Science
SCI.V.2.3
Grade: 6
Strand V:
Using Scientific Knowledge in Earth Science
Standard 2:
Hydrosphere - All students will analyze the relationships between
Human activities with the hydrosphere
Benchmark 3:
Explain how water exists below the earth’s surface and how it is
replenished.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Context
Ground Water
• water table
• spring
• porous
• saturate
• filtration
Examples of groundwater, including springs,
wells, water soaking into the ground
Sources
• snow melt
• rain fall
Resources
Knowledge and Skills
Some precipitation filters through the layers of
the earth creating one type of useable water
resource. Students will illustrate and explain how
groundwater accumulates forming the water
table, and how this water is replenished.
Coloma Resources:
Ground Simulator (on water wells)
Stream Table
Environmental Science Text (Prentice Hall)
Chapter 5
Lab (attached)
Other Resources
• Bill Nye Pollution Solution
•
Science Explosion: Hydrosphere
•
Science Lakes Video – Hilger Production
•
Hydrologic Cycle – Includes “hands-on
activities” - outstanding images.
•
Drinking Water For Kids - EPA
•
ENC – Science topics – Water – AWESOME
group of lessons and activities – make this an
entire unit or a one day lesson.
•
ReachOut Michigan – activities and lessons in
Earth Science – Middle School – Excellent!
•
Michigan Teacher Network Resources
•
Ecolinks – Miami Museum of Science
Resources (continued from column on the right)
•
6th Grade Science Curriculum
Technology Resources
V.2.MS.3 Explain how water exists below the
earth’s surface and how it is replenished.
BCISD – Classroom resources – Earth
Science – Hydrosphere – excellent group of
resources!
•
National Wildlife Federation - Water
•
BrainPop – The Water Cycle
•
USGS – Water Science for Schools
•
USGS – Explorers – Water - AWESOME –
read the intro and dive into TONS of info!
•
The Hydrologic Cycle – Online meteorology
guide – Univ. of Illinois
Instruction
Focus Question: How does groundwater
move below the earth’s surface?
Note: Prior to this activity, the teacher may want to
construct a model of groundwater using an aquarium.
Workshops are available through the Michigan State
University Cooperative Extension Service Groundwater
Education Program. Groundwater model available through
BCISD.
Students will observe and interpret diagrams showing
the direction of movement of groundwater and some
of its sources. Students will develop their own
diagrams that replicate this movement. Student
diagrams might include the following:
•
•
•
Sources of groundwater (lakes, rivers, etc.)
Aquifers — Earth materials that contain
groundwater and permit its flow (sandstone,
sandy soil)
Aquatards — Earth materials that prevent the
easy flow of liquids (granite, clay)
Students will place samples of these materials
(sandstone, types of soil, pebbles) or materials that
represent natural Earth materials in a clear container
and slowly pour water over the materials. Students
will describe the movement of water through each
material and record their observations. Students will
compare the movement of water through each
material and relate these observations to real-world
phenomena. They will consider filtration and
permeability.
Once diagrams are complete, students will write an
essay that describes their diagrams and explains how
and why movement takes place. Students will receive
feedback from peers as they compare and share their
essays.
Instruction II
Complete the activity found at the following site:
http://www.epa.gov/safewater/kids/aquifer.pdf
EPS – Environmental Education – Build Your
Own Aquifer
Assessment
Optional Assessment
Working in small groups, students will design and
create three-dimensional models that show
movement of groundwater. Students will provide
written explanations of their designs and models
as they relate to the real world. These models
should be based on the diagrams developed by
the students and may include household
materials such as foam rubber, cereal, etc. or
natural Earth materials.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Construction of groundwater model:
Apprentice - Attempts to build a working model
Basic - Produces a working model that shows water
movement without labeling.
Meets - Produces a working model that correctly
labels and demonstrates the movement of water.
Exceeds - Produces a working model that replicates
two or more pathways that water takes.
The model demonstrates and correctly labels those
pathways.
Criteria: Completeness of explanation:
Apprentice - Provides an incomplete explanation of
the model and does not demonstrate how it works or
show how the model connects to the Real-World
Context.
Basic - Provides a complete explanation of the
model and does not demonstrate how it works or
show how the model connects to the Real-World
Context.
Meets - Provides a complete explanation of the
model and demonstrates how it works, connecting the
model to the Real-World Context.
Exceeds - Provides a complete explanation of
the model and demonstrates how it works,
connecting the model to the Real-World Context
Instruction II
Students will provide a written explanation of the
design based on the activity in the instruction section.
Teacher Notes:
Various types of maps are used to locate the sources of water on the Earth in its solid and liquid forms. Water
can be traced in Michigan from its source to sea level, and the water cycle can be used to explain how water
returns from the oceans to Michigan. Much of our water supply is located below the surface in ground water
deposits, which are replenished by rain that soaks into the ground. Ground water and surface water can be
polluted by human activities. “Fresh water, limited in supply, is essential for life and also for most industrial
processes. Rivers, lakes, and groundwater can be depleted or polluted, becoming unavailable or unsuitable for
life.” (BSL)
Focus Questions
•
•
•
What path does water take to reach the Great Lakes from our community?
What is ground water and how does it exist?
What affect does pollution have on the source of water (surface and ground)?
EPA ENVIRONMENTAL EDUCATION
BUILD YOUR OWN AQUIFER
BACKGROUND:
Many communities obtain their drinking water from underground sources called aquifers. Water suppliers or
utility officials drill wells through soil and rock into aquifers to supply the public with drinking water. Homeowners
who cannot obtain drinking water from a public water supply have private wells that tap the groundwater supply.
Unfortunately, groundwater can become contaminated by improper use or disposal of harmful chemicals such
as lawn care products and household cleaners. These chemicals can percolate down through the soil and rock
into an aquifer – and eventually into the wells. Such contamination can pose a significant threat to human
health. The measures that must be taken by well owners and operators to either protect or clean up
contaminated aquifers are quite costly.
NOTE: This demonstration should follow a class discussion on potential sources of pollution to drinking water
supplies.
OBJECTIVE: to illustrate how water is stored in an aquifer, how groundwater can become contaminated, and
how this contamination ends up in the drinking water well. Ultimately, students should get a clear understanding
that what happens above the ground can potentially end up in the drinking water supply below the ground.
MATERIALS NEEDED:
1 6”x 8” clear plastic container that is at least 6-8” deep (shoebox or small aquarium)
1 lb. of modeling clay or floral clay
2 lbs. of white play sand
2 lbs. of aquarium gravel (natural color if possible) or small pebbles
(Hint: As many small rocks may have a powdery residue on them, you may wish to rinse and dry them
on a clean towel prior to use. It is best if they do not make the water cloudy.)
1 drinking water straw
1 plastic spray bottle (be sure the stem that extends into the bottle is clear)
1 small piece (3”x5”) of green felt
¼ cup of powdered cocoa
Red food coloring
1 bucket of clean water and a small cup to dip water from bucket
Scotch tape
PROCEDURE:
1. To one side of the container, place the drinking water straw, allowing approximately 1/8” clearance with
the bottom of the container. Faster the straw directly against the long side of the container with a piece
of tape. Explain to the class that this will represent two separate well functions later in the presentation
(if not placed at this time, sand will clog the opening).
2. Pour a layer of white sand completely covering the bottom of the clear plastic container, making it
approximately 11/2” deep. Pour water into the sand, wetting it completely, but there should be no
standing water on top of the sand. Let students see how the water is absorbed in the sand, but remains
around the sand particles as it is stored in the ground and ultimately in the aquifer.
3. Flatten the modeling clay (like a pancake) and cover half of the sand with the clay (try to press the clay
into the three sides of the container in the area covered). The clay represents a “confining layer” that
keeps water from passing through it. Pour a small amount of water onto the clay. Let the students see
how the water remains on top of the clay, only flowing into the sand below in areas that the clay does
not cover.
4. Use the aquarium rocks to form the next layer of earth. Place the rocks over the sand and clay,
covering the entire container. To one side of the container, slope the rocks, forming a high hill and
valley (see illustration below). Now pour water into your aquifer until the water in the valley is even with
your hill. Let students see the water around the rocks that is stored in the aquifer. They will also notice
a “surface” supply of water (a small lake) has formed. This will give students a view of the ground and
surface water supplies, both of which can be used for drinking water purposes.
5. Next, place the small piece of green felt on top of the hill. If possible, use a little clay securely fasten it
to the sides of the container it reaches.
6. Sprinkle some of the cocoa on top of the hill, explaining to students that the cocoa represents improper
use of things like lawn chemicals or fertilizers.
7. Put a few drops of the food coloring into the straw, explaining to students that people often use old wells
to dispose of farm chemicals, trash, and used motor oils. Students will see that it colors the sand in the
bottom of the container. This is one way that pollution can spread through the aquifer over time.
8. Fill the stray bottle with water. Make it rain on top of the hill and over the aquifer. Quickly students will
see the cocoa (pesticide/fertilizer) seep down through the felt and also was into the surface water
supply.
9. Take another look at the well you contaminated. The pollution has probably spread farther. Remove
the top of the spray bottle and insert the stem into the straw. Depress the trigger to pull up the water
from the well. (Water will be colored and “polluted”.) Explain that this is the same water that a drinking
water well would draw for them to drink.