Extension: Groundwater Confinement and Landfills
Introduction: As a connection between groundwater and human activity, this hands one model building
experience shows how humans attempt to protect ground water from contamination.
Goal:
Students will build a model of three scenarios, an unconfined aquifer, a confined aquifer, and a model
landfill.
Materials:
PROVIDED IN THE KIT: Per pair of students 3 plastic 2-liter bottles per pair of students cut in half to with
the top inverted, about 1/3 a fist of earthtone model magic, a plastic baggie, 1 cup white sand mixed
with orange tempera paint, coffee filter
NOT PROVIDED: Water, Newspapers or plastic tablecloth to aid in clean up, straws.
Process:
1. Discuss with students what the parts of the models represent: Orange sand=trash/garbage,
bottom of 2-liter bottle=groundwater, top of 2-liter bottle=surface, water=rain/snow/sleet,
plastic baggie=landfill lining to protect groundwater.
2. Unconfined Aquifer:
a.) Place the filter paper in the unconfined aquifer model
b.) Add 1/3 of a cup of contaminated sand on top of the filter paper.
c.) Spray/pour water on top of the contaminated sand and observe the groundwater.
d.) Record your observations.
Unconfined Aquifer
Confined Aquifer
Modern Landfill
3. Confined Aquifer
a.) Form half of the model magic into a thin layer to represent a clay confinement
layer. Place this layer in the top part of the two liter bottle.
b.) Add 1/3 of a cup of contaminated sand on top of the confinement layer.
c.) Spray/pour water on top of the contaminated sand and observe the groundwater.
d.) Record your observations.
4. Modern Landfill
a.) Place a plastic lining in the bottom of the top of the 2-liter bottle.
b.) Form half of the model magic into a thin layer to represent a clay confinement
layer. Place this layer in the top part of the two liter bottle.
c.) Add 1/3 of a cup of contaminated sand on top of the confinement layer.
d.) Spray/pour water on top of the contaminated sand and observe the groundwater.
e.) Record your observations.
5. Extensions/Optionals
a.) Poking holes through the clay layer to see results
b.) Leachate collection, piercing 2-liter bottles with straws to attempt to collect the
contaminated water backed up by the clay layer. (Please use your own 2-liter
bottle if you do this)
6. Clean Up:
a.) Allow orange sand to dry before returning to the class container.
b.) Remove as much sand from the model magic before returning it to the teacher.
c.) Throw away plastic baggie and filter paper.
7. Discussion:
a.) What did each part of the models represent?
b.) What function does clay perform?
c.) What is leaching?
d.) What are the differences between each model?
Terms: From simple to complex: Groundwater, Well, Gravity, Water Table, Minerals, Pollution,
Contaminants, Aquifer, Zone of Saturation, Unsaturated Zone, Indicator, Leeching, Hardness, pH,
Nitrate, Nitrite, Chloride, Regional Flow, Permeable, Porosity, Degradation, Eutrification, Cohesion,
Drawdown
Homework: None
Age Specific Considerations:
a.) Students are going to be using spray bottle tops to demonstrate wells, so be proactive.
b.) Terms can be introduced at teacher discretion based on age appropriateness. If using supplied
crossword and wordsearch, be aware.
Notes/Ideas for Improvement:
Your grade’s state standards addressed:
Standard
Connection