WATER
Water is a necessity for all living things — plants, trees, animals and people. Three quarters of the Earth
is made up of water but less than 1% is fresh water, which is crucial to the ecosystem and our survival.
Every molecule of water that was present when the Earth was formed is still present today. That is why
it is important to use our water wisely.
It is necessary to learn and understand the importance of water as necessary to soil, production of food,
and the importance of the prevention of erosion. Using various methods of experiments, discussions,
and activities, this module will explain the importance of water. In this module, we will learn the
properties of water, the water cycle and its principles, the importance of protecting ground water from
contamination and value of wetlands (streams, rivers and lakes).
The golf course is an ecosystem that needs water to protect its habitats, turf, trees and beauty. These
factors must be understood and practiced so we can protect them.
2.1
WATER CYCLE
The water cycle, or hydrologic cycle, is a constant recycling of water between the Earth and the
atmosphere. In this cycle, water changes from liquid to solid to gas and back again. Water enters
the atmosphere as a vapor or gas from bodies of water and soil. Once water is in the atmosphere,
it condenses and forms clouds. Water returns to the Earth as rain, snow, sleet, or hail, is used again
by plants and animals, and then the cycle starts over.
This lesson will provide an understanding of how the water cycle supplies water to the Earth — including
golf courses.
Activities
•
•
•
•
•
•
•
•
Vocabulary words (on instructor page)
Water cycle narrative
Water cycle diagram with coloring work sheet for 6-8 year olds
Water cycle diagram identification for 9-12 year olds
Water cycle crossword and secret decoder exercise for 6-8 year olds
Water cycle crossword 9-12 year olds
Water cycle experiment for all age groups
On course observation activity
Key words
for this section:
Evaporation
Water table
Condensation
Pollute
Run-off
Discharge area
Aquifer
Transpiration
Infiltration
Irrigation
Recharge
Drought
Flow
Well
2.2
1
Objective/Lesson:
To learn how the water cycle works (use diagram).
Definitions:
Evaporation – The process by which water changes from a liquid
into a gas.
I N S T R U C T O R
Condensation – The process by which water vapor in the air changes from
a gas into a liquid. It is the opposite of evaporation. Rain, hail, sleet and
snow are examples of natural condensation.
Run-off – The movement of landwater to the ocean that is made up of
precipitation that neither evaporates, transpires nor penetrates the surface
to become groundwater .
Aquifer – An underground source of water made up of porous rock, like
sand, shell or limestone.
Infiltration – The process by which water is absorbed into the ground.
Recharge – The process by which water enters the groundwater system.
Flow – The movement of water from one place to another.
Water table – Marks the very top of the ground water layer. It is found underground where the rock and soil begin to be filled or “saturated” with water.
Pollute – To add harmful material to water.
Discharge area – The place where groundwater flows out of an aquifer.
Transpiration – Loss of water through the leaves of plants.
Irrigation – Supplying dry land with water to meet plant needs.
Drought – A prolonged period of less-than-average precipitation.
It can also be referred to as times when the demand for water exceeds
the available supply of water.
Materials:
Directions:
Water Cycle handouts (provided)
Colored pencils or crayons
1. As a group, discuss the definitions of the vocabulary words.
2. Distribute water cycle diagram and color pencils or crayons. Ask each
child to label and color each element of the water cycle.
Activity Time:
On Course
Adventure:
ALL AGES
Well – A man-made hole in the ground through which ground water
may flow or be pumped to the surface.
WATER CYCLE
This lesson will give an understanding of how the water cycle supplies
water to the Earth – including golf courses.
30 minutes
The next time students are on the course, have them observe how
water is used and the effect that weather patterns have on it.
Is there any standing water?
Are the ponds full?
2.2.1
The Water Cycle diagram is a teaching tool to help
your students learn about the Water Cycle. Display
the diagram and review the terms associated with
the process.
ALL AGES
This will help students understand how the water
cycle supplies water to the Earth. From evaporation
to condensation to precipitation, the water cycle
is present in every day life. This process is a key
element of golf course maintenance.
WATER CYCLE
I N S T R U C T O R
WATER CYCLE
NARRATIVE
2.2.2
1
COLOR
THE
WATER CYCLE
AGES
6-8
2.2.4
1
WATER CYCLE
1
AGES
8
6
9 - 12
5
4
IDENTIFY THE WATER CYCLE
Identify the water cycle by using the definitions from the poster!
2
3
7
1. ————————————— 3. ————————————— 5. ————————————— 7. —————————————
2. ————————————— 4. ————————————— 6. ————————————— 8. —————————————
2.2.5
2
D
CROSSWORD
2
R A
Use your vocabulary words
I
N
I N S T R U C T O R
O
to solve the puzzle.
3
ACROSS
R
4
U N O F
G
2. An example of precipitation.
3. Water on the Earth’s surface that
moves into a lake or stream without
absorbing into the soil.
F
5
L
H
O
O
6
T
P
W E
L
6. A man-made hole in the ground
through which ground water may
flow or be pumped to the surface.
L
L
U
DOWN
T
1. A long period of dry weather could cause a __ __ __ __ __ __ __ .
E
4. The movement of water under ground is called groundwater
__ __ __ __ .
5. To add harmful material to water.
WHAT’S SHE SAYING?
WATER CYCLE
1
Use the secret code translator below to find out!
AGES
A
SHAME
TO
WASTE
WHEN
WE
C O U L D
R A I N W AT E R
USE
IT
FOR
6-8
IS
IT
I R R I G A T I O N
A
Z
B
Y
C
X
D
W
E
V
F
U
G
T
H
S
I
R
J
Q
K
P
L
O
M
N
N
M
O
L
P
K
Q
J
R
I
S
H
T
G
U
F
V
E
W
D
X
C
Y
B
Z
A
2.2.6
2
CROSSWORD
2
Use your vocabulary words
to solve the puzzle.
3
4
ACROSS
5
2. An example of precipitation.
3. Water on the Earth’s surface that
moves into a lake or stream without
absorbing into the soil.
6
6. A man-made hole in the ground
through which ground water may
flow or be pumped to the surface.
DOWN
1. A long period of dry weather could cause a __ __ __ __ __ __ __ .
4. The movement of water under ground is called groundwater
__ __ __ __ .
5. To add harmful material to water.
WHAT’S SHE SAYING?
WATER CYCLE
1
Use the secret code translator below to find out!
AGES
6-8
A
Z
B
Y
C
X
D
W
E
V
F
U
G
T
H
S
I
R
J
Q
K
P
L
O
M
N
N
M
O
L
P
K
Q
J
R
I
S
H
T
G
U
F
V
E
W
D
X
C
Y
B
Z
A
2.2.7
2 CROSSWORD Use your vocabulary words to solve the puzzle. Try
1
2
3
A Q U I F E R
R
V
C
R
A
P O L L
I
P
N
G R O U N D W A
A
E
R
T
N
A
D
I
S
T
O
A
I
R A I N
T
O
I
N
O
R U N O F
4
5
I N S T R U C T O R
7
9
10
13
13
6
D
R
T E R
O
E
U
I S C H A R G E
H
H
A
T
R
G
F
W E L L
F
O
W
U T E
8
11
12
WATER CYCLE
not to look at your definition sheet! Some words you will know from previous activities.
ACROSS
5. To add harmful material to water.
7. Water that is found underground in the cracks and spaces in the soil, sand and rocks.
10. An example of precipitation.
12. Man made hole in the ground through which ground water may flow or be pumped to the surface.
9 - 12
9. Groundwater leaves the ground and enters a lake, stream or river in a
__ __ __ __ __ __ __ __ __ area.
AGES
1. Layers of soil, sand and rocks that store groundwater.
13. Water on the Earth’s surface which moves into a lake or a stream without being absorbed into
the soil.
DOWN
2. The largest use for groundwater is __ __ __ __ __ __ __ __ __ __ .
3. The stage of the water cycle when water changes from a liquid into a gas.
4. The process of changing from a gas to a liquid. Clouds are an example of this.
6. A long period of dry weather could cause a __ __ __ __ __ __ __ .
8. Part of the water cycle when water soaks into the soil.
11. The movement of water underground is called groundwater __ __ __ __ .
2.2.8
2 CROSSWORD Use your vocabulary words to solve the puzzle. Try
1
3
2
4
6
5
7
8
9
10
11
12
13
13
WATER CYCLE
not to look at your definition sheet! Some words you will know from previous activities.
ACROSS
5. To add harmful material to water.
7. Water that is found underground in the cracks and spaces in the soil, sand and rocks.
10. An example of precipitation.
12. Man made hole in the ground through which ground water may flow or be pumped to the surface.
9 - 12
9. Groundwater leaves the ground and enters a lake, stream or river in a
__ __ __ __ __ __ __ __ __ area.
AGES
1. Layers of soil, sand and rocks that store groundwater.
13. Water on the Earth’s surface which moves into a lake or a stream without being absorbed into
the soil.
DOWN
2. The largest use for groundwater is __ __ __ __ __ __ __ __ __ __ .
3. The stage of the water cycle when water changes from a liquid into a gas.
4. The process of changing from a gas to a liquid. Clouds are an example of this.
6. A long period of dry weather could cause a __ __ __ __ __ __ __ .
8. Part of the water cycle when water soaks into the soil.
11. The movement of water underground is called groundwater __ __ __ __ .
2.2.9
3
Water Cycle – The movement of water from the atmosphere to the
Earth and back to the atmosphere through precipitation, runoff, infiltration,
storage, evaporation, and transpiration.
Evaporation – The process by which water changes from a liquid into a gas.
I N S T R U C T O R
Condensation – The process by which water vapor in the air changes
from a gas into a liquid. It is the opposite of evaporation. Rain, hail,
sleet and snow are examples of natural condensation.
Precipitation – Any form of water, such as rain, snow, sleet, or hail, that falls
to the Earth’s surface.
Objective:
Lesson:
Materials:
Instructions:
Directions:
To see the water cycle in action.
Water Cycle Experiment
3 large jars (64 oz.) with lids, 3 small plants, small rocks, sand, topsoil,
water, 3 bottle caps or 3 shells
Divide children into 3 groups. Equally divide jars, plants, rocks,
sand, topsoil, water, bottle caps (or shells) to each group.
Instruct the 3 groups to go to designated areas with the materials.
Instruct the students to fill the bottom of the jar with rocks.
Instruct them to add their sand. Make sure to cover the rocks
Next, have them add the topsoil, making sure that they pat it ( large enough
to get hand into! ) firmly into place.
Have one of the students plant the plant in the topsoil.
Instruct one student from each group to put the lid on the jar and make sure
that it is tightly closed to prevent the moisture from escaping.
Finally, have one student from each group place the jar in a warm area, direct
sunlight is preferable. Instruct the students to keep a record of any changes
in their jars, especially making note, of any signs of evaporation, condensation
or precipitation.
Time:
ALL AGES
Direct another one of the students to fill the shell or bottle cap with water
and place it on the soil.
WATER CYCLE
Definitions:
Begin the experiment at the beginning of the day (the warmer and/or sunnier
the area where the students place their jar, the quicker the condensation
will occur)
Post Discussion
Questions:
How does the water cycle relate to golf?
How does evaporation effect the golf course? Precipitation?
Have you ever seen a puddle of water on the golf course? Do you know
what happens to a puddle of water on a warm day?
Have you seen clothes that were wet become dry?
Where does the water from the clothes go when it evaporates?
On Course
Adventure:
The next time you go to the course observe how water is used and the
effect that weather patterns have on it. Is there any standing water? Are
the ponds full?
2.2.10
3
What are we
learning today?
Materials:
Getting Ready:
Directions:
You will be building your own Water Cycle and see how it works.
3 large jars (64 oz.) with lids, 3 small plants, small rocks, sand,
topsoil, water, 3 bottle caps or 3 shells
Your instructor will divide you into three groups and give each group a jar,
soil, sand, rocks, water, one plant, one bottle cap or shell, water
1. Fill the bottom of the jar with rocks.
2. Add a layer of sand.
3. Add the soil, patting it down firmly into place.
3. Plant your plant in the soil.
4. Fill bottle cap/shell with water and place it on the soil.
5. Put lid on the jar and make sure it is closed tightly.
6. Place the jar in a very warm and/or sunny place and write down
changes taking place in your jar. Do you see any signs of evaporation?
condensation? precipitation?
Start this project at beginning of the day; observe before you leave.
Time
Observation
—————————————————————————————————————————————————
—————————————————————————————————————————————————
—————————————————————————————————————————————————
—————————————————————————————————————————————————
ALL AGES
Activity Time:
WATER CYCLE
This experiment
shows the water cycle,
from evaporation to
condensation, and
precipitation. This
process promotes a
healthy environment
on the golf course
for all living things.
4
O B S E R V AT I O N
1 The next time you are on the course, notice how water is used on the course.
2 What effect does water and weather patterns have on the course?
3 Do you notice any standing water on the course? Are the ponds and lakes full?
2.2.11
PRECIPITATION
“Rain, rain, go away…” Hold on. Not so fast. Rain, and other forms of precipitation such as snow and
sleet, may interrupt your golf game, but they are critical to the survival of the golf course. Without
water, the grass and other plants would not grow. Drinking, recreation and irrigation all require fresh
water, and fresh water is very rare. Almost 70% of the Earth’s surface is covered with water but most
of it is salt water. Less than 1% of water on the Earth is fresh water, and most of that is frozen in polar
ice caps and glaciers. This section will help children understand the the importance of fresh water,
conservation and what golf courses can do to manage water use. Through an On Course Adventure
to the head greens keeper and a series of activities and definitions, your children will become aware
of the importance of precipitation and how it relates to golf.
Activities:
•
•
•
•
•
•
Vocabulary words (on instructor’s page)
Rainwater harvesting experiment and vocabulary work sheet
Precipitation crossword and maze for 6-8 year olds
Precipitation crossword for 9-12 year olds
Precipitation word find and On Course Adventure for 6-8 year olds
Rainwater Harvesting Fill-In-The-Blank and On Course Adventure for 9-12 year olds
Key words
for this section:
Precipitation
Classes of Rainwater Harvesting
Runoff Harvesting
pH
Irrigation
Water
2.3
5
Objective/Lesson:
This is a good rainy day activity that will give an understanding of the
water requirements of the golf course and ways to help conserve water.
I N S T R U C T O R
Narrative:
Through the harvesting experiment, we learn how easy it is to harvest
a small amount of rainwater. Just imagine what a large processing of
harvested water can do for the protection and conservation of our
environment. Water should be analyzed for pH measurements within 2
hours of collection, preferably immediately. Biological activity in the sample
water and loss of gases can change pH.
Definitions:
Precipitation – On Earth, a product of water vapor condensation that falls
from the sky. Rain (liquid water), sleet (a combination of rain and snow), snow
(frozen ice crystals), freezing rain, hail (hard pellets or balls of ice that usually
fall during thunderstorms).
Runoff Harvesting – The collection of water by natural means such as roofs
or larger in field collection devices. This process relieves the strain of getting
water from rivers, lakes or groundwater. In many cases, harvesting offers a
lower cost alternative to normal water use. It also helps to prevent erosion
and lessens the chance of flash floods by eliminating runoff.
Irrigation – The replacement or supplementation of rainfall with water from
another source to supply the water and nutrient needs of plants.
Classes of Rainwater Harvesting – There are two classes: systems which
collect rainwater from roof runoff for household use and systems which use
surface water harvesting to provide supplemental irrigation for agriculture.
Water – An odorless, tasteless, colorless liquid made up of a combination
of hydrogen and oxygen (H20). Water forms streams, lakes, and seas, and is
a major constituent of all living matter.
Materials:
Directions:
Harvesting Fill-In (provided)
Pool test kit
baking soda
muriatic acid
water container
pencils
ALL AGES
pH – The measurement of acidity or alkalinity of a substance. A pH of 7
is considered neutral; below 7 is called acidic; above 7 is called alkaline.
The potential (of) Hydrogen is a measure of the activity of hydrogen
ions (H+) in a solution. Sudden changes in pH serve as a warning sign
that water quality has been adversely affected by pollutants.
PRECIPITATION
To learn the value of harvesting rainwater and to give us a greater
sensitivity to natural cycles (use pH activity and fill-in).
As a group, discuss the definitions of the vocabulary words.
Have students complete the Harvesting fill-in sheet.
1. Have the students place the container outside to catch the roof runoff.
2. After each rain, test the ph of the water, by following the instructions
on the pool test kit, to determine the acidity or alkalinity.
3. Add the necessary chemicals according to the instructions,
to balance the pH.
Activity Time:
20 minutes (best on a rainy day)
2.3.1
5
Vocabulary:
RAINWATER
CONSERVATION
Runoff Harvesting ————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
Classes of Runoff Harvesting ———————————————————————
——————————————————————————————————————
——————————————————————————————————————
———————————————————————————————————————
——————————————————————————————————————
PRECIPITATION
This experiment
shows how the
pH can vary each
time it rains. The
pH of precipitation
can effect the pH in
the soil. If the soil
has too much acid
or alkaline it can
harm the plants
and turf. It can
even change the
effectiveness of
pesticides.
Irrigation
pH ———————————————————————————————————
———————————————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
ALL AGES
————————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
———————————————————————————————————————
——————————————————————————————————————
Soil ———————————————————————————————————
———————————————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
——————————————————————————————————————
Water pH Test: Use the pool test kit to measure how acidic the water is.
Chart your results on each rainy day.
Date: ————— pH: ————
Date: ————— pH: ————
Date: ————— pH: ————
Date: ————— pH: ————
Date: ————— pH: ————
Date: ————— pH: ————
2.3.2
6
CROSSWORD
1
P
R
E
C
I
P
I
T
A
words to solve
T
I
O N
the puzzle.
I
H
3
4
S N O W
I N S T R U C T O R
A
O
5
I
R
R
ACROSS
I
G A
T
L
I
O N
E
2. Moisture that falls from the
sky like rain, snow and sleet.
6
R
U N O F
F
3. This kind of precipitation is white
and comes in the form of frozen ice crystals.
5. When there isn’t enough rain, you use this process to water plants and grass.
6. Water that doesn’t evaporate or go into rivers or oceans; it goes under the ground.
DOWN
1. Liquid precipitation that falls from clouds.
2. Measures the acidity or alkalinity of things.
3. The top layer of the Earth’s surface, consisting of rock, minerals and organic matter like
dead leaves. Also called dirt.
4. Ice is frozen __ __ __ __ __ .
THE
POND!
See if you can help the raindrops find their way to the pond!
AGES
FIND
PRECIPITATION
2
Use your vocabulary
R
6-8
START
FINISH
2.3.3
6
CROSSWORD
1
Use your vocabulary
words to solve
the puzzle.
3
4
5
ACROSS
2. Moisture that falls from the
sky like rain, snow and sleet.
6
3. This kind of precipitation is white
and comes in the form of frozen ice crystals.
5. When there isn’t enough rain, you use this process to water plants and grass.
6. Water that doesn’t evaporate or go into rivers or oceans; it goes under the ground.
DOWN
1. Liquid precipitation that falls from clouds.
2. Measures the acidity or alkalinity of things.
3. The top layer of the Earth’s surface, consisting of rock, minerals and organic matter like
dead leaves. Also called dirt.
4. Ice is frozen __ __ __ __ __ .
THE
POND!
See if you can help the raindrops find their way to the pond!
AGES
FIND
PRECIPITATION
2
6-8
START
FINISH
2.3.4
6
CROSSWORD Use your vocabulary words to solve the puzzle. Try
1
P
H A R V E S T I N G
U
P R E C I P I T A T I O
R
P
R U
L
R
I
W A T E R
G
M
I
A
E
N
T
N
S N O W
I
T
A
2
3
I N S T R U C T O R
6
5
7
8
4
G
O
N
L
N O F F
9
12
T
E
R
A
L
10
11
R
S
A
L
I
E
G R O U N D W A T E R
N
T
13
2. The collection of water by natural means like roof runoff.
5. Moisture that falls to the Earth’s surface from clouds.
9. An odorless, tasteless, colorless liquid made up of a combination of hydrogen and oxygen.
12. Frozen precipitation in the form of frozen ice crystals.
13. Water beneath the Earth’s surface that supplies most of our drinking water.
9 - 12
8. Precipitation that neither evaporates or transpires, but penetrates the ground.
AGES
ACROSS
PRECIPITATION
not to look at your definition sheet! Some words you will know from previous activities.
DOWN
1. The measurement of acidity or alkalinity of a substance.
3. Another word for ”Additional.“
4. Your favorite sport!
6. The replacement or supplementation of rainfall with water from another source.
7. Harvested __ __ __ __ __ __ __ __ __ is collected from the roofs of buildings.
10. Drops of fresh water that fall as precipitation from clouds.
11. Precipitation made from the mixture of rain and snow.
2.3.5
6
CROSSWORD Use your vocabulary words to solve the puzzle. Try
1
2
3
4
6
5
7
8
9
10
11
12
13
2. The collection of water by natural means like roof runoff.
5. Moisture that falls to the Earth’s surface from clouds.
9. An odorless, tasteless, colorless liquid made up of a combination of hydrogen and oxygen.
12. Frozen precipitation in the form of frozen ice crystals.
13. Water beneath the Earth’s surface that supplies most of our drinking water.
9 - 12
8. Precipitation that neither evaporates or transpires, but penetrates the ground.
AGES
ACROSS
PRECIPITATION
not to look at your definition sheet! Some words you will know from previous activities.
DOWN
1. The measurement of acidity or alkalinity of a substance.
3. Another word for ”Additional.“
4. Your favorite sport!
6. The replacement or supplementation of rainfall with water from another source.
7. Harvested __ __ __ __ __ __ __ __ __ is collected from the roofs of buildings.
10. Drops of fresh water that fall as precipitation from clouds.
11. Precipitation made from the mixture of rain and snow.
2.3.6
7
FILL
IN THE
BLANKS
I N S T R U C T O R
(Using the definitions
you learned)
Use the best word from the vocabulary words to solve the puzzle.
FRESH
TWO
FARM
EROSION
PLANT
ROOF
COST
PRECIPITATION
WASTE
WATER
TWO
1. There are _________________________________
classes of rainwater harvesting.
ROOF
2. _________________________________
run-off is used for household use.
WASTE
3. It is a shame to _______________________________
rain runoff!
WATER
4. Harvesting relieves the strain on other ______________________________
supplies like lakes and rivers.
FRESH
5. Less than 1% of the Earth’s water is ______________________________
and most of that is frozen.
PRECIPITATION
RAINWATER
HARVESTING
COST
6. Harvesting can lower the _________________________________
of supplying water.
PLANT
8. The use of rainwater improves _______________________________
growth.
FARM
9. Harvesting provides the ability to ______________________________
in other areas with no water supply.
8
9 - 12
PRECIPITATION .
10. Rain, snow, sleet and hail are all forms of _________________________________
AGES
EROSION
7. Rainwater harvesting can reduce flood flows and topsoil _________________________________
.
VISIT THE GREENS KEEPER
1 Ask the Greens Keeper what he does on the course to conserve water.
2 Discuss what methods are used to collect and recycle run-off.
3 Discuss the importance of precipitation on the golf course. When it rains or snows, what
changes occur on the golf course?
2.3.7
7
FILL
IN THE
BLANKS
(Using the definitions
you learned)
Use the best word from the vocabulary words to solve the puzzle.
FRESH
TWO
FARM
EROSION
PLANT
ROOF
COST
PRECIPITATION
WASTE
WATER
1. There are _________________________________ classes of rainwater harvesting.
2. _________________________________ run-off is used for household use.
3. It is a shame to _______________________________ rain runoff!
4. Harvesting relieves the strain on other ______________________________ supplies like lakes and rivers.
5. Less than 1% of the Earth’s water is ______________________________ and most of that is frozen.
PRECIPITATION
RAINWATER
HARVESTING
6. Harvesting can lower the _________________________________ of supplying water.
8. The use of rainwater improves _______________________________ growth.
9. Harvesting provides the ability to ______________________________ in other areas with no water supply.
8
9 - 12
10. Rain, snow, sleet and hail are all forms of _________________________________ .
AGES
7. Rainwater harvesting can reduce flood flows and topsoil _________________________________ .
VISIT THE GREENS KEEPER
1 Ask the Greens Keeper what he does on the course to conserve water.
2 Discuss what methods are used to collect and recycle run-off.
3 Discuss the importance of precipitation on the golf course. When it rains or snows, what
changes occur on the golf course?
2.3.8
RUN-OFF
When it rains, it pours. And when it pours, run-off usually occurs. Run-off is that part of precipitation that
is not lost to evaporation, transpiration or infiltration (percolation). If precipitation occurs faster than it
can enter the ground, run-off usually occurs. And when that happens, it becomes groundwater and will
flow over land until it finds its way into small streams and creeks. From there, it will continue until it finds
its way to a lake or an ocean. Sometimes the volume of rain will fall faster than the stream, river or lake
can handle and when that happens, flooding will occur.
It is necessary to understand and control run-off, not only to prevent flooding, but to prevent the
pollution of our water. As groundwater flows over the surface it can collect pollutants such as oil,
pesticides and other chemicals. Even the soil itself can become a pollutant by choking plants and
animals and filling up the rivers and lakes until they are gone. On the golf course, pesticides and
fertilizers are used to maintain the health of the turf and plants. If not managed properly, these
chemicals and nutrients can damage the ecosystem. That’s why golf course planners, superintendents
and greens keepers work hard to design and maintain their courses in ways that are safe for the
environment. Not only do golf courses provide recreational retreats for people, they create and maintain
habitats for endangered plant and animal species. Healthy turfgrass can work as a natural filter that can
trap pollutants, preventing them from reaching groundwater supplies. Golf courses can serve as catch
basins for residential and industrial runoff. In fact, golf courses are effective disposal sites for runoff
wastewater. The more we understand what run-off is, the better equipped we will be to manage and
control it.
This section will help children understand what run-off is and how it occurs.
Activities:
•
•
Vocabulary words
Run-Off Experiment
Key words
for this section:
Runoff
Infiltration
Contaminant
Acid Rain
2.4
9
Objective/Lesson:
To understand how run-off can effect the soil
This lesson will give an understanding of how run-off can
contaminate lakes and rivers.
Definitions:
Through the run-off experiment, we learn how a small amount of
contaminated groundwater can effect a lake. We will also see how, with
time, contaminated water supplies can be reclaimed and return to an
unpolluted state.
Infiltration – The process by which water enters into the soil; percolation.
Contaminant – Any substance that when added to water (or another
substance) makes it impure and unfit for consumption or use.
Acid Rain – Rain containing pollutants, such as oxides of sulfur and nitrogen, that
are harmful to the environment; lowers the pH below 6.5 to make them acidic.
Materials:
Directions:
8 - 16 oz. clear paper cups
gravel (small rocks)
food coloring
pump dispenser
water container
1. Distribute vocabulary handout and discuss. Have students write
definitions on sheet.
2. Divide students into 2 groups.
3. Fill two of the cups with gravel to within an inch of the top. Poke holes
in a uniform pattern in the bottom of two more cups. Fill two of the
remaining cups with water. The last two cups will remain empty for now.
ALL AGES
I N S T R U C T O R
Runoff – That part of precipitation that is not lost to evaporation,
transpiration or infiltration (percolation).
RUN OFF
Narrative:
4. Hold the paper cup with the holes in the bottom over the cup with the
gravel. Take the cup with water and pour it into the cup with the holes until
the bottom cup with the gravel is filled to within 1/2" of the top of the gravel.
5. Take the cup filled with gravel and use your finger to make a hole in the
center of the cup. Make it deep enough so that the “lake” is about half
filled with water. Add two drops of food coloring to one side of the lake.
6. Place the cup with holes over the gravel-filled cup. Add water to the top
cup so that the water drips onto the side of the lake where you dropped
the food coloring. Observe what happens to the coloring. Continue
dripping water on the coloring until it can be seen in the lake.
7. Next, insert the pump dispenser into the gravel across the lake from
the drops of coloring. Start pumping the water out of the gravel-filled
cup into the empty cup and continue pumping until the water color
changes. Add small amounts of clean water to the lake and keep
pumping until the water you are pumping out runs clear.
Activity Time:
Post Discussion
Questions:
20 minutes (rainy day activity)
What do you think the water in the gravel-filled cup represents?
What do you think the food coloring represents?
When the extra water was added, why do you think the food coloring
spread to the lake? What does this represent?
After inserting the pump, what do you think adding the additional water
represents? Why did the water eventually run clear again? What does
this process illustrate?
2.4.1
9
Runoff
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ALL AGES
Write your
Vocabulary word
definitions:
RUN OFF
This experiment
shows how
contaminated
run-off can
infiltrate a lake
each time
it rains.
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Contaminant
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Acid Rain ————————————————————————————————
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2.4.2
EVAPORATION
Earlier in this lesson, we learned that evaporation is the process by which water changes into a gas.
But did you know that evaporation helps to keep the planet’s temperature stable? Water vapor is the
most important and abundant greenhouse gas. The distribution of water vapor in the atmosphere is
important in determining how well the Earth can emit the energy it absorbs from the sun. If the Earth
loses more energy than it receives, the temperature will drop and it will become colder. If it retains
more energy than it loses, it will get hotter.
Evaporation is the opposite of condensation. Heat causes the rate of evaporation to speed up, most
irrigation on the golf course occurs when the sun has set, either the early morning hours or at night.
A fun experiment will help children understand how evaporation works.
Activities available:
•
•
Key words
for this section:
Vocabulary words
Evaporation Experiment
Condensation
Humidity
Dew Point
2.5
10
Objective/Lesson:
To get a better understanding of evaporation.
Safety Warning:
Narrative:
I N S T R U C T O R
Definitions:
Caution should be used to conduct this experiment. Adult supervision
is required.
This activity will show that it takes heat for evaporation to occur. Explain
that as water is heated it will begin to boil when its temperature reaches
100° C and will turn from a liquid into a gas or vapor.
Condensation – The opposite of evaporation; the process by which
water vapor turns into liquid water
Humidity – The amount of water vapor in the air;
Dew Point – The maximum amount of moisture that the air can hold
at a given temperature before precipitation occurs.
Materials:
Directions:
A frozen rubber glove (fill a rubber glove with water and freeze it the
night before the experiment)
One frying pan
A burner or a stove
1. Distribute vocabulary handout and discuss. Have students write
definitions on sheet.
2. Place the frying pan on the burner.
EVAPORATION
This is a good rainy day activity that will give an understanding of
evaporation and shows us the three forms of water – solid, liquid and gas.
3. Remove ice hand from rubber glove.
5. Have the students make observations every few minutes.
6. Turn off burner after the ice is gone.
Activity Time:
Post Discussion
Questions:
20-30 minutes
Where did the water go? Was there anything left in the pan?
If you left the ice hand out in a warm room and did not put it on the
burner, what do you think would happen? Would it turn to gas? Ever?
Is the ice hand a solid, a liquid or a gas?
When the ice started to boil, did you notice any bubbles? What do you
think they are? (The bubbles are not air but are actually water vapors.)
What are some examples of evaporation that naturally occur?
How does evaporation effect the golf course?
ALL AGES
4. Place the ice hand in the center of the pan and turn the burner on high.
2.5.1
10
Write your
vocabulary word
definitions:
Condensation ——————————————————————————————
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Dew Point
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During the
experiment what
did you observe?:
ALL AGES
Humidity ————————————————————————————————
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EVAPORATION
This experiment
shows evaporation
in action. It also
shows us three
forms of water
— solid, liquid
and gas.
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2.5.2