Community Water Consumers

Transcription

1 Community Water Consumers Adapted from: Common Water, Project WET International Foundation and CEE. (1995). Project WET Curriculum and Activity Guide. Grade Level: Beginner/Intermediate Duration: 50 minutes Setting: Outdoors Summary: Students analyze the results of a simulation to understand that water is a shared resource and is managed. Understanding the limitations and scarcity of water as a resource is important to understanding the importance of sustainability and aquaponics. Objectives: Illustrate how multiple users of water resources can affect water quality and quantity. Examine the complexities of providing water for all water users. Academic Standards Mathematics Pre K High School 2.1 Numbers and Operations o A Counting and Cardinality o C Numbers and Operations Fractions o D Ratios and Proportional Relationships 2.4 Measurement, Data, and Probability o A Measurement and Data English Language Arts Pre K Speaking and Listening o Comprehension and Collaboration o Presentation of Knowledge and Ideas o Integration of Knowledge and Ideas o Conventions of Standard English English Language Arts Speaking and Listening o Comprehension and Collaboration o Presentation of Knowledge and Ideas o Integration of Knowledge and Ideas o Conventions of Standard English Vocabulary: Finite, conservation Materials (Included in Module): 10 Small containers for water 26 Laminated Cards Food Coloring 21 Sponges (various sizes) Additional Materials (NOT Included in Module): Large container for water

2 Background Students should be aware that every living thing on Earth uses water and that water is a finite resource. They know how their family members use water and they may have learned how industries and farms use water. In the news, they read about problems with water quality or quantity. This activity helps students recognize that it is vital for water users to consider each other s need and to share and become more sustainable users of this finite resource. All members of a community use water. Because water is important to all water users, as demands for this finite resource grow, the need to conserve and manage supplies also grows. Fortunately, water is a reusable resource both biologically and through new technologies. Biologically with time water is filtered through soil and vegetation, and also through the evaporation precipitation process that gives us rainwater. Processes in healthy ecosystems replenish water quality and quantity, and this water usually goes to a wastewater treatment plant that treats the water to have acceptable and healthy water quality. Then there are new technologies such as aquaponics and hydroponics that reuse water to grow plants. These systems are both industrial and provide natural forms of sustainable water use. Conservation and practical use of water can be employed by water users (homeowners, businesses, industry, etc.) to prevent water shortages and ensure long-term supplies. If sharers of a source consider the needs of all water users, and plan for and manage those needs through hydroponics, aquaponics, or just sustainable living practices, then water of sufficient quality and quantity should be available. We can all make a difference! Overview Using sponges to represent certain consumers of water students will demonstrate consumption, pollution, and scarcity of water availability. Procedure Warm Up The Activity Have the student s list major water user groups in their community and how they think the community members use water. The Yellow Pages or Internet can be a source of ideas. Ask students to arrange water users, from those who they think use the most water to those who use the least. 1. Fill a large container (with large opening) with water. Mark the starting water line on the outside of the container. Tell students that the container represents water stored in a reservoir, pond or lake. A clear water container would work best but any color can be used. 2. Tell students they are going to simulate changes in a watershed over several time periods. Each 30-second round represents a time period (see Round Scenarios). In each round, students represent different water users; see laminated cards to identify their roles.

3 3. Add a small amount (two or three drops) of food coloring to each sponge. This will change the color of the water representing sewage and runoff from urban/rural areas. Leave one whole sponge without food coloring for step six. 4. For each round, students should position themselves an equal distance from the water source. When the round starts, students fill their sponges with water from the reservoir or container. To represent water consumption, have them squeeze water out of the sponges into smaller/individual containers. Students can refill their sponges as often as they like/can during the round. 5. At the end of each round, note how much water remains in the container. Tell students to empty half of the water from their containers back into the container. This represents used water that makes it back to the reservoir (i.e., when it percolates through soil, when it is discharged from a factory, after it runs off the surface). Students will notice that the water is colored (from when you dyed the sponges). 6. Between each round use a whole clean sponge to squeeze fresh water into the main container. Do this twice. This represents rainfall over each time period. Discussion Have students discuss the quantity and quality of water in the round. Discuss proportions of sponge pieces distributed to different community members. Are water users in their own community represented by the characters in the simulation? Do students think the sponge sizes were appropriate? Were there any groups who used too much water or did not get enough? Have students identify the different ways their school uses water. Do the students think the school uses water wisely? How does one ensure enough water for all users? Students may suggest: fewer sponges, smaller sponges, less trips to the bucket, or adding more reservoirs. If the last one where would the water come from? Methods to reduce waste discharge can also be discussed. Have students do research on water distribution policies and conservation programs. Students may want to run another round to test their adjustments. Discuss the statement: Water for all water users. Do students think this is possible? What can communities and industries do to ensure water is not depleted? Discuss alternatives such as aquaponics and more sustainable lifestyles (organic fertilization, grey water, etc.) and have them do their own research on these topics. Students can then present their research. Evaluation Do students have a better understanding of the water scarcity? How there are complexities to providing healthy water to all and that there are many consumers of water. Extensions and Modifications The students can move further in creating posters, movies, presentations, or writing stories/papers on creative ways of conserving water, their plans for conserving water, or other subjects pertaining to sustainable water use.

4 Round 1 (200 Years Ago) Round 2 (early 1900s) Round Scenarios Suggested Distribution of Sponges for the Rounds 1/3 1/2 1/4 Sponge Sponge Sponge 3 homesteaders 4 small town 1 large farm Whole Sponge Round 3 (after WW II) 3 of town 1 factory 2 service agencies 1 farms 1 power company Round 4 (present) 1 town 4 town 1 service agencies 2 farms 1 power company 1 industry Following are four suggested rounds to symbolize use of a common source of water over time. The relationship of the rounds and the allotment of sponges are shown in the chart. Depending on time considerations or extent of investigation, rounds can be added or deleted. Round 1: It is 200 years ago. A few homesteaders operating small farms inhabit the watershed. Have 3 students represent homesteaders. Give each of them one-fourth of a sponge and a container. Round 2: One hundred years have passed. A large farm and a small town are now located in the watershed. Distribute sponges, cut in fourths, to 6 students (town dwellers) and half a sponge to a student representing the farm. Provide each student with a container. Complete another round. Round 3: It is now just after World War II. The size of the town has increased. Many of the town are employed in an industry that makes typewriters. Half a sponge represents the factory. Farming areas supply milk and some food for the town; they get one sponge each. Give one sponge to a student who represents a power company. Several community services, such as hospitals, schools, and stores are now part of the town; each student represent such a service agency gets half a sponge. Provide each student with a container. Complete a round.

5 Round 4: It is the present. The town has continued to grow. A new industry that makes household cleaning products has moved in (another sponge). Represent residential expansion by giving sponge pieces and a container to any remaining students complete a round. Notes (Please write any suggestions you have for teachers using this activity in the future)