called discharge. What else might happen if I were to drain water out of our aquifer? (Water table would drop, surface water levels would drop) How would a drought effect our aquifer if we continued to pump water out of it? How long do you think we could continue to use it without recharging it?

7. Next, place the small piece of fabric on top of the hill to represent the “topsoil” layer. Sprinkle a few drops of blue food coloring on the fabric to represent improper use of things like fertilizers and pesticides. What are other possible sources of pollution that could affect our aquifer? Fill the spray bottle with water. Make it “rain” on top of the hill and have students observe how the pollution infiltrates the ground.

8. The red food coloring will pollute our aquifer through our well(s). In what other way could pollution enter our aquifer? Put a few drops of food coloring down the well. This will represent chemicals, trash, and motor oils. Make it “rain” on the system, this time by pouring on enough water to watch the pollution spread. If you need to, add more red food coloring to observe the plume spread throughout the aquifer. Where else could the pollution eventually spread? (into our surface water, downstream, to crops, animals, evaporate into the atmosphere) If I sucked water out of our well, what color would it be? This aquifer is now polluted. Explain that this is the same drinking water supply that would draw water to their kitchen sink or shower.

EXTEND AND APPLY:

1. Transparency 3-3: Aquifer Glossary definitions Provides formal definitions for the student glossary Student worksheet 3-3: Aquifer Glossary As a class, in groups or with the teacher’s help, students should define terms in their own words.

2. Transparency 3-4: Aquifer Diagram Post activity, students will label an Aquifer Diagram. Use this resource to review an aquifer and its parts. Help students label their diagram. Student worksheet 3-4: Aquifer Diagram With the help of definitions, students can label the Aquifer Diagram

3. Student worksheet 3-5: Extending Aquifer Understanding (optional) Students should be able to answer these questions after the “Build an Aquifer” activity.

Aquifer Diagram Illustration courtes y of the “TheWater Sourcebooks” EPA/904- R -94-017 ( a-d ) Transparency 3-1 Illustration courtesy of the “The Water Sourcebooks” EPA/904-R-94-017 (a-d)

Transparency 3-2 Aquifer Diagram

Aquifer Glossary

Aquifer—a porous, water-bearing layer of sand, gravel and rock beneath the earth’s surface; a storage place for groundwater.

Unconfined aquifer—an aquifer without a confining layer above it; the top surface of water in an unconfined aquifer is the water table.

Artesian aquifer (confined aquifer)—an aquifer with a dense layer of compact earth over it (ie; clay) that blocks the passage of water.

Surface water—water that does not soak into the ground or completely evaporate into the earth’s atmosphere. It is stored in lakes, ponds, streams, rivers, wetlands, oceans and reservoirs.

Water table—the upper surface of the zone of saturation of groundwater. Where the saturated zone meets the unsaturated zone.

Discharge—the flow or pumping of water from an aquifer. Water loss from an aquifer.

Recharge—the addition of water to an aquifer (rainfall, snowmelt)

Confining layer—an impermeable layer (or distinctly less permeable layer) of material above or below one or more aquifers that restricts the movement of water in and out of aquifers.

Zone of saturation—the portion of the soil underground where all the pores are filled with water. Aquifers are located in this zone. There can be many saturation zones separated by confining layers of clay or rock.

Unsaturated zone—the portion of the soil underground that contains both water and air. There is not enough water in this layer to sustain a well.

Transparency 3-3

Aquifer Glossary:

Define the following terms in your own words.

Aquifer—

Unconfined aquifer—

Artesian aquifer (confined aquifer)—

Surface water—

Water table—

Discharge—

Recharge—

Confining layer—

Zone of saturation—

Unsaturated zone—

Groundwater 3-3 Aquifer Diagram

Transparency 3-4 A q u I f e r D I a g r a m

Use the following words and label the Aquifer Diagram with the matching term.

AQUIFER RECHARGE SURFACE WATER CONFINING LAYER WELL ZONE OF SATURATION DISCHARGE UNSATURATED ZONE

Label the following:

1. Draw a BLUE line on the diagram to represent the WATER TABLE and shade the pore spaces between the rocks BLUE below this line. 2. Color the AQUIFER YELLOW. 3. Color the GRAVEL LAYER LIGHT BROWN. 4. Leave the CONFINING LAYER WHITE. 5. Shade in PURPLE the sources of aquifer RECHARGE. 6. Shade in ORANGE the sources of aquifer DISCHARGE. 7. Shade in RED to represent the introduction of POLLUTION to the system. 8. Color the SURFACE WATER LIGHT BLUE.

Groundwater 3-4 A q u I f e r D I a g r a m

Use the following words and label the Aquifer Diagram with the matching term.

AQUIFER (sandy layer) RECHARGE (rain, snow, sprinkler) SURFACE WATER (lake or stream) CONFINING LAYER (clay layer) WELL (label the well) DISCHARGE (well, sprinkler, discharge into surface water) ZONE OF SATURATION (the gravel and sand area under the water table line) UNSATURATED ZONE (the gravel area above the water table line)

Note: Irrigation can be considered either discharge (taking water from the groundwater system) or recharge (since part of the water that is irrigated eventually ends up percolating back into the ground).

Label the following:

1. Draw a BLUE line on the diagram to represent the WATER TABLE and shade the pore spaces between the rocks BLUE below this line. This line should be even with the lake’s water level across the hillside. 2. Color the AQUIFER YELLOW. This is the sandy layer. 3. Color the GRAVEL LAYER LIGHT BROWN. Rocks and gravel are shaded brown for definition. Students may wish to color in the pore spaces blue. 4. Leave the CONFINING LAYER WHITE. This is the sandy layer. 5. Shade in PURPLE the sources of aquifer RECHARGE. Rain, snowmelt, sprinkler water 6. Shade in ORANGE the sources of aquifer DISCHARGE. Evaporation, the sprinkler head, the well, discharge into the stream. 7. Shade in RED to represent the introduction of POLLUTION to the system. Students can introduce pollution down the well or on the surface as long as they understand the source. 8. Color the SURFACE WATER LIGHT BLUE. This is the lake or stream.

Answer Key: Groundwater 3-4

EXTENDING AQUIFER UNDERSTANDING

Try to answer the following questions on your own.

1. What happens to groundwater if a well is drilled nearby? (Think about what happens to the water table).

2. In what ways do humans pollute groundwater?

3. Where does pollution go? (Where might you see the effects of pollution once it’s in the ground?)

4. If we were in a drought, what would happen to our aquifer? What would happen to our surface water?

6. How does an aquifer “recharge?” Give two examples.

7. Why would you NOT dig a well into an unsaturated zone? Why do we dig wells into saturated aquifers?

Groundwater 3-5

EXTENDING AQUIFER UNDERSTANDING

Try to answer the following questions on your own.

1. What happens to groundwater if a well is drilled nearby? (Think about what happens to the water table).

Possible answer: If a well is drilled, water will be discharged from a zone of saturation. Thus, the water table could go down and surface water could also recede if the water is not replenished (recharged) underground.

2. In what ways do humans pollute groundwater?

Possible answers: household products, chemicals, fertilizers, pesticides, excess sediment (from construction, logging), mine tailings, sewage, animal feces (feedlots, ranching), factory wastes etc;

3. Where does pollution go? (Where might you see the effects of pollution once it’s in the ground?)

Possible answers: You could see effects throughout an aquifer, well water, in the soil, surface water (lakes, rivers, wetlands, streams etc;) adverse effects to plants, animals and humans, and even precipitation (acid rain).

4. If we were in a drought, what would happen to our aquifer? What would happen to our surface water?

Possible answer: If humans continued to use water at a higher rate than replaced, the aquifer would be depleted. A receding water table level and surface water levels would also result. Discuss: Explain to students that Idaho has been in a drought since 2000. Talk about the local repercussions of drought.

6. How does an aquifer “recharge?” Give two examples.

Possible answers: rain, snow, snowmelt, percolation, runoff, irrigation

7. Why would you NOT dig a well into an unsaturated zone? Why do we dig wells into saturated aquifers?

Possible answer: An unsaturated zone is not suitable for a well because not all of the pore spaces in the soil are filled with water; this zone is above the water table and would not provide a reliable source of well water. Saturated zones are found below the water table, where all the pore spaces are filled with water; saturated aquifers provide a usable source for water that can be pumped to the surface.

Answer Key: Groundwater 3-5

Lesson 4 Groundwater Pollution

OBJECTIVES

1. Discuss point vs. non-point sources for pollution.

2. Illustrate how pollution spreads throughout a groundwater system and the far-reaching effects.

3. Emphasize pollution prevention/awareness strategies.

4. Define appropriate terms.

ENGAGE—

Complete the Student Worksheet 4-1 warm-up exercise: “What’s wrong with this picture?” to get students thinking about sources of pollution. Distribute Student Worksheet 4-2 “ Sources of Pollution” as a reference to help students interpret the diagram on 4-1. Follow up this activity with some background information on pollution.

BACKGROUND INFORMATION:

Surface water, groundwater and our aquifers can become polluted through improper disposal of chemicals, pesticides and other contaminants. These wastes can percolate down through the soil and end up in an aquifer—and eventually in the water we drink. Water pollution is often difficult to detect without special testing. Water has the ability to disperse and dilute wastes. As a result, the color, taste and smell of polluted water isn’t much different than uncontaminated water. However, even small amounts of some chemicals affect plants, animals and humans that live in an area. Everyone has some responsibility for the health of our groundwater and surface water supplies. Individual actions, both negative and positive, add up. In this lesson, we will learn about pollution sources, how pollution spreads, who it impacts and how you can make a difference!

EXPLAIN AND DEVELOP:

Point versus Non-point Source Pollution

MATERIALS:

Colored Pencils Student Worksheet 4-1 and 4-2

PREPARATION:

Distribute the Student Worksheet 4-1: What’s Wrong With This Picture? and 4-2: Sources of Pollution during the ENGAGE portion of the lesson. Use Transparency 4-1 to discuss answers for sources of pollution and whether they are point-source or non- point source (see Answer Key 4-1).

PROCEDURE:

1. After discussing possible sources of pollution from 4-1 and 4-2, define point source pollution and non-point source pollution.

Point source pollution can be traced to a single point source such as a pipe or culvert, including industrial waste or a specific leaking storage tank.

Non-point source pollution cannot be traced to a single point (an outlet or pipe) because it comes from many individual places or a widespread area: typically urban, rural or agricultural run-off.

2. After defining these terms, have students shade in point source pollution in RED and non-point source pollution in BLUE on Student worksheet 4-1.

3. Discuss the results with the class and clarify any questions they may have.

EXPLORE:

1. Activity 1: A Little Pollution Goes a Long Way 2. Activity 2: Pass It On

1. A Little Pollution Goes a Long Way

MATERIALS:

Colored powdered drink mix (Kool-aid, lemonade or Gatorade work well) 6 large cups or glasses Dixie cups for tasting (one for each child) Student Lab Sheet 4-3: Dilution and Pollution

Note: For ease of tasting and participation, you may wish to have students split up into smaller size groups with these materials ready for each group.

PREPARATION:

1. Make 100 ml of drink mix. Prepare the powered drink mix using the recommended amounts of drink mix to water. 2. Fill containers 2 through 6 with 50 ml of tap water and label them. 3. Distribute Student Lab Sheet 4-3.

PROCEDURE:

1. Explain that the drink mix represents a point source for pollution that is being spread throughout a groundwater system. 2. Have students taste the drink mix using their Dixie Cups. Make sure they only taste about a teaspoon at a time or you will run out of mix. 3. After every taste test, have students record their observations on the Student Lab Sheet 4-3. 4. Pour 50 ml of “polluted water” from cup 1 into cup 2. Have students taste it and make observations. Is this water less polluted than cup 1? What color difference did you notice? What is the difference in sweetness? Record descriptions in the chart. 5. Remove 50 ml of “polluted water” from cup 2 and mix it with the tap water in cup 3. You will repeat this process for cups 3-6. Have students record observations every time. 6. Ask students to predict how the rest of the cups will taste. 7. When all observations are recorded, compare cup 1 to 3, and then compare these to cup 6. You can place a piece of white paper underneath the cups to emphasize their color. 8. Students should answer the questions on the bottom of the lab and also discuss the following: Does pollution always remain in the water? If not, where does it go? (Answer: sediments, air, plants, animals, bacteria breaks it down) Especially discuss students’ answers to: Do you think dilution is a good solution for pollution?

2. PASS IT ON

MATERIALS & PREPARATION:

Slips of paper numbered for how many students are participating

Label slips of paper with the following, repeating as necessary to give an “assignment” to everyone in the class:

Gas station worker Mine operator Hotel owner Landfill operator Construction worker Factory owner Logger Farmer (2) Home owner (3) Rancher (2) Lawn care business/ Landscaper Oil refinery tycoon Painter Auto Mechanic

** The teacher in this exercise will represent the aquifer. At the end of the exercise, all items will end with him/her.

PROCEDURE:

1. Have students draw numbers and also a profession. Explain that the number is the piece of property they have been assigned in the Town of “Crystal Waters.” 2. According to their profession, students should identify any of their actions that could add materials or pollute the water (groundwater or surface water) around them. Have students represent their “pollution contribution” with an item from their desks (ie; a piece of paper, a book, a pencil, ruler etc;) 3. Tell students to take their items and spread about the classroom. 4. Explain to the first student that he/she will pass his/her item, representing a pollutant, to the next numbered person. They should tell the class who they are and what they are passing on. Student 2 will repeat this process, passing on the pollutant from Student 1 and their own item. Note: students after the midway point might need help passing the accumulated items. 5. At the end of the exercise, all the items will be passed to the teacher (who is in the middle of the room). Review what pollutants have been passed on. The teacher will then state that he/she represents the local aquifer that supplies all the townspeople (the students) with their drinking water. 6. Discuss that this was an “over-exaggerated” example of pollution, however, small actions and the actions of only one person really add up. We all can have positive or negative impacts on our water supply that affect everyone. Ask: How did the students towards the middle or end feel? How could students reduce the amount of pollution they added to the aquifer in the end? Could they have prevented the pollution they passed on?

EXTEND AND APPLY:

Students should write a paragraph detailing a way to reduce the pollution they contributed and why the actions of one person make a difference in conserving our water resources.

Illustration courtesy of “The Water Sourcebooks” EPA 904-R-94-017 (a-d)

Groundwater 4-1 Groundwater

Pollution: What’s wrong with this picture?

Circle point-source pollution in red. Circle non-point source pollution in blue. Definitions and Directions: Point source pollution— can be traced back to a single point. Non-point source pollution— cannot be traced it comes from many to a single point because points or a widespread area. Sources of Pollution

SOURCE POLLUTION Problem

Farms & Ranches Too much fertilizer applied

Improper crop dusting—too many pesticides applied

Overcrowded feedlot—improper disposal of animal waste

Leaking liquid waste storage ponds

Homes Pet wastes

Improper disposal of chemicals and motor oil

Too much lawn fertilizer applied

Leaking septic (sewer) tanks

Businesses Leaking gas storage tanks

Leakage from mines (leaching of minerals into soil)

Leaky sewage plant

Construction site erosion and wastes (chemicals, solvents, paint)

Erosion from logging companies

Hazardous landfill wastes

Roads & Cars Road salts and chemicals

Automobile oil and fuel leaks

Runoff of chemicals from road construction

Groundwater 4-2

Transparency 4-1 as a pipe or culvert, to a single point (an outlet or pipe) gle point source such despread area: typically urban, rural or Pollution: What’s wrong with this picture?

Illustration courtesy of “The Water Sourcebooks” EPA 904-R-94-017 (a-d) because it comes from many places or a wi agricultural run-off. Point source pollution—can be traced to a sin including industrial waste or a specific leaking storage tank. Non-point source pollution—cannot be traced

ANSWER KEY: What’s wrong with this picture? Dilution and Pollution Lab

Define the following terms: Solution:______Dilution:______Pollution:______

1. What signs were there that pollution still remained even when the solution was diluted?

2. How many more times do you think that the polluted water would need to be diluted in order not to cause color or taste changes?

3. Do you think dilution is a good solution for pollution? Why or why not?

Lab illustration courtesy of “The Water Sourcebooks” EPA 904-R-94-017 (a-d) Lab 4-3 Dilution and Pollution Lab

Define the following terms: Solution: A dissolved mixture of two or more substances. (ie; Kool-aid and water) Dilution: The process of making a weaker or less concentrated mixture; the act of weakening a mixture by adding a substance, in this case, water. Pollution: Contaminants in the air, water or soil that cause harm to human health or the environment.

1. What signs were there that pollution still remained even when the solution was diluted? Possible answers: Students should observe things like the presence of color, taste, smell, or particulates.

2. How many more times do you think that the polluted water would need to be diluted in order not to cause color or taste changes? Answers will vary: Students should make a reasonable guess as to how many more times they think the experiment would need to be performed based upon their lab results.

3. Do you think dilution is a good solution for pollution? Why or why not? Answers will vary: Discuss students’ lab results. Get students thinking about the minute amounts of pollution that will still exist even when diluted 100 or 1,000 times. Will the pollution ever be completely diluted?

Lab illustration courtesy of “The Water Sourcebooks” EPA 904-R-94-017 (a-d) Answer Key: Lab 4-3 Lesson 5 Geysers And “Hot Spots”

OBJECTIVES

1. Students will investigate the conditions necessary for a geyser.

2. Explore geothermal features and how they occur.

3. Define appropriate terms.

ENGAGE—

Complete the Student Worksheet 5-1: Geyser Maze to get students thinking about where geysers come from. Fill in the questions for the geyser maze after you explain geothermal features (see Transparency 5-1 and 5-2).

BACKGROUND INFORMATION:

The amount of heat coming from the Yellowstone Caldera area is 30 to 40 times the amount of heat in any other average region of the Earth. This heat comes from melted rock (magma) in the Earth’s crust. This molten rock under the earth’s surface heats up groundwater to create geysers, hot springs and other geothermal features (mud pots, fumaroles, etc;) Yellowstone has between 200 to 250 active geysers and is the largest “geyser field” anywhere in the world. Idaho has it’s fair share of hot water in the form of about 232 hot springs, which is the most of any state. If there’s plenty of hot water in Idaho, why don’t we have geysers spewing out of the ground? Geysers require very specific conditions: a large water supply, a heat source, a constricted plumbing network and space underground (porous rock). Cold water from the earth’s surface percolates underground and is heated by rocks that are in contact with magma. Temperatures of hot water underground can reach up to 500 degrees Farenhiet. Once this superheated water builds up in the pore spaces underground, what causes it to “erupt?” A geyser must also have a constricted opening to the surface. A narrow constriction is important because it allows pressure to build up. Once the heat becomes so much that it overcomes the pressure suppressing it, the geyser will start to release a little bit of water at first, bubbling or “boiling” out the top. Once it has this initial release, the pressure in the underground “plumbing” drops suddenly and the superheated water rushes to the top (until the pressure above and below ground is equalized). Hot springs do not erupt because of inadequate heating or unrestricted flow. Fumaroles do not have enough of a water source to erupt, as all of the water comes to the surface as steam. Mud pots occur when hot water breaks down rocks and soil to form bubbling pools of hot clay.

EXPLAIN AND DEVELOP:

1. Use Transparency 5-1 to explain how a geyser works. Discuss the requirements for a geyser: a large water supply, a heat source, a constricted plumbing network and space underground (porous rock).

2. Use Transparency 5-2 to explain the differences between geothermal features: geysers, fumeroles, hot springs, and mud pots.

EXPLORE: Create a Geyser

MATERIALS:

A percolator coffee pot Rocks Water A burner (or other heat source) Duct tape Pliers

PREPARATION:

1. Set-up for the demonstration by filling the percolator with water, placing the basket in the percolator and filling the basket with rocks or something else that will keep the basket in place. 2. If you need to, tape the percolator shut. 3. Pinch the stem of the percolator with a pliers to create a constriction, but don’t close off completely. This will allow for the pot to build up pressure and “erupt.”

PROCEDURE:

1. Find a safe place to set up the experiment. 2. Turn on the burner and watch the experiment closely. 3. Have students make observations about the “eruption.” Were there any warning signs before it happened? What happened after the eruption? What if the spout had been almost completely closed off?

EXTEND AND APPLY:

Assign students different geothermal features in Yellowstone National Park and have them report back to the class about them. What kind of feature is it? What is going on underground to create it? What is the history of the feature? If it is a geyser, how often does it erupt? How did it get its name? etc;

Old Faithful Groundwater 5-1 Groundwater

) ma g ma (

Molten rock Begin here 4 requirements for a geyser? Name 3 other geothermal features:

the

are

What ______1. ______2.______2. 3.______3.______1. ______4.______Trace the movement of water from surface to molten (Old Faithful). rock and out through the geyser Geyser Maze

Iillustration courtesy of “The Water Sourcebooks” EPA 904-R-94-017 (a-d) Geysers!

Illustration courtesy of “The Water Sourcebooks” EPA 904-R-94-017 (a-d)

Transparency 5-1 Fumarole: steam vents

Geyser: hot water that erupts under pressure

Hot spring: Mud pot: Pool of hot water, Hot water bubbling up not under pressure. through soil creates pools of hot clay Transparency 5-2 Answer Key 5-1: Geyser Maze

What are the 4 requirements for a geyser? Name 3 other geothermal features: 1. large water supply 1. mud pots 2. a heat source 2. fumeroles 3. a constricted plumbing network 3. hot springs 4. space underground Groundwater Glossary

Aquifer—a porous, water-bearing layer of sand, gravel and rock below the earth’s surface; reservoir for groundwater.

Artesian well—a well that taps a confined aquifer. Water rises to the top of the artesian aquifer under pressure.

Artificial recharge—putting water back into groundwater storage from surface supplies such as: irrigation, or induced infiltration from streams or wells.

Cone of depression—the zone around a well in an unconfined aquifer that is normally saturated but becomes unsaturated as the well is pumped, leaving an area in the water table where the water level is cone-shaped.

Confining layer—geologic material with little or no permeability; water does not pass through this layer or the rate of movement is extremely slow. Material above or below one or more aquifers that restricts movement of water into and out of the aquifers.

Contaminant—any substance that when added to water (or any other substance) makes it unsuitable for consumption or intended use.

Depletion—the loss of water from surface and groundwater sources at a rate greater than that of recharge.

Discharge—the flow or pumping of water from an aquifer; the opposite of recharge.

Drought—an extended period of time with little or no precipitation; it often affects crops and water supplies.

Fumarole—a geothermal feature that releases steam and gases at the Earth’s surface.

Geyser—geothermal features that release hot water under pressure at the Earth’s surface; require very specific conditions: a large water supply, a heat source, a constricted plumbing network and space underground (porous rock).

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.

Groundwater basin—the underground area from which groundwater drains.

Hot spring—a geothermal feature; a natural spring of hot water at the Earth’s surface; often forming pools.

Hydrogeology—the study of the relationships between geologic materials and groundwater.

Impermeable layer—a layer of material in an aquifer (such as clay) through which water does not pass.

Infiltration—the flow of water downward from the land surface through the soil layers. Injection well—a well constructed for the purpose of injecting treated water, often wastewater, directly into the ground. Water is forced into the ground for storage in aquifer that is unused for a water source.

Irrigation—water used for watering farmland, crops, and pasture; diverted by humans from natural sources.

Leaching—the process by which materials (including contaminants) are washed into the soil and carried/dispersed by water.

Magma—molten or partially molten rock found in the Earth’s crust.

Mud pot—a geothermal feature that occurs when hot water breaks down rocks and soil to form bubbling pools of hot clay.

Non-point source pollution—pollution that is dispersed over a large area and is not from a specific location. This pollution can be caused by run-off from large areas affected by contaminants.

Percolation—the movement of water through openings in rock or soil.

Permeable layer—a layer of porous material through which water can pass through and soak into the ground.

Permeability—the capacity of a porous material to transmit fluids; in our case, how easily water flows through a material.

Point-source pollution—pollutants discharged from a specific place including: pipes, sewers, tunnels, and containers.

Pollution—an alteration in the quality of an environment by some kind of contaminant that makes it harmful or unsuitable for certain uses.

Porosity—the amount of “empty space” surrounding the rocks or soil underground; the capacity of rock or soil to hold water.

Recharge—the addition of water to an aquifer.

Surface water—precipitation that does not soak into the ground or return to the atmosphere by evaporation or transpiration. It is stored in lakes, streams, rivers, ponds, wetlands, oceans and reservoirs.

Surface water—water found above the surface of the land, including lake, rivers, streams and ponds. Unsaturated zone—a portion of the soil that contains both water and air. There is not enough water in this layer to use for a sustainable well.

Wastewater—water that contains unwanted wastes. Often harmful if untreated.

Water table—upper surface of the zone of saturation of groundwater.

Well log—a record of well drilling data; recording the depths of rock layers in the Earth.

Zone of saturation—the portion of the soil where all pores are filled with water. Aquifers are located in this zone. There can be many saturation zones separated by confining layers of clay or rock.

Resources and Acknowledgements:

Disclaimer: Although the information in this document has been funded, in part, by the U.S. Environmental Protection Agency under assistance agreement # NE- 97077301-0 to Friends of the Teton River, it may not necessarily reflect the views of the Agency and no official endorsement should be inferred.

Resources: Environmental Protection Agency Water Sourcebooks; EPA Document Numbers Printed books EPA/904-R-94-017(a) – 3-5 EPA/904-R-94-017(c) – 6-8 www.epa.gov/safewater/kids/wsb/

Heath, Ralph C.; 1983; Basic Groundwater Hydrology (United States Geological Survey Water Supply Paper 2220); United States Government Printing Office.

Project WET; 2003; Curriculum and Activity Guide; Montana State University—Bozeman, Culbertson Hall.

Smith, Roberts B. and Siegel, Lee J.; 2000; Windows into the Earth: The Geologic Story of Yellowstone and Grand Teton National Parks; Oxford University Press.

Websites: www.epa.gov/safewater/kids/wsb/www.usgs.gov

5th and 6th grade Idaho State Standards

Lesson 1—What is groundwater?

Transparency 1-1 Transparency 1-2: Water cycle Student Worksheet 1-2: Water Cycle Transparency 1-3: Groundwater glossary Student Worksheet 1-3: Groundwater glossary/diagram Student Worksheet 1-4: Groundwater True or False?

Grade 5 609. Science. Earth and Space Systems 01. Understand scientific theories of origin and subsequent changes in the universe and earth systems. b. Know the water cycle and its relationship to weather and climate.

Grade 6 624. Science. Earth and Space Systems 01. Understand scientific theories of origin and subsequent changes in the universe and earth systems. b. Know the water cycle and its relationship to weather and climate.

Activity: How much water is there?

Grade 5 309. Math. Concepts and Principles of Measurement 02. Apply dimensional analysis. a. Understand units and their relationship to one another and to real-world applications.

Grade 6 319. Math. Concepts and Principles of Measurement 03. Apply the concepts of ratios and proportions. a. Explore the use of ratios, proportions and scales. 04. Apply dimensional analysis. a. Understand units and their relationship to one another and to real-world applications.

Student Worksheet 1-5: Let’s Do the Math! Transparency 1-5: Let’s Do the Math!

Grade 5 307. Math. Basic Arithmetic, Estimation and Accurate Computations 01. Understand and use numbers. 02. Perform computations accurately.

Grade 6 317. Math. Basic Arithmetic, Estimation and Accurate Computations. 01. Understand and use numbers. 02. Perform computations accurately.

Lesson 2—Porosity and Permeability

Transparency 2-1: Porosity of Materials Transparency 2-2: Permeability of Materials Porosity and Permeability Labs Student Worksheet 2-1: Porosity and Permeability Puzzlers

Grade 5 309. Math. Concepts and Principles of Measurement 02. Apply dimensional analysis. a. Understand units and their relationship to one another and to real-world applications.

Grade 5 603. Science. Unifying Concepts of Science 02. Understand concepts and processes of evidence, models and explanation. a. Know that observations and data are evidence on which to base scientific explanations and predictions.

Grade 5 604. Science. Concepts of Scientific Inquiry 01. Understand scientific inquiry and develop critical thinking skills. e. develop a hypothesis based on observations.

Grade 5 605. Science Concepts of Physical Science. 01. Understand the structure and function of matter and molecules and their interactions. b. Explore and calculate properties of matter.

Grade 6 319. Math. Concepts and Principles of Measurement 03. Apply the concepts of ratios and proportions. a. Explore the use of ratios, proportions and scales. 04. Apply dimensional analysis. a. Understand units and their relationship to one another and to real-world applications.

Grade 6 618. Science. Unifying Concepts of Science 02. Understand concepts and processes of evidence, models and explanation. a. Know that observations and data are evidence on which to base scientific explanations and predictions.

Grade 6 619. Science. Concepts of Scientific Inquiry 01. Understand scientific inquiry and develop critical thinking skills. e. develop a hypothesis based on observations.

Grade 6 620. Science Concepts of Physical Science. 01. Understand the structure and function of matter and molecules and their interactions. b. Explore and calculate properties of matter. (density)

Lesson 3—What is an Aquifer?

Transparency 3-1: Aquifer Diagram 1 Transparency 3-2: Aquifer Diagram 2

Transparency 3-3: Aquifer Glossary Definitions Student Worksheet 3-3: Aquifer Glossary Definitions

Transparency 3-4: Aquifer Diagram Student Worksheet 3-4: Aquifer Diagram

Grade 5 603. Science. Unifying Concepts of Science 01. Understand systems, order, and organization. a. Know that a system is an organized group of related objects that form a whole. (groundwater system)

Grade 5 609. Science. Earth and Space Systems 02. Understand geochemical cycles and energy in the earth system. b. Know the layers and composition of the earth.

Grade 6 618. Science. Unifying Concepts of Science 01. Understand systems, order, and organization. a. Know that a system is an organized group of related objects that form a whole. (groundwater system)

Grade 6 624. Science. Earth and Space Systems 02. Understand geochemical cycles and energy in the earth system. b. Know the layers and composition of the earth.

Build an Aquifer Activity Student Worksheet 3-5: Extending Aquifer Understanding

Grade 5 603. Science. Unifying Concepts of Science 02. Understand concepts and processes of evidence, models and explanation. c. Use models to explain or demonstrate a concept.

Grade 5 613. Science. Interdisciplinary Concepts 01. Understand technical communication. a. Read, understand and follow technical instructions.

Lesson 4—Groundwater Pollution

Student Worksheet 4-1: What’s Wrong With This Picture? Student Worksheet 4-2: Sources of Pollution

Grade 5 611. Science. Personal and Social Perspectives 01. Understand common environmental quality issues both natural and human induced. a. identify issues for environmental studies. (pollution)

Grade 6 626. Science. Personal and Social Perspectives 01. Understand common environmental quality issues both natural and human induced. a. identify issues for environmental studies. (pollution)

Student Lab 4-3: Dilution and Pollution

Grade 5 603. Science. Unifying Concepts of Science 02. Understand concepts and processes of evidence, models and explanation. c. Use models to explain or demonstrate a concept.

Grade 5 613. Science. Interdisciplinary Concepts 01. Understand technical communication. a. Read, understand and follow technical instructions.

Grade 6 618. Science. Unifying Concepts of Science 02. Understand concepts and processes of evidence, models and explanation. c. Use models to explain or demonstrate a concept.

Grade 6 628. Science. Interdisciplinary Concepts 01. Understand technical communication. a. Read, understand and follow technical instructions. i. Build a model using technical instructions.

Activity: Pass It On

Grade 5 719. Speaking. 01. Speak to share understanding of information.

Grade 6 728. Speaking. 01. Speak to share understanding of information.

Extend

726. Writing. 03. Write to inform and explain. a. Use facts, data, and processes from technical and non-technical materials to inform through writing.

Lesson 5—Geysers and “Hot Spots”

Transparency 5-1 Transparency 5-2

Grade 5 609. Science. Earth and Space Systems 02. Understand geochemical cycles and energy in the earth system. b. Know the layers and composition of the earth.

Grade 6 624. Science. Earth and Space Systems 02. Understand geochemical cycles and energy in the earth system. b. Know the layers and composition of the earth.

Extend

Grade 5 717. Writing. 04. Understand and use the writing process. a. Understand and apply steps of the writing process: - brainstorm; - draft; - revise; - proof/edit; - publish. Early Fluent: Gather and organize information related to academic content areas from various sources in written reports.

Grade 6 726. Writing. 06. Write to gather, synthesize, and communicate research findings. a. With teacher support, incorporate a variety of technological and informational resources to do the following: - Appropriately paraphrase, quote, and cite to avoid plagiarism; - Formulate thesis or focus and relevant support; - Formulate and support main idea with evidence. b. Present research findings.