ACTIVITY 3
Where Has All The Groundwater Gone?
Activity Overview
In this activity, students will work in groups to collect, organize, graph, and
analyze quantitative data showing the uses of groundwater in their state. Students will
read, summarize, and discuss news articles about the emerging impact of merchant power
plants on groundwater resources.
Objectives
Students will:
 Search Internet databases to collect, organize, graph, and analyze data
on state groundwater uses.
 Read, summarize, and discuss news articles about the effects of
merchant power plants on the volume of groundwater.
Cross Curricular Activities
Mathematics
Students search a database containing quantitative data on water uses in
their state. They will organize the data into tables, plot a pie chart, and
analyze the data.
English
Reading and summarizing news articles about merchant power
plants will require reading skills. The students will communicate their
understandings in writing and orally.
Social Studies
Students will read and make informed decisions about the economic costs
and benefits associated with merchant power plants.
Process Skills
interpreting
organizing data
graphing
analyzing
observing
collaborating
inferring
visualizing
Louisiana Team 11
Activity 3
National Computational Science Leadership Program
Page 1 of 3
Materials



Excel or other spreadsheet software
Internet access
Newspaper articles
Suggested Time Frame
Two 50-minute class periods
Procedure
Day 1
1. Have the class brainstorm ideas about the different types and percentages of
water use in the state.
2. Then ask student groups to access the USGS Water Science for Schools
database (http://wwwga.usgs.gov/edu/mapgallery.html) and search for data on
water uses in the state. Have each student complete the activities on Activity
Sheet 1.
3. The graph shown below is a color rendering of the graph in question 5 on
Activity Sheet 1.
Louisiana Team 11
Activity 3
National Computational Science Leadership Program
Page 2 of 3
Day 2
1. In groups, students will read and summarize the news articles about
merchant power plants. The groups will make predictions in writing about
the future impact of merchant power plants in the area based on
information in the news articles (Activity Sheet 2) and the trends graph.
2. Class discussion will conclude the activity.
Thought Provoking Questions






Assessment





How would you rank the following water users in your state based on
percentage of use? 1) agriculture (irrigation), 2) industry, 3) power
generation, 4) aquaculture, 5) municipal use, 6) rural domestic, and 7)
livestock Describe the rationale behind your ranking.
In states where there are amounts of saline water, how is the water purified
for use?
Describe some of the factors that contribute to variations in water use in
different areas of the US.
Of groundwater and surface water, which is the source of most drinking
water in the US?
What factors have led to an increase in the amount of groundwater used
for electricity production over time? Why?
What are some possible reasons for the increase in public consumption of
groundwater since the 1990’s? How might this increase be reduced during
the 20th century?
Excel table and pie graph
Activity Sheet 1 & 2
Participation in class discussion
Peer and self evaluation
Written predictions about the impact of merchant power plants on
groundwater reservoirs
Resources


USGS Water Science for Schools:
http://wwwga.usgs.gov/edu/mapgallery.html
The Advocate Online:
http://www.theadvocate.com
Louisiana Team 11
Activity 3
National Computational Science Leadership Program
Page 3 of 3