7 th Grade Water Quantity. Water Use and Abuse

Transcription

1 7 th Grade Water Quantity Water Use and Abuse LEARNING OBJECTIVES STUDENT PERFORMANCE OBJECTIVES The student will be able to determine the quantity of water by individual, family and city. The student will be able to determine where their water comes from and the quantity of water used by individuals, families and cities. * The student will determine the amount of water he/she uses daily. * The student will calculate the amount of water he/she uses weekly and monthly. * The student will determine the amount of water used in their household monthly. * The student will determine the amount of water used in their city monthly. * The student will access the Ecoplex website to identify their watershed and observe the creeks and streams flowing into their reservoir. * The student will identify ways to conserve water. BACKGROUND We live on a planet that is primarily made of water. Approximately seventy-five percent of the Earth is covered in water, most of which is in the ocean. Ocean water contains too much salt for people to use for drinking, cooking, cleaning or bathing. This water is also too salty for agricultural or ranching purposes. Approximately ninety-seven percent of all water on Earth is salt water. Three percent of the Earth s water is freshwater; however, two percent of that is frozen in glaciers and ice caps. That leaves only one percent of all water available for use by an ever-growing population. Sources of freshwater include rivers, streams, aquifers, reservoirs, groundwater and water in the atmosphere. An unknown quantity of water travels through the air and beneath the Earth s surface as part of the hydrologic cycle. The known sources are spread out across the Earth unevenly Due to the distribution of this valuable resource, water rights have continued to be a political and social issue. As new cities develop and grow, water needs are constantly being evaluated. These decisions include where the water is obtained and how to pay for it.

2 decisions include where the water is obtained and how to pay for it. The reservoirs that serve the Denton area are Lake Lewisville and Lake Ray Roberts. Denton has water rights from these lakes to obtain 24.6 million gallons per day to serve its residents.. This water needs to be managed. Denton has created several divisions to manage the water in the reservoirs. A great reference for finding out more information about the divisions within reservoir management is the City of Denton: Utilities. Throughout history people of all nations have settled around water sources. As populations increase the need to transfer water also increases. Dams, wells and reservoirs have allowed development in areas where water is not readily available. Countries, states and even cities that share boundaries often share water resources. As populations in these areas grow the demand for fresh water increases. Fresh water quantities remain relatively constant; therefore, the need for conservation and management of this resource becomes essential. Conservation is the act of keeping, protecting, or preserving our natural resources. Examples of conserving water are: using low flow shower heads, turning off water while brushing teeth or soaping hands, adding an object to the toilet tank to displace water and collecting water, which normally goes down the drain, while you wait for the water to warm. Naturescaping or xeroscaping land areas, as well as watering in the morning are also helpful ways to conserve water. See other lessons on the water cycle, watersheds, water treatment, surface water, groundwater, conservation and available water. <for more> MATERIALS * Data chart [WQty/7-1] * Data sheet [WQth/7-2] {The Water Sourcebook p Permission needed from Water Sourcebook for this part.} * Butcher paper for mural * Download Ecoplex map OPENING Ask the class: How much water do you think you use in a day? How much water do you use in a week?

3 do you use in a week? Discuss with the class: Discuss the importance of reservoir management by leading the students to determine that the reservoir must be managed. Discuss who manages it and why. Discuss that different cities have different rights to the water in the reservoir and we buy our water in order to pay for the management of this resource. PROCEDURE 1. Distribute the Water Use Datachart [WQty/7-1]. 2. Ask the students to collect and record data on the Water Use Chart for a 24-hour period. 3. Have the students bring their water utility bill to school (parents may want to mark out account numbers and addresses). (This is an ongoing activity which students will revisit on procedure #12 ) 4. Ask the students where the water comes from in their homes. 5. Ask the students Do you have to pay for the water that comes into your home? 6. Explain to the students that two local water sources, for the Denton area, are Lake Ray Roberts and Lake Lewisville. Ask the students how the water enters these reservoirs. 7. Have the students chart the path of water from a local creek (Pecan Creek, Hickory Creek and Elm of the Trinity River) to Lake Lewisville or Lake Ray Roberts 8. Have the students access the Ecoplex website to identify the boundaries of their watershed and observe the creeks and streams flowing into a reservoir. 9. Discuss the fact that a variety of creeks, streams and tributaries cross the borders of different cities. Ask the students how crossing borders affects who controls the water supply and who has rights to their water supply. 10. Discuss that the water in the reservoir is owned by the cities who then charge the residents for water use. 11. Ask the students how governments determine who owns and controls the water supply in their area. 12. Students may research this information by calling their local water department or the Corps of Engineers (see resources for phone numbers). 13. The next day: Have the students use their data chart to estimate their weekly water use (multiply daily use by 7). 14. Have the students estimate their monthly water use. 15. Have the students use their utility bill to determine the amount of water their family uses in a month. 16. Have the students compare household and domestic use with commercial and agricultural use using the data sheet [WQty/7-

4 commercial and agricultural use using the data sheet [WQty/7-2]. Permission needed from Water Sourcebook for this part. 17. Discuss with the students that water is a limited resource we need to conserve. 18. Have the students set goals on how they and their families will work to reduce the amount of water used in their homes. SO WHAT? (LIFE APPLICATION) CURRICULUM EXTENSIONS Have the students create brochures for families and friends explaining the need for conservation and providing examples of ways to conserve water. Math: Have the students research the population of Denton and calculate the amount of water that Denton residents use. Language Arts: Write a summary explaining the need for conserving water. Technology: Use the Ecoplex web site to chart information on Lake Lewisville (elevations, evaporations, precipitation, inflow, etc) Art/Music: Have the students draw two cartoons. One showing people conserving water and the other showing people wasting water. Social Studies: Have the students research the history of lakes and reservoirs in Texas. Have the students determine which lakes are natural and which are man-made. TEKS: 7.14(C), 7.1 (B), RESOURCES Lewisville Corps of Engineers (972) The Water Sourcebook

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