Grades 6-8. Water Activities Manual. The Network of Santa Barbara County Water Providers

Transcription

1 Grades 6-8 Water Activities Manual The Network of Santa Barbara County Water Providers

2 Grades 6-8 Water Activities Manual The Network of Santa Barbara County Water Providers

3 TABLE OF CONTENTS INTRODUCTION ACKNOWLEDGEMENTS LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 LESSON 6 TEST 1 TEST 2 TEST 3 TEST 4 TEST 5 TEST 6 ANSWERS WORKSHEET 1 WORKSHEET 2 WORKSHEET 3 WORKSHEET 4 WORKSHEET 5 WORKSHEET 6 Letter to Educators The Wonders of Water.. 5 Water: It s More Than a Drink. 8 Local Water Sources...12 Water Treatment Water Problems and Issues...24 Water Conservation Answers to All Tests Home Use Survey How Much Water Do You Use? Shower vs. Bath..44 Home Activity: What Can You Find? What Happens to the Water When it Rains?..46 How Much Water Does Food Have?..47 Santa Barbara County Jr High Water Activities Manual

4 TABLE OF CONTENTS WORKSHEET 7 EXPERIMENT 1 EXPERIMENT 2 EXPERIMENT 3 EXPERIMENT 4 EXPERIMENT 5 EXPERIMENT 6 EXPERIMENT 7 EXPERIMENT 8 EXPERIMENT 9 EXPERIMENT 10 EXPERIMENT 11 EXPERIMENT 12 EXPERIMENT 13 EXPERIMENT 14 STUDENT ACTIVITY 1 STUDENT ACTIVITY 2 STUDENT ACTIVITY 3 STUDENT ACTIVITY 4 STUDENT ACTIVITY 5 Plant a Water Wise Garden How the Water Cycle Works..49 How Much Rain Fell This Month? 50 How Much H2O is Needed?..52 How Much Water Will Soil Transmit?...53 Pore Space..54 Recharge It! 55 Filtration.56 How Dirty Water Can Be Cleaned.57 Desalination: What Does it Take?..58 Erosion...59 Chemical and Mechanical Erosion. 60 Sedimentation Rates...62 How Much Can Water Carry? 63 Percolation Rates and Filtration. 64 Water Discussion 65 Campaign for School Water Conservation.66 Design a Conservation Program.67 What Can I Do?..68 Decisions in Water Planning..69 Santa Barbara County Jr High Water Activities Manual 2

5 TABLE OF CONTENTS TRIP 1 TRIP 2 TRIP 3 TRIP 4 TRIP 5 MAP 1 MAP 2 MAP 3 FIGURE 1 FIGURE 2 FIGURE 3 FIGURE 4 FIGURE 5 FIGURE 6 RESOURCES BIBLIOGRAPHY CA STANDARDS Agricultural Water Use...76 Riparian Habitat Waste Disposal Site Wastewater Treatment Plant...79 Water Wise Garden Tour Fresh Water Storage in SB County Groundwater Basins in SB County 82 South Coast Groundwater Basins SB County Annual Rainfall...83 SB County Rainfall Contours.84 Water Sources and Use in SB County...85 SB County Urban Water Use..86 Hydrologic Cycle and Water Distribution..87 Measuring Water Santa Barbara County Jr High Water Activities Manual 3

6 INTRODUCTION Dear Educator, This Water Activities Manual has been compiled to help you successfully include water education in your classroom curriculum. There are 6 lesson sections; each section consists of a specific water topic. Student learning objectives are specified at the beginning of each section. Following the lesson section are tests for each section topic, as well as further related activities and discussions. Additional information can be found on the countywide water efficiency website: WaterWiseSB.org; there you will find information on presentations, fieldtrips, and classroom materials. If you have any questions or comments on this material, please contact the County Water Agency at (805) or your local water provider. ACKNOWLEDGEMENTS This Water Activities Manual was originally prepared by Ventura County in The Goleta Water District adapted the manual for use in their local schools. This version has been adapted for use in schools throughout Santa Barbara County. We would like to acknowledge the support and cooperation of the following individuals and organizations that made the original and subsequent versions possible: County of Ventura The Water Resources Planning Committee The Water Resources Curriculum Task Force Calleguas Municipal Water District United Water Conservation District Alicia Sell, co-author Joan Marie Michelson, co-author Shelah Bernstein, artwork, layout and design Edited for local use by: Darcy Alston, Chris Conway, Larry Farwell, Mike Gable, George Goodall, Don Pitts, Joe Sykes, Dan Wendell, Lynn Rodriguez, Alison Jordan, Lisa Weeks. Further revisions (2013) made by: Madeline Ward City of Santa Barbara Randy Turner Santa Barbara County Water Agency Misty Williams Goleta Water District Rhonda Gutierrez Carpinteria Valley Water District Kristina McManigal Vandenberg Village Community Services District Some artwork was adapted from Captain Hydro, with permission from East Bay Municipal Utility District and the artist, Ben Akutagawa. Santa Barbara County Jr High Water Activities Manual 4

7 Lesson 1 - The Wonders of Water Background This lesson explores basic water concepts and properties. It meets objectives from the Earth Science and Life Science texts used in Santa Barbara County schools. See Appendix I for California State objectives met by this unit. Topics covered are Stages of Water, The Water Cycle, and Water Needs. Objectives State the percentage of saltwater and freshwater occurring on earth. State how much of this total percentage is fresh water available for human use. Discuss the formula for water. Describe the three states of water. Describe what happens to rainfall with evaporation and runoff. Explain why the water cycle is considered to be an indirect use of solar energy. Describe how a cloud is formed. Describe how water falls from clouds. Diagram the movement of water through its cycle. Terms to Know States of Water Water Cycle Evaporation Evapotranspiration Condensation Water Vapor Precipitation How Much Do You Know? Water - you know your life depends on it, but how much do you really know about it? Water covers 4/5 of our planet, so it is readily available, yet water is one of the earth's most precious resources. Fresh water is precious not only because we need it to live, but also because only about 3% of all the earth's water is usable. Of the water on earth, 97% is salt water in the oceans; the rest is locked in the ice caps or groundwater, leaving about 1% available as fresh water for people to use. Introduction Water is made from one oxygen atom bound to two hydrogen atoms. The formula for this is H 2 0. We usually think of it in its liquid state, but is also common in its gaseous state as vapor in the air, or as a solid (frozen). It is the only substance in nature which is commonly found in all three states. The state of water is controlled by the speed of its molecules. A molecule is the smallest particle of a substance which can still retain it's physical and chemical identity. When molecules are full of energy, and moving fast and far apart, water is in its vapor state. As the molecules lose energy and cool, they slow down. Eventually, they slow down enough to cause the strong attraction between molecules to pull them together. This is when they condense, forming a familiar liquid water. Ice is formed when the molecules lose even more energy and move very slowly. Because of the strong attraction the molecules have for each other, it takes a great deal of energy to melt ice or make water vapor. It takes about seven times as much energy to evaporate a pound of water as it takes to melt a pound of ice. In nature, the sun provides this energy. The sun heats water and it evaporates, changing from liquid to vapor. This change takes place at any temperature between freezing and boiling. Ice can also change directly to a vapor. The Water Cycle: Nature's Waterwheel The earth has had the same amount of water for millions of years. Water is used over and over by nature. It is recycled in the water cycle which does not have a beginning or an end. The water cycle is Santa Barbara County Jr High Water Activities Manual 5

8 Lesson 1- The Wonders of Water powered by the energy of the sun. The sun provides the energy: first to change snow and ice to liquid, then to change liquid water in the ocean, lakes, and rivers to water vapor that becomes part of the air. Related Activities Student reports on: Science Principles Relating to Water Properties of Water How Humans Affect the Water Cycle Worksheet #5: Campus Activity: What Happens When It Rains? Worksheet #6: How Much Water Does Food Contain? Experiment #1: How the Water Cycle Works Experiment #9 Desalination Let's begin in the evaporation phase. The sun's energy warms surface water on the oceans, lakes and rivers, and evaporates it. Water vapor in the atmosphere collects and forms clouds. This is during the condensation phase. Clouds are formed as the water vapor condenses. When the clouds are cool, water drops to the ground. This is called precipitation. Precipitation is rain, snow or hail. After precipitation, one of three things can happen to the water. Most of it soaks into the ground, and is either used by plants or becomes part of underground reservoirs called aquifers. About 1/3 runs off the surface and joins water in lakes and rivers. Some of it ends up in the ocean, where the sun's energy will begin the evaporation process again. Because of the water cycle and its slow, constant recycling of water, your next drink could have once been a drink for a dinosaur! All living things require water to survive. The average person's body is mostly water- about 70%. This is because body cells are mostly water. Your body loses about 2 quarts of water a day. This loss must be replaced with clean water. Growing plants are also mostly water green leaves and soft stems are over 90% water! Transpiration is the evaporation of water from the leaves of plants. A smaller amount is evaporated from the soil. The process of water evaporating from the soil combined with transpired water from leaves is called evapotranspiration. For example, a tree with leaves spread over a circle ten feet in diameter may take ten gallons of water from the soil, then the water will evaporate from the leaves into the air. This process requires large amounts of energy from the sun. Water lost by leaves creates suction that pulls water out of the soil and through the plant. This stream of water carries mineral plant foods to all parts of the plant. Also, heat is absorbed by the water transpiring in the leaves this keeps plants from overheating. Some plants are adapted to climates that do not always provide enough water for fast or continuous growth. By restricting transpiration, these plants are able to stay alive when the soil is dry. However, they do not grow during these conditions. Native plants of Southern California survive for six months or more of rainless summers by restricting transpiration. Santa Barbara County Jr High Water Activities Manual 6

9 Lesson 1- The Wonders of Water Questions 1. You are trying to explain the water cycle to a prize winning, but forgetful, scientist whose next project will only be successful if the scientist thoroughly understands the water cycle and how it works. Write this scientist a letter that explains the water cycle. Use diagrams to illustrate the water cycle. 2. If a huge cloud cover was to blanket the earth so the sun's energy could not get through, what would happen to the water cycle and the state of water? 3. What would happen to the land if all the water that evaporates from the oceans went directly back into those oceans? What would happen to surface and groundwater supplies? Would desalination be the answer? Answers to Questions 1.The answers should include at least evaporation, condensation, precipitation and runoff, and their definitions. Students should also mention the energy that is required to drive the water cycle, and the fact that it is provided by the sun. 2. The water cycle would stop and water would freeze if the earth was blanketed by clouds, because the sun's energy which drives the water cycle would no longer reach the earth. 3. Over time the land would dry out, and all surface water on the Earth would be saltwater. All freshwater supplies, surface and groundwater, would eventually dry up. Desalination would only be a supply option for communities on the coast. Santa Barbara County Jr High Water Activities Manual 7

10 Lesson 2 - Water: It s More Than a Drink Objectives List ways that running water erodes the land. Describe how water moves into and under the surface. Describe how a well is used as a fresh water supply. Describe an artesian well. Describe how moving water provides energy. Differentiate between groundwater and surface water. Explain the water table. Predict which types of soil will absorb more water and which types will have greater runoff. Terms to Know Sediment Chemical Erosion Pore Space Mechanical Erosion Aquifer Recharge Groundwater Water Table Surface Water Freeze-and-Thaw Erosion Percolation Artesian Flow Background This lesson identifies water as the most powerful force in nature. It meets objectives from the Earth Science and Life Science Texts used in Santa Barbara County Schools. Topics covered in this unit are Erosion, Ice, Water and Soil, Water Tables, and Aquifers. Introduction Water is very abundant it is found in the soil, the air, the mountains, and of course the oceans. It is also a very powerful force. Its energy comes from the sun, which lifts it to high places, and from gravity which causes it to run downhill. The runoff from rain or melting snow moves huge boulders down mountain streams. By the time these rocks reach the ocean they have been reduced to particles of sand by the same force that took them there: water. Over time, drops of rain shape mountains. These same drops can also seep through the soil and form underground water reservoirs. Sometimes these reservoirs are naturally tapped by springs. Most of the water being taken from these underground sources, however, is pumped to the surface to meet the needs of people. Erosion When a rock is weathered it is broken up into smaller pieces. The process of weathering and moving soil and rocks is erosion. What does water have to do with breaking up or moving soil and rocks? Water is the most powerful force in nature and is responsible for most of the erosion on earth. There are two types of weathering: chemical and mechanical. When rocks are mechanically weathered, they are broken into smaller pieces by force, usually by the force of water. Chemical weathering is the very slow chemical change that rocks undergo, caused by chemical reactions of various minerals in and around the rocks. Movement Most erosion that we see is the movement of rock and soil. How quickly this happens depends on several factors: the amount of precipitation (rain, snow, etc.), the slope of the area, how many plants are growing there and the soil type. The faster the water flows over the surface of the ground, the faster it will erode that surface. Sediment Material that has been taken away by erosion and is being carried along by the water is called sediment. Sediment includes everything from tiny particles of sand to huge boulders. Eventually sediment settles out and is no longer carried along by water, but it is still called sediment. Most of the sand on the beaches of Santa Barbara County has come from sediment that was carried down the streams and rivers. Do you Santa Barbara County Jr High Water Activities Manual 8

11 Lesson 2 - Water: Its More Than a Drink Related Activities: Discussion: Animals and Our Water Use Student Reports on: Water as a Geologic Force Experiment #4: How Much Water Can Soil Transmit? Experiment #5: Pore Space: How Much Difference Does It Make? Experiment #6: Recharge It! Experiment #10: Erosion Experiment #11: Chemical Erosion Experiment #12: Sedimentation Rates Experiment #13: How Much Can Water Carry? Experiment #14: Percolation Rates and Filtration Trip #1: Agricultural Water Use Figure #5: Hydrologic Cycle and Water Distribution Percolation think erosion is strong enough to supply all that sand to the beaches? When a dam is built on a river, the movement of sediment is affected because the flow of water is slowed. When water comes into a reservoir, the sediment settles to the bottom of the lake instead of being carried along. The river flowing out below the dam can be so small that it is unable to pick up much new sediment. What do you think could happen to reservoirs over time? What might happen to the beaches downstream from a dam? Examples of erosion by water in Santa Barbara are San Pedro Creek or San Jose Creek. Both these creeks have carved out canyons by the process of erosion. Another more extreme example of the powerful force of the water over time is the Grand Canyon. This canyon was carved by the Colorado River. Ice as a Force When water freezes, it expands. If a small crack in a rock fills with water, and that water freezes, it can push the rock apart. This is called freeze-and-thaw erosion. Eventually, a rock will break and part of it will be carried away. This is an example of mechanical erosion. Frozen water in the form of glaciers is also an erosional force. Glaciers are rivers of ice that have tremendous power. The Yosemite Valley was carved by glaciers thousands of years ago, as was much of the North American continent. Glaciers are not found in Santa Barbara County, but small ones can still be found in the Sierra Nevada mountains of California. Water and Soil Water stored underground is groundwater. Part of the water used by people in Santa Barbara County is groundwater. Groundwater makes up 96% of the world s total supply of liquid fresh water. It can flow underground in streams like surface water, but movement is extremely slow. Ground water more closely resembles an underground lake. Water gets into the ground by percolation. It slowly seeps, or percolates, down from the surface and moves through the soil. Pore space is the space between the soil particles. Coarse soils, such as sand and gravel, have large particles and large spaces. Finer soils, such as clay, have very small particles and tiny pore spaces. Which type of soil would water move through more quickly? Pore Space Coarse soils have much faster percolation rates because it is easier for the water to go through the larger pore spaces. The difference between water percolation through coarse soil and fine soil can be compared to the difference between trying to move through a room with Santa Barbara County Jr High Water Activities Manual 9

12 Lesson 2 - Water: Its More Than a Drink only a few people in it and moving through a crowded room. Water Tables The part of the soil where all the pore spaces are full of water is called the zone of saturation. No more water can percolate in unless some is removed first. The line dividing this zone of saturation from the soil which is not full of water is called the water table. Because the amount of water in the soil changes, the water table rises and falls. Most groundwater moves slowly, usually only several inches a year. When it is moving through loose sand or gravel, groundwater can move more than 800 feet in a year. Areas where water moves down through the soil and gets into a groundwater basin are called recharge areas. Recharge areas usually have coarse soil. One type of water table is called a perched water table. A perched water table has a layer of rock or clay under it that acts as a barrier that water cannot seep through. Below this layer, however, is often another water table. Perched water tables are frequently found on hills. Natural springs occur when part of a perched water table reaches the surface. Aquifers A layer of coarse soil which contains groundwater that is easily pumped out is called an aquifer. Aquifers are like sponges because they can accumulate and store large amounts of water. The groundwater we use comes from aquifers. It is pumped to the surface by wells. Wells are drilled down through the layers of soil and rock to the aquifer. Pipes are inserted into the well. These pipes have holes in the side which allow water from the aquifer to enter. This water entering the well is then pumped up to the surface. Aquifers are filled with water by infiltration, however the water does not always seep straight down. Some aquifers have a layer of rock over them that water cannot soak through. This layer is called the aquitard. These aquifers are recharged at the point where the layer which forms the aquifer joins the surface. When this recharge area lies above the rest of the aquifer, sometimes an artesian flow can occur. In an artesian condition, water rises above the aquifer with enough pressure under the surface to force the water out naturally without pumping. Groundwater sometimes seeps up through the cracks in these areas to form springs; these springs may be hot or cold. Santa Barbara County Jr High Water Activities Manual 10

13 Lesson 2 - Water: Its More Than a Drink Questions 1. If extensive urban development took place on top of a recharge area, what could happen to the underlying aquifer? 2. After a rain would you expect a water table to raise more in an area where the soil is mostly gravel and sand or clay? 3. How do dams affect the amount of sand on beaches? 4. How could cutting into a hill "make" a spring 5. How could pore space effect the pollution of ground water supplies by chemicals? Answers to Questions 1. If a recharge area is somehow covered by a non-permeable material such as asphalt, the water can no longer be absorbed into the ground and infiltrate the aquifer. Therefore, the aquifer receives less water. 2. A water table would rise more where there is loose sand and gravel because the pore space is larger, allowing for more water to percolate through. 3. Dams affect beaches by trapping sediments. Less sand is transported to the beaches. 4. If a hill is cut away and a perched aquifer is reached, a spring could be created. When roads are built on the side of hills, sometimes springs result from the road cuts. 5. Large pore space could allow chemicals to reach ground water supplies more readily; small pore space could delay or even prevent chemicals from reaching groundwater supplies. Santa Barbara County Jr High Water Activities Manual 11

14 Lesson 3 - Local Water Sources Objectives Define overdraft. Identify the two natural sources of water in Santa Barbara County. Identify two dams in the County. Identify the water districts in Santa Barbara County. Describe the formation of a river system and watershed. Diagram the movement of water through Santa Barbara County. Terms to Know Imported Water Surface Water Groundwater Watershed Safe Yield Water Purveyor Artificial Recharge Overdraft Desalination Water Reclamation Cloudseeding Coastal Branch * An acre foot is a measurement of water. It is the amount of water that would make a one-foot deep lake on land the size of a football field. This translates to : 326,000 gallons, or sixty -five 5,000 gallon water trucks, and the amount of water used to supply an average family of four with water for one year. Background The purpose of this lesson is to identify the sources of water used in Santa Barbara County, and to identify the stages of transport and storage this water undergoes before it is used. It meets objectives outlined in the Earth Science and Life Science Texts used in Santa Barbara County schools. Topics covered are Groundwater, Surface Water, Imported Water, and Water Distributors. Introduction This unit will enable you to identify the various sources of water used in Santa Barbara County, as well as the town you live in. It will also give you an understanding of what pathways water follows before it reaches the faucet. Where does your water come from? How does it get to you? The majority of water resources in Santa Barbara County are derived from surface and groundwater reservoirs. Another water resource that is used in many parts of the County is imported water. Imported water is water that originates in one area and is delivered to a different area some distance away. For example, much of the water used in Southern California has been imported from Northern California, traveling as far as 500 miles from the source to the area of use. This water is part of the State Water Project. These supplies allow many more people to live in Southern California than the natural water supplies in this semi-arid climate would support. Semi-arid areas, like Santa Barbara County, do not receive a lot of rainfall, and therefore may not have enough water to meet the demands of an increasing population. Prior to a drought that lasted from , all water sources in Santa Barbara were local. However, because the drought was so severe, local voters approved construction of an aqueduct, the Coastal Branch Aqueduct. The Coastal Branch Aqueduct makes it possible for State Water to be delivered into Santa Barbara and San Luis Obispo counties. The amount of State Water delivered varies throughout Santa Barbara County, with some water providers using State Water as their main source and others using little or none at all during normal rainfall years. Groundwater Sources You will recall that water found in aquifers is called groundwater, and that aquifers are underground layers of rock, sand or gravel containing water. In California, almost half of the water used is groundwater. Santa Barbara County contains several major groundwater basins. Santa Barbara County Jr High Water Activities Manual 12

15 Lesson 3 - Local Water Sources Related Activities Student Reports on: How Water Affects Santa Barbara County s Development The Pros and Cons of Development of New Water Sources (example: damming a river) Experiment #2: How Much Rain Fell This Month? Map #1: Fresh Water Storage in Santa Barbara County Map #2 and #3: Groundwater Basins Figure #1: Santa Barbara County Annual Rainfall Figure #2: Santa Barbara County Rainfall Contours Figure #3: Water Sources and Use in Santa Barbara County Figure #4: Santa Barbara County Urban Water Use The quality of water found in the ground throughout the County is generally good. Regular monitoring of groundwater wells continues to show a lack of toxic contamination. However, in many areas the water is high in minerals, which is sometimes considered "hard water," and may leave deposits. Groundwater basins receive a certain amount of fresh water every year from rainfall runoff and percolation; this keeps the basins at a certain level. Imagine a lake at certain times of the year, the water level is low, and at other times it rises higher. Groundwater basins are similar to lakes; however, they are not pools of water, but water that is interspersed between rocks and soil grains. The same amount of water added naturally to a basin each year can be safely pumped from that basin without causing overdraft. When more water is pumped from groundwater basins than is naturally replaced by rainfall and runoff, a condition called overdrafting results. This situation can be compared to a bank account: if more money is put into the account than is needed, you will not run out of money. If more money is taken out than is in the account, you have overdrafted your account and you have a deficit. Overdrafting of groundwater basins, also known as groundwater mining, can be harmful. If allowed to continue over a long period of time, the groundwater basin may run out of water altogether, and the ground may sink as a result of layers of earth collapsing or compacting. Artificial recharge is a technique of groundwater replacement. Fresh water is pumped into the underground basin to replenish groundwater which has been pumped out. Another method of artificial recharge is to release water in streams and allow it to seep down into the groundwater basins. Hydrologists are scientists that monitor the level of groundwater basins. They determine the safe yield of an aquifer, or the amount of water that can be withdrawn each year without overdrafting. Surface Water Sources Surface water is the water that comes from streams, rivers and lakes. It is collected in stages. It begins with precipitation, when rainfall runs off the land and collects in streams. Streams drain into rivers, and rivers drain into natural lakes or reservoirs built to collect water, and sometimes into the ocean. The entire area collecting these flows is called a watershed. A watershed includes the mountain ridges that collect rainwater, the valleys with streams flowing through them and the rivers and lakes into which the water is drained by a river system. In order to increase the amount of rainfall on the watersheds during dry years, cloud seeding may be conducted. Airplanes and mountaintop generators have been used to spread small amounts of nuclei Santa Barbara County Jr High Water Activities Manual 13

16 Lesson 3 - Local Water Sources (silver iodide, dry ice crystals, or other agents) into storm clouds, which allow moisture to condense and form precipitation. The nuclei cause the moisture within the clouds to freeze and clump together and the heavy ice crystals drop from the clouds. Usually, the crystals melt before they hit the ground, becoming rain drops and adding to runoff in rivers and reservoirs and percolation to groundwater aquifers. Cloud seeding has been conducted within the County since the early 1950s and in some years, up to 20% more rain falls in areas where clouds have been seeded than in control (unseeded) areas. Cloudseeding is done during most winters and is coordinated by meteorologists and hydrologists to maximize the effectiveness and minimize risks of excessive rainfall and erosion to sensitive areas such as those recently burned by wildfires. Lake Cachuma Local Reservoirs The water traveling through a watershed is sometimes collected and stored in surface reservoirs. Reservoirs are designed to store and furnish a safe yield of water for local water users. As you learned, safe yield is the amount of water that can be taken from a reservoir without lowering the lake level over time. It is the amount that is naturally replaced each year by rainfall and runoff. In periods of heavy rainfall and runoff, reservoirs collect water and store a supply that can be used during periods of low rainfall or drought. The largest reservoir in the County is Lake Cachuma. It has a storage capacity of 192,000 acre feet. Lake Cachuma is filled by water collected from the Santa Ynez River watershed. It is operated by the U.S. Bureau of Reclamation and supplies water to several water agencies. These include Goleta, Santa Barbara, Montecito, Summerland, and Carpinteria. Water is also released to the lower Santa Ynez watershed, where it recharges groundwater basins that supply Solvang, Buellton, Lompoc, Vandenberg Village and Mission Hills CSD. Lake Cachuma, created by Bradbury Dam, was filled by runoff in Gibraltar Reservoir The second largest reservoir in southern Santa Barbara County is Gibraltar Reservoir. It is located on the Santa Ynez watershed, a few miles upstream of the Cachuma Reservoir. The Gibraltar Dam provides storage for 8,500 acre feet of water. It is operated by the City of Santa Barbara, and water originating from Gibraltar Reservoir is used by the city. During long dry periods such as droughts, the city will sometimes empty Gibraltar completely, and rely on their share of water from Lake Cachuma and groundwater for their water supply. The smallest reservoir in the county is Jameson Reservoir, which has a storage capacity of 5,750 acre feet. The Montecito Water District operates Jameson Reservoir, and supplies water to the Montecito community. There is one surface reservoir in the North part of the Santa Barbara County Jr High Water Activities Manual 14

17 Lesson 3 - Local Water Sources County, called Twitchell Reservoir, located in Santa Maria. This reservoir is only used for groundwater recharge and flood control purposes. In some parts of the country, rivers are very large and carry water year-round, such as the famous Mississippi River. In the drier climate of Santa Barbara County, rivers normally flow during the rainy season, or when water is released from a reservoir upstream. The largest river in Santa Barbara County is the Santa Ynez River. This river flows between Jameson, Gibraltar and Cachuma reservoirs and the ocean, and helps replenish these reservoirs and the groundwater basins during the rainy season. (Some water is also taken directly from the Santa Ynez River for agricultural uses.) Charles Meyer Desalination Facility Additional Water Sources Desalination: Desalination is the process of removing salt from sea water, resulting in fresh water. One method, known as reverse osmosis, forces water through filters that remove the salt. During the drought, the City of Santa Barbara built a desalination plant to meet the needs of the drought emergency. Since then it has been decommissioned but can be operated again if other water sources are severely depleted in a drought. Water Reclamation: Recycling treated wastewater is called water reclamation. This process treats wastewater to the degree that it can be used to irrigate landscaping, recharge groundwater basins, and control dust during construction. Reclaimed water, or recycled water, is currently used by the City of Santa Barbara to water landscaping at the zoo, City College, most city parks, most schools and golf courses. The City of Lompoc uses reclaimed water for dust control and compaction at construction sites, and for irrigating city trees. Goleta Water District uses reclaimed water for irrigation. Whenever recycled water is used, it saves our freshwater supplies for future use. (See Reading Unit #4 for more information.) Reclaimed Water Pumping Station State Water: The State Water Project was built in the 1960s and is one of the largest publicly built and operated water conveyance systems in the world. The Coastal Branch was built in the 1990s to bring water from Northern California into Santa Barbara County and distribute it to various water agencies before terminating at Lake Cachuma. The State Water Project is an important part of our supply, therefore it is important to remember that during times of statewide drought, the delivery capacity of the State Water Project can decrease to all end users. Conservation: By using our existing water supply carefully, we reduce the need for new water sources. This is an inexpensive type of water source that everyone in the community can contribute to. Most Santa Barbara County Jr High Water Activities Manual 15

18 Lesson 3 - Local Water Sources water agencies in Santa Barbara County have long-term water conservation programs which they rely on to save a specific amount of water each year. (See Reading Unit #6 for more information.) Water Purveyors There are many water purveyors in Santa Barbara County, and it is their responsibility to bring us safe and reliable water supplies. These agencies are regulated by County, State and Federal governments. They must follow strict regulations to keep the water safe for domestic (home), commercial, and agricultural use. The major water purveyors in the County and their water sources are listed below: Goleta Water District Encompasses the area extending westerly from the city limits of Santa Barbara to El Capitan Beach, bounded on the south by the ocean and on the north by the mountains. Lake Cachuma, groundwater wells, State Water and recycled water make up the District's water supply. Recycled water is used for irrigation. La Cumbre Mutual Water District Serves water to the Hope Ranch and Annex areas. This is a private water district which gets water from groundwater wells, and buys water from the Goleta Water District. City of Santa Barbara Serves the City of Santa Barbara. Water is obtained from Lake Cachuma, Gibraltar Reservoir, and groundwater wells. Reclaimed water is used for irrigation. Montecito Water District Serves the unincorporated area of Santa Barbara County known as Montecito. Water is obtained from Lake Cachuma, Jameson Reservoir, groundwater wells, and the State Water Project. Golden State Water Company Serves Orcutt with water from local wells and the State Water Project. Carpinteria Valley Water District Serves the City of Carpinteria and surrounding area. Water is obtained from Lake Cachuma, groundwater wells, and the State Water Project. City of Solvang Serves the City of Solvang. Water is obtained from Lake Cachuma and local groundwater basins. Santa Barbara County Jr High Water Activities Manual 16

19 Lesson 3 - Local Water Sources City of Buellton Serves the City of Buellton. Water is obtained from the Buellton Uplands groundwater basin and from the State Water Project. City of Lompoc Serves the City of Lompoc with water obtained from groundwater basins and the local surface water. Mission Hills Community Services District Serves Mission Hills and Mesa Oaks with water from groundwater wells. City of Santa Maria Serves the City Of Santa Maria with water from the Santa Maria groundwater basin and the State Water Project. Santa Ynez River Water Conservation District ID#1 Serves the unincorporated area of Santa Ynez with water from Lake Cachuma, local groundwater basins, and the State Water Project. Vandenberg Village Community Services District Serves Vandenberg Village with water from groundwater wells. Casmalia Community Services District Serves Casmalia with water from the State Water Project. Cuyama Community Services District Serves Cuyama with water from groundwater wells. City of Guadalupe Serves Guadalupe with water from groundwater wells and the State Water Project. Los Alamos Community Services District Serves Los Alamos with water from groundwater wells. These water districts provide good quality water to customers like you and me. Distribution of water is a complex process, involving more than just turning on a faucet and waiting for it to come out. Water must first be located, then managed well to decrease the likelihood of shortages or contamination, treated so that it is safe to drink, and finally transported to the community. Santa Barbara County Jr High Water Activities Manual 17

20 Lesson 3 - Local Water Sources Questions 1. Where does the water come from that you use at home? What are the sources and how does it get to your tap? 2. In Santa Barbara County, we pump groundwater from aquifers to the point that some become overdrafted. At what point does an aquifer become overdrafted? What happens when groundwater is overdrafted? 3. What is reclaimed water and why do some communities use it? Answers to Questions 1. The source of students' water at home depends on where they live. Answers should include surface water reservoirs and groundwater reservoirs. 2. An aquifer becomes overdrafted when we remove more by pumping than is replaced by natural or artificial recharge. Student answers could include the following: when we overdraft, the water table drops; deeper wells have to be drilled; water can cost more; water can be harder to obtain; and seawater intrusion can occur. 3. Reclaimed water is wastewater that is treated to a point where it can be safely used for non-potable needs. Some communities in Santa Barbara County use recycled water to irrigate landscaping and control dust, thus offsetting potable water use. Santa Barbara County Jr High Water Activities Manual 18

21 Lesson 4: Water Treatment Objectives Define wastewater. Identify the stages of water treatment. Discuss the purpose of water treatment both before and after human use. Discuss aerobic breakdown. Discuss uses of reclaimed water. Terms to Know Wastewater Contaminants Coagulation Flocculation Sedimentation Filtration Potable Reclaimed Water Sludge Background This lesson on water treatment addresses the need for treating water and describes the different stages of treatment that water undergoes. It meets objectives from the Earth Science and Life Science texts used in Santa Barbara County Schools. Topics covered are Drinking Water Treatment and Wastewater Treatment. Introduction In 400 B.C., Hippocrates, the Father of Medicine, suggested that water should be boiled and strained through a piece of cloth to remove particles. Today, much more effort goes into maintaining our water resources so that water is potable, or safe to drink. Water-borne disease is one of the world's most serious health threats, but is virtually eliminated by treating water. The treatment of drinking water has saved more lives than all the doctors and hospitals in history! If water does not meet certain standards, it must be cleaned before you can use it or drink it. The State Health Department and other agencies require that water meet certain physical, chemical, and bacteriological standards. After we use water, it will go through even more treatment to prevent contamination of the environment. Drinking Water Treatment Your water may go through as many as four stages of treatment before it reaches you. These stages are: coagulation, flocculation, sedimentation, and filtration. This process results in potable water. Mainly surface water supplies are treated in this manner; if groundwater is of high enough quality, it requires only chlorination. Coagulation During the first step of treatment, the water is sent into a large basin where it is slowly stirred as a sticky substance called alum is added. This is the coagulation stage. Impurities in the water cling to this alum, causing them to form larger and heavier particles called floc. Floc is a very fine, fluffy mass formed by these suspended particles binding together. The William B. Cater Water Treatment Plant cleans the water for Santa Barbara, Montecito, Summerland, and Carpinteria. Flocculation After coagulation, the water flows into flocculation basins. Here the water is gently stirred, while suspended matter coagulates into larger 'floc' particles. As the water passes through a perforated concrete wall, it enters the sedimentation basin. Santa Barbara County Jr High Water Activities Manual 19

22 Lesson 4: Water Treatment Related Activities Student Reports on: Water Treatment - Further Study Bottled Water: Is It Better? Research on a Local Water Issue Experiment #7: Filtration Experiment #8: How Can Dirty Water Be Cleaned Field Trip #4: Water or Wastewater Treatment Plant Sedimentation During sedimentation, these larger particles, the floc, are settled to the bottom of the basin so that chemicals and impurities can be separated from the water. Filtration From the sedimentation basin where the floc is settled, the water is then filtered. Layers of sand, gravel and coal are used to remove any other impurities that are left in the water. By this time, everything has been removed from the water and a small amount of chlorine is added as a disinfectant. The water is now ready for drinking, for bathing, and other uses. Distribution The final phase water will go through before it reaches us is distribution. After treatment, water may be stored in a tank or reservoir until we need it. It is pumped through pipelines to each customer in the community, ready to use with a simple turn of the faucet. Wastewater After we have used water, it becomes wastewater. Wastewater is all of the water which is released into the sewers and wastewater from industrial or agricultural processes. Before modern times, wastewater was dumped back into the same lakes and rivers from which it came. This was not harmful when there were fewer people. However, as populations grew and the types of chemicals used in various processes increased, so did the problem with where to dispose of our wastewater. Wastewater contains concentrated levels of chemicals and organic materials which can negatively affect the environment. If too much wastewater is released into lakes and streams, the effect can damage the natural balance of those water supplies. Let's look at how that can happen. El Estero Wastewater Treatment Plant In a "healthy" body of water there are plants, animals and tiny microorganisms. These living things need a certain amount of food and oxygen to survive. The "food" is organic matter, which is decaying plant and animal materials. Under natural conditions these organisms live in balance with their food and oxygen. There are also naturally occurring bacteria which thrive on the dissolved oxygen present in the water. These are called aerobic bacteria. The balance can be upset when an excess of untreated wastewater is introduced into a healthy body of water. Sewage contains high levels of organic material. When too much organic matter is added, the aerobic bacteria begin to multiply rapidly as a result of these extra nutrients. This then leads to a shortage of dissolved oxygen because, as the bacteria feed and reproduce, they require more oxygen. Eventually, they use Santa Barbara County Jr High Water Activities Manual 20

23 Lesson 4: Water Treatment up most of the available oxygen in the water, and though they have plenty of food, they become starved for oxygen. Fish and other oxygendependent organisms also begin to die. This is an example of the importance of the balance of nature: a certain amount of organic matter is essential to life, but too much can be deadly. Aeration Tank Wastewater Treatment You will recall that after we use water, it becomes wastewater, and contains substances that need to be removed before the water can be released back onto the land or into bodies of water. It is necessary to collect, treat and dispose of the water in a way that protects the environment. Through pipeline and pumping facilities in the sewer system, wastewater is transferred to a wastewater treatment plant. Here it is treated to different degrees of purity, and may be recycled back to the community and used for certain types of irrigation. Grit Chamber Primary Treatment There are three different types of wastewater treatment. After water is used and transported to the wastewater treatment plant, the cleaning process begins with primary treatment. The sewage goes through a machine called a comminutor, where large solid items such as sticks, rags, toys and sand are removed and the water is screened. The wastewater then passes through a grit chamber where particles are further removed. Smaller particles settle out in the next processing area, the sedimentation tank, and form a thick sediment called sludge. Some particles float to the top, and this sediment is called scum. The sludge and scum are then removed from the water and treated to become fertilizer. At one time, primary treatment was the only treatment process used to clean wastewater, but now further treatment is used in most areas. Secondary Treatment Most wastewater plants process water through two stages of treatment. Following primary treatment, it undergoes secondary treatment. In sec- Santa Barbara County Jr High Water Activities Manual 21

24 Lesson 4: Water Treatment ondary treatment, the wastewater that was separated from sludge and scum undergoes further treatment. This procedure aerates the sewage so it can be further decomposed by bacteria and in a few hours harmful substances are broken down. Chlorine is added to kill any remaining bacteria, and then the chlorine is removed before it is released into streams or the ocean. Tertiary Treatment Any treatment of wastewater beyond the secondary stage is called tertiary treatment. This is treatment that is similar to that used to pre-treat water for domestic, or home use. By most standards, tertiary treated water is pure enough to drink. But don't try it! After secondary treatment, the water again undergoes coagulation, sedimentation and filtration to remove the very small particles; then it becomes reclaimed water. Reclaimed Water Water can be recycled just like we recycle glass, cans and paper. Wastewater that is recycled after treatment is called reclaimed water. Tertiary level treated reclaimed water may be used for groundwater recharge in areas of overdraft, irrigation of large lawn areas such as golf courses and parks, irrigation of crop land, for cooling water in industrial plants, flushing toilets in non-residential buildings, and controlling dust during construction work. People are recognizing that reclaimed water is a valuable source of water for these uses. It creates a new source of water by freeing up potable water that would otherwise be used for those purposes. Santa Barbara County Jr High Water Activities Manual 22

25 Questions 1. Why is water treated before we use it? Lesson 4: Water Treatment 2. Why does water undergo coagulation during treatment? 3. What are aerobic bacteria? 4. Do you think there might be problems with water quality in places where the used water is not treated but is discharged into a river? Answers to Questions 1. Water is treated in order to remove impurities and ensure that it will not make people sick. 2. Water undergoes coagulation to remove suspended matter. Chemicals cause suspended materials to form floc particles which sink to the bottom. 3. Aerobic bacteria are bacteria (microscopic organisms) that require oxygen to live. Not all types of bacteria are aerobic. 4. Yes. In places where water is untreated, there are higher levels of organic matter and chemicals which can be harmful to the environment, as well as to people that may later use the water. Santa Barbara County Jr High Water Activities Manual 23

26 Lesson 5: Water Problems and Issues Objectives List three types of water pollution. Discuss causes of water pollution. Discuss overdraft of water. Discuss seawater intrusion. Discuss problems that occur when using groundwater. Discuss recharge. Describe ways in which water can be protected. Describe 2 problems associated with water use in Santa Barbara County. Explain two natural occurrences of water pollution in Santa Barbara County. Terms to Know Recharge Acid Rain Turbidity Overdraft Seawater Intrusion Water Pollution Drought Background The purpose of this lesson is to address specific water problems and issues in Santa Barbara County and California. It meets objectives from the Earth Science and Life Science texts used in County Schools. The Topics include Water Quality, Human-caused Pollution and Natural Problems. Introduction Although water is one of the most important resources used in Santa Barbara County, many of us are not aware of the issues surrounding water use. There are two basic issues related to water and water use in Santa Barbara County: quality and quantity. These problems are not entirely separate because they influence each other. Water is an important and necessary resource and must be managed carefully. The more we know about water, the better informed we will be when making decisions about future water issues. In this section we will look at water quality. Water Quality Water quality is a term which describes the absence or presence of pollutants in water. Good quality water is safe for domestic use and irrigation; poor quality water has contaminants, substances that make it unusable or unsafe for these uses. Seawater intrusion is a problem that can occur in aquifers that are adjacent to the ocean. When more water is pumped out of an aquifer than is replaced naturally, overdrafting occurs. This can allow seawater to seep into the aquifer, resulting in the condition called seawater intrusion. An aquifer can fill with salt water because the fresh water that used to occupy the pore spaces in that aquifer has been pumped out, creating a vacuum that draws the salt water in. Another problem that can be associated with overdrafting is subsidence of the land surface. As water is drawn out of the pore spaces in the ground, the ground compacts, causing depressions in the land surface. This can cause damage to roads and buildings and permanently reduce the recharge rate and storage capacity of an aquifer. To avoid groundwater overdraft from occurring, monitoring wells have been installed which allow scientists to study water quantity and quality. This data is evaluated against long term average annual recharge rates to assess whether groundwater is being extracted in excess of the safe yield of the aquifer. Human-Caused Pollution As a result of our modern, technological world, human beings have caused contamination of many natural resources. For example, chemicals in fertilizers and pesticides can contaminate groundwater. Soil ab- Santa Barbara County Jr High Water Activities Manual 24

27 Lesson 5: Water Problems and Issues Related Activities: Discussion Activity: Toxic Wastewater Student Research Reports on: Current Water Problems The Effect of Poor Quality Water on Crops and/or People Research a Local Water Issue (e.g. Seawater Intrusion Simulation Activity: What Can I Do? Map #2 and #3: Groundwater Basins sorbs these chemicals and they can seep through to the groundwater. Other sources of these chemicals are industries, homes, and even your school. Some chemicals used in school laboratories can become chemical pollutants. Once pollutants are in the water, it is difficult to remove them. One way to solve this problem is by carefully controlling the disposal of chemicals. Agricultural pesticides and fertilizers can affect surface waters as well as the groundwater. These chemicals can enter lakes and rivers, and possibly upset the natural chemical balance. Fertilizers can cause excess algae and plant growth, which can kill other organisms by removing oxygen and other nutrients they need from the water. Pesticides kill pests, but they can also kill fish and other animals when they get into surface water supplies. Another source of groundwater contamination is underground storage tanks. This is the type of tank used at gas stations to store gasoline. Recently, it has been found that older versions of these tanks often leaked, contaminating the soil and in some cases pollutants seeped into the groundwater. Cleaning up these underground leaks is now a major effort throughout the county. Pollution of surface and groundwater can occur from stormwater runoff. How can a storm cause pollution? Runoff from roofs, lawns, driveways and streets can contain harmful chemicals and bacteria that end up in the storm drain. Water from storms then carries these chemicals into creeks, where some of it can seep into the groundwater, or into the ocean. Acid rain is another human-caused pollution problem. When precipitation falls through air, it can pick up acid-forming chemicals found in air pollution. These chemicals cling to the rain and fall to the ground. Acid rain can affect plants, animals and aquatic life, as well as water quality. A great deal of research is being done on this subject. Fortunately, groundwater contamination and acid rain are not yet a problem in this County. Santa Barbara County Jr High Water Activities Manual 25

28 Lesson 5: Water Problems and Issues Natural Problems Nature itself influences water supplies. Drought and fire are two natural occurrences which affect the quality and quantity of water. During a drought, water supplies are diminished because of reduced rainfall. Drought is considered a natural part of the climate of Southern California; there have always been periodic droughts. Most of the plants that grow here naturally are able to withstand drought because they have developed certain characteristics which allow them to survive with less water The start of the Jesusita Fire Santa Barbara, 2009 One plant community that is adapted to this climate is called chaparral. Chaparral consists of hardy, scrub-like, low-lying brush and trees. Chaparral plants require an occasional wildfire to remove excess brush growth, and in some cases to germinate their seeds for plant reproduction. The removal of old brush and trees can reduce the risk of big fires, thus protecting a watershed. Lightning fires naturally cause this removal process. It is also done by controlled burning, which is a form of vegetation management. Although beneficial, wildfires also remove plants that hold the soil, so after a fire even a mild rain can cause erosion. The eroded soil is carried into rivers and lakes. Some of it will settle to the bottom, but the very fine particles will stay mixed in the water, increasing its turbidity. Turbidity is cloudiness in water caused by particles suspended there. High levels of turbidity can make treatment and filtering of water difficult. There are certain problems associated with poor water quality. Crops can be affected by the salts and minerals that poor quality water can deposit on a field. These salts and minerals build up in the soil and can reduce the yield of plants that grow there. In time, a field can become useless for agricultural purposes because of the accumulation of salts and minerals in the soil. Agricultural practices can affect both surface and groundwater quality. Burned hillsides of the Jesusita Fire Poor water quality can affect water quantity by reducing the amount of usable water supplies. If we pollute or degrade the groundwater, we must look somewhere else for new water supplies. It makes sense to prevent water pollution to protect our current water supply. This will reduce the need for new water sources. Problems concerning water quality and quantity are a major concern in our County, and experts are working to solve them. It is important that we understand these problems. Management of water resources is a complex task that requires work, knowledge, and awareness. Santa Barbara County Jr High Water Activities Manual 26

29 Lesson 5: Water Problems and Issues Questions 1. Draw a diagram of a watershed. Other than fire, what could affect your watershed? 2. How do water quality and quantity relate to each other? How could a problem with one lead to a problem with the other? 4. If a lot of fertilizer contaminated a lake, what would happen to the organisms in the lake in the short term and the long term? Answers to Questions 1. A watershed is the area of land from which water collects and drains into a body of water. It can be affected by people building within it, the damming of creeks or rivers, deforestation or other removal of plants and trees, and over-grazing. 3. Water quality is related to water quantity by determining the amount of safe water available. If water is polluted it cannot be used, therefore other sources must be found. The quantity of water then becomes an issue. 4. Short term effects of excess fertilizer would include a dramatic rise in the populations of various organisms living in the lake. Long term effects would include a collapse in the food chain due to insufficient nutrients available for a higher than normal population of organisms. Santa Barbara County Jr High Water Activities Manual 27

30 Lesson 6: Water Conservation Objectives Following instruction, students will be able to: Define conservation. Identify renewable and nonrenewable resources. Identify methods of conservation. Explain 3 methods of irrigation. Discuss the importance of water conservation in Santa Barbara County. Terms to Know Conservation Nonrenewable Resources Renewable Resources Recycled Water Drip Irrigation Background This lesson identifies water as a renewable resource. It examines benefits of conserving water by recycling and reducing demand. Topics include conservation in farming, industry and at home. Introduction When you think about a resource, what comes to mind? Many people think of such items as oil, coal, or wood. However, clean air, clean water, forests, mountains, beaches and even scenic views are resources as well. Resources can be defined as the natural wealth of an area. Conservation is the wise, careful and balanced use and management of natural resources. Conservation involves choosing how a resource is best used or if it should even be used at all. Some resources should be preserved, or protected, for the benefit of future generations. When decisions are made about how a resource is to be used, conflicts sometimes arise because people have different opinions on the use of resources. Sometimes decisions must be made not only on how to use a resource, but on which resource is most important. For example, the mining of gravel in river beds may lower both the quality or quantity of water in the river or nearby groundwater basins. The issue then arises about which resource - the water or the gravel, has the highest value. Preservation of both resources may not be possible in the process of using one of them. Environmental preservation is then balanced with human needs. Why Conserve? Water is considered a renewable resource. A renewable resource is one that is recycled or remade in a short period of time. Nonrenewable resources, on the other hand, are not easily recycled, and require many years to form. Oil is a nonrenewable resource. Because water is a renewable resource of great importance and in limited supply in California, water providers in Santa Barbara County have water conservation programs which promote the efficient use of urban and agricultural water supplies. Water conservation can be accomplished by farmers, industries and individual residents in any community. We view conservation as a type of water source in Santa Barbara County; if we conserve the water we have, we don t need to buy more expensive water from other areas. Conservation in Farming Agriculture is one of the most important industries in California - 85% of the state's water is used for food and fiber production. Santa Barbara County supports a lot of agriculture as well, and over 70% of the water used in the county is for crop watering, or irrigation. Because the water is used for irrigation, the type of crop grown and the method of irriga- Santa Barbara County Jr High Water Activities Manual 28

31 Lesson 6: Water Conservation Related Activities: Student Reports on Water Conservation: Home Landscaping The Use of Water in Industry Activity: Design a Conservation Program Worksheet #1: Home Use Survey & Water Use Graph Worksheet #2: How Much Water Do You Use? Worksheet #3: Shower vs. Bath Worksheet #4: What Can You Find Worksheet #8: Plant a Water Wise Garden Field Trip #5: Demonstration Garden Figure #3: Water Sources and Use in Santa Barbara County Figure #4: Santa Barbara County Urban Water Use tion used can be very important. Different types of crops need different amounts of water to grow. For example, vegetables and alfalfa hay use large amounts of water; but crops such as barley and lima beans use much less water. One way a farmer could use less water is by planting crops which do not require much water; however these crops may not be as profitable. The most common methods of irrigation in Santa Barbara County are furrow, sprinkler, and drip. In selecting and using an irrigation method, a farmer has to think about its efficiency. If the method used is efficient, the water applied to a crop is not much more than the amount used by the crop, and therefore, not much water is wasted. Furrow Irrigation Furrow irrigation involves shaping the soil around plants so that water distributed at one end of a field flows evenly to the other end. Furrow irrigation is the most common method used in vegetable growing. One way to save water in furrow irrigation is to recycle the water that runs off the end of the furrows back to the upper end of the field to be used again. This is called tailwater recovery. Sprinkler Irrigation This method of irrigation involves spraying the soil and crops with water from sprinklers. Sprinkler irrigation can be moderately efficient. Because the water is sprayed into the air, some water is lost to evaporation. Drip Irrigation In drip irrigation, the water drips slowly out of small holes spaced along plastic tubing, or out of emitters placed in the tubing. Very little water is wasted in this method if it is properly managed. Conservation in Industry In addition to agriculture, many other industries in Santa Barbara County use water. In Goleta for example, there are engineering firms that must use highly purified, or "deionized" water in their manufacturing processes. In the process of deionization, large amounts of fresh water go down the drain. Some companies are now using this wastewater to flush toilets or irrigate landscaping. Drip Irrigation Many large facilities, such as hospitals, use water in cooling towers to cool air and to lower the temperature of water used to cool machinery. To maintain the efficiency of the cooling tower, some of the water must be replaced each day. There are now ways of treating cooling tower water so that it may be used many more times before being flushed from the tower. Santa Barbara County Jr High Water Activities Manual 29

32 Lesson 6: Water Conservation Conservation at Home and Businesses We use a lot of water in our homes, schools and workplaces. Think of all the things you do each day that use water. Without even realizing it, you could easily use 100 gallons each day! Much of the water used at home is for cooking, drinking, gardening, bathing and other necessary functions. By using water as efficiently as possible, we can all save a lot. One way to save water at home is to think about how you use water - and to use it only when you need it. For example, when you brush your teeth, or wash dishes, do you leave the water running even though you are not really using it? This is wasteful since the running water goes down the drain. Wasting hot water also wastes energy since energy is required to heat water. For homes with landscaping, outside watering of lawns and plants accounts for the majority of household water use. Gardens often receive more water than they need, plants should be watered only when the soil is dry. Some plants need less water than others to survive. These water wise plants should be selected for the garden whenever possible. Many plants native to Santa Barbara County look beautiful in gardens and use very little water. They are adapted to our naturally dry climate. Parks, golf courses and other places with lots of lawn areas use large amounts of water. There are ways that the water used for parks can be reduced by using water wise grass species and efficient irrigation. Also, in areas where recycled water is available, it can be used to water parks. Recycled water is used at many large landscape areas in Santa Barbara County. Many plumbing fixtures are available that save water every time they are used. New toilets use 1.6 gallons per flush (or less), compared to 5 to 7 gallons per flush with older models. New showerheads use 2 gallons per minute (or less) compared to older models that use 4 to 10 gallons per minute. Other household items such as washing machines, dishwashers, and hot water heaters are available in high efficiency models saving both water and energy. An important thing to remember is that people are not the only ones who need water to survive and live a comfortable life. All living things depend on water. By conserving water and managing our water resources wisely, we can insure that natural areas such as streams and wetlands have enough water to stay healthy. Santa Barbara County Jr High Water Activities Manual 30

33 Lesson 6: Water Conservation Questions 1. What is water conservation? What can water conservation accomplish? 2. Why is water conservation important in Santa Barbara County? 3. What are 4 things you could do on a daily basis to conserve water? 4. What could happen if water is not conserved? Answers to Questions 1. Conservation is the wise, careful and balanced use and management of our natural resources. In conserving, resources are used efficiently and not wasted. By conserving water, we reduce the need for new water sources. We can ensure that there is enough water to keep our streams and wetlands healthy. We can also save money on our water and energy bills. 2. Conservation is important because we live in a semi-arid climate where water sources are limited. To import more water or to find new supplies are both very expensive and have environmental impacts. 3. Answers will vary. 4. If we do not conserve water, we increase the need for new water supplies, with their associated costs and environmental affects. As well as less water available in times of drought. Santa Barbara County Jr High Water Activities Manual 31

34 How Much Do You Remember? Lesson 1- The Wonders of Water 1. Precipitation is: a. A step in the water cycle. b. What happens when the sun's energy vaporizes water. c. Water in the form of ice or liquid falling from clouds in the sky. d. a & c. e. All of the above. 2. Ice (solid water) is formed when: a. It is time for ice skating. b. Molecules gain energy and speed up. c. Large amounts of energy are taken from the water, causing molecules to slow down and rearrange themselves. 3. Water is peculiar because it is found in all 3 states in nature: solid, liquid and gas. a. True b. False 4. The earth has approximately the same amount of water now as it did 10,000 years ago. a. True b. False 5. Natural recycling of water occurs in: a. The vapor state. b. The water cycle. c. The evaporation phase. d. The water table % of the earth's water is: a. Fresh, but hard to get at. b. In the northern hemisphere. c. In ice caps in Antarctica. d. Salt water in the oceans. Santa Barbara County Jr High Water Activities Manual 32

35 1. When soil is eroded, it is: a. Converted into rocks. b. Put back where it belongs. c. Carried to a new place. d. Turned into salts. 2. Ice can: How Much Do You Remember? Lesson 2- Water: It's More Than a Drink a. Expand in cracks when frozen and break apart rocks. b. Carve out valleys. c. Cool drinks. d. Help erode rocks. e. All of the above. 3. The area between particles of soil is called: a. Pore space. b. Percolation area. c. Recharge area. d. Aquifer space. 4. Sediment is: a. Material that has been deposited by water. b. Only sand and boulders. c. Material that is being carried along by water. d. a & c 5. What can sometimes be found where there is a perched water table? a. Trees b. A saturation area c. Natural springs d. A lake 6. What line divides the zone of saturation from drained soil? a. An aquiclude b. The water table c. Groundwater d. Nothing e. The 25th parallel Santa Barbara County Jr High Water Activities Manual 33

36 How Much Do You Remember? Lesson 3- Local Water Sources 1. A watershed is: a. An underground water tank. b. A building where water is stored. c. The land area which drains into a body of water. d. None of the above. 2. When too much water is pumped out of an aquifer, what can happen? a. Overdrafting b. Precipitation c. Pollution d. Recharging e. a & d 3. In Santa Barbara County, which water source below is not used for drinking water? a. Imported water b. Recycled water c. Surface water d. Groundwater 4. An aquifer is: a. An exotic marine mammal. b. A system of treating wastes before they are discharged into the ocean. c. An underground layer of sand or gravel that contains water that can be taken out by pumping from wells. d. None of the above. 5. Water that is found in aquifers is called: a. Surface water. b. Recycled water. c. Clear water. d. Groundwater. e. Watershed. 6. There is no water imported into Santa Barbara County from Northern California. a. True b. False Santa Barbara County Jr High Water Activities Manual 34

37 1. Drinking water is treated because: a. There are natural sediments in the water. b. Before we can drink water it must be pure. c. Treated water prevents us from becoming sick. d. All of the above. How Much Do You Remember? Lesson 4- Water Treatment 2. Wastewater which goes through tertiary treatment can be: a. Safely released into the ocean. b. Used to irrigate landscaping and some agriculture. c. Used for artificial recharge of aquifers. d. Reused in many industries. e. All of the above. 3. Drinking water goes through four main steps in treatment before we use it. Choose the correct order of these steps: a. Sedimentation, aeration, coagulation, filtration. b. Filtration, chlorination, aeration, sedimentation. c. Chlorination, coagulation, filtration, sedimentation. d. Coagulation, flocculation, sedimentation, filtration. 4. Aerobic bacteria: a. Help maintain an ecological balance in lakes and rivers. b. Need oxygen. c. Love to dance. d. Add oxygen to the water. e. a & b 5. When excess organic material is dumped into a lake or river, what can happen? a. It will become toxic. b. The excess bacteria will use up most of the oxygen. c. Most organisms will die. d. All of the above e. b & c 6. What happens in wastewater treatment? a. Water is only filtered in wastewater treatment. b. Water goes through tertiary treatment, then primary treatment, then is discharged. c. Water goes through a grit chamber, sedimentation, and secondary treatment. d. None of the above Santa Barbara County Jr High Water Activities Manual 35

38 1. Santa Barbara County has problems with: a. Surface water supply. b. Overdrafting. c. Salt water intrusion. d. All of the above. 2. Which is not a human-caused water problem? a. Periodic drought. b. Acid rain. c. Groundwater pollution. d. Overdraft of aquifers. How Much Do You Remember? Lesson 5- Water Problems and Issues 3. What can happen when a fire occurs in a watershed? a. There may be increased erosion and runoff. b. It will cause a drought. c. Seeds from some plants are germinated. d. a and c 4. What is seawater intrusion? a. When land juts into the sea. b. Salt water seeping into fresh water aquifers. c. Salt water getting into a fresh water lake or stream. d. None of the above. 5. Chemicals cannot seep through the soil and pollute groundwater. a. True b. False 6. Overdrafting can cause: a. Seawater intrusion. b. The water table to drop. c. Wells must be drilled more deeply. d. All of the above. Santa Barbara County Jr High Water Activities Manual 36

39 How Much Do You Remember? Lesson 6- Water Conservation 1. Water conservation creates an inexpensive water source in Santa Barbara County. a. True b. False 2. Efficient plumbing fixtures create a permanent decrease in water demand. a. True b. False 3. Like oil and coal, clean air and water are resources. a. True b. False 4. Farmers can save water by: a. Planting crops that do not take much water. b. Irrigating efficiently. c. Tailwater recovery. d. All of the above. e. a & b 5. You can save water by: a. Replacing old, high-water using appliances with efficient appliances. b. Turning off the faucet when you aren t using the water. c. Planting water wise plants. d. All of the above. 6. In an average house, the majority of water is used by: a. Washing machines b. Watering landscaping c. Toilets d. Showers Santa Barbara County Jr High Water Activities Manual 37

40 Answers To All Tests ANSWERS TO TEST #1 1. d 2. c 3. a 4. a 5. b 6. d ANSWERS TO TEST#2 1. c 2. e 3. a 4. d 5. c 6. b ANSWERS TO TEST #3 1. c 2. a 3. b 4. c 5. d 6. b ANSWERS TO TEST #4 1. d 2. e 3. d 4. e 5. e 6. c ANSWERS TO TEST #5 1. d 2. a 3. d 4. b 5. b 6. d ANSWERS TO TEST #6 1. b 2. a 3. a 4. d 5. d 6. b Santa Barbara County Jr High Water Activities Manual 38

41 Worksheet 1: Home Use Survey Introduction Now you can find out how you and your family use water. Answer the questions that you are able to answer; ask other family members to help you with the ones that you cannot answer. General Water Use 1. What kind of home do you live in? (circle) -apartment -house -duplex -condominium -other 2. How many people live there? 3. How many gallons of water were used in your home during the last water billing period? (You can get this information from the water bill.) gallons 4. How many days was that bill for? days 5. Determine how many gallons of water your family uses in a day. Divide the total number of gallons used by the number of days. (See questions #3 & #4) Take this number and divide it by the number of people in your family. This is the number of gallons used by each family member in one day. gallons per person per day Inside The House 1. Do you have a dishwasher? If so, how many times a week is it used? When a load is washed, is it usually (circle answer) -full -half-full -less than half-full 3. Do you have a washing machine? If so, how often is it used? Is it usually (circle answer) -full -half-full -less than half-full Santa Barbara County Jr High Water Activities Manual 39

42 Worksheet 1: Home Use Survey (cont.) 4. How many of the following are in your house? Bathtub/Shower Sink Toilet 5. How many baths are taken in one week in your house? baths per week 6. How many minutes is the average shower in your family? minutes 7. Are there other areas inside your house that use a lot of water? If so, list them: Outside the House 1. Is your lot (circle answer) -1/4 acre -1/2 acre -one acre or larger 2. What kind of garden do you have? (circle all that apply) -vegetables -trees -flowers and shrubs -lawn -native plants 3. How often do you water the yard? For how many minutes? minutes. 4. How do you clean your patio, sidewalk and driveway? (Circle answer) -sweep -wash with hose -both Santa Barbara County Jr High Water Activities Manual 40

43 Worksheet 1: Home Use Survey (cont.) Home Water Use Survey: Questions 1. Where do you think your family uses the most water? 2. Find someone with the same size family as yours. How do your family water uses compare? 3. Where does your family waste water? 4. What could you do to use less water now? Santa Barbara County Jr High Water Activities Manual 41

44 Worksheet 2: How Much Water Do You Use? Using this sheet mark down every time you do any of the activities listed. At the end of this activity you will determine how much water you use in a day. You may use a calculator to do the calculations. ACTIVITY: HOW MANY GALLONS USED? Washing Hands times X (2 gallons) = Brushing Teeth times X (.25 gallon) = Flushing a Toilet times X (2 gallons) = Taking a Shower times X min/shower X (3 gal/min.) = Washing Dishes times X (10 gallons) = Washing Clothes times X (30 gallons) = Watering Outside minutes X (5 gallons) = TOTAL GALLONS USED = 1. How could you use less water? List 4 ways. a) b) c) d) 2. Determine the average amount of water used by your class as a whole. (Add up the total number of gallons of water used by each student in the class; divide this number by the total number of students in the class.) 3. Do you use about the same amount of water as your class average? More than average? Less than average? Santa Barbara County Jr High Water Activities Manual 42

45 Gallons of Water Used Worksheet 2: How Much Water Do You Use? (cont.) Water Use Graph For this activity you will need to get into groups of about 4 people. Each student will need to take out the completed Worksheet #2: "How Much Water Do You Use?". Decide on an average amount of water used for each activity. Compare the amount of water needed for different uses, and arrange them in order of the least amount of water required to the greatest amount of water required. This list of numbers will be used to make a bar graph in the space below. List each water use on the lines at the bottom of the graph. Above each water use, fill in the boxes in the vertical column with how much water it requires; fill to the corresponding numbers on the left side of the graph. Which water use requires the most water? Discuss as a group how water could be conserved in each activity. Would conservation require a change in behavior, more efficient water fixtures or equipment, or reducing or eliminating the water use altogether? Discuss your results and ideas with the class Washing Hands Brushing Teeth Flushing Toilet Taking Shower Washing Dishes Washing Clothes Watering Outside Water Use Activity Santa Barbara County Jr High Water Activities Manual 43

46 Worksheet 3: Shower vs. Bath and Shipboard Shower Shower vs. Bath Procedure The next time you take a bath, use a yardstick to measure the depth of the water in the tub. Record this number. The next time, take a shower instead. You will need to close the drain in the shower (if it is in a bathtub) and measure with a yardstick the depth of water in the tub your shower used. Record this number. Questions 1. Which used less water - the bath or shower? 2. What can you do to use less water? 3. If everyone in your class started taking shorter showers, how could that affect the water resources in your area? Shipboard Shower Procedure Measure the flow rate of your shower head by timing it while it fills a gallon bucket. For example, if it takes 10 seconds for the bucket to fill: 1 gallon (10 seconds) x 60 seconds (1 minute) = 6 gallons / minute Take a normal shower and record how long you have the water running. Using the information you gathered on the shower head flow rate, calculate how much water your shower used. Next time, take a shipboard shower : Turn on the water to wet down, then turn it off while soaping up. When you're through washing, turn the water on again to rinse. Keep track of how much time the water is on during your shipboard shower, and use the shower head flow rate to calculate how much water this shower used. Questions 1. Which shower used less water? Did you get just as clean in each shower? 2. Sailors out on the sea use this showering method, hence the name. Why would sailors need to conserve fresh water? 3. If everyone took shipboard showers, how would this affect our water supply? Santa Barbara County Jr High Water Activities Manual 44

47 Worksheet 4: Home Activity: What Can You Find? Materials Needed A container to collect water A leaky pipe or faucet Procedure 1. Find a leak and collect water from it in a container for 1 hour. 2. Measure the amount of water collected in the container for 1 hour. Calculate the amount of water that leaks from the pipe or faucet in: one day one month one year Calculate The Amount Lost Inform your family of the leak and request that they fix it. You can help by telling them where the leak is and by providing your parents of what it is costing them. 1. Location of the leak 2. Amount of water lost in one hour per hour 3. Amount of water lost in one day: (hourly rate) X 24 Hours = gallons 4. Amount of water lost in one month: (daily rate) X 30 Days = gallons 5. Amount of water lost in one year: (monthly rate) X 12 Months = gallons 6. Use the above information to calculate the cost of the water wasted in 24 hours, one month, and one year. Assume that water costs.007 per gallon. Example: 50 gallons wasted (24 hr. period) x.007 = $00.35 per day $10.50 per month $ per year Santa Barbara County Jr High Water Activities Manual 45

48 Worksheet 5: What Happens to the Water When It Rains? This activity can only be done during or after a rainfall. The greater the rainfall, the better. Look around your school or home, watch carefully and examine where the water goes once it hits the ground. Record your observations on the chart below. Where Rain Landed Where the Water Went Lawn or Garden- Car Roof- Sidewalk- Road- Gutter- Roof of Building- Tree- Questions 1. Which areas that you observed had the poorest drainage? 2. Where was runoff the fastest? 3. What happens to water once it enters the storm drains? 4. Why is it important to keep pollutants such as oil out of storm drains? Santa Barbara County Jr High Water Activities Manual 46

49 Worksheet 6: How Much Water Does Food Have? Introduction People are made up of about 70% water. In the average animal or plant, water is 50% or more of their weight. The amount of water in food is a small part of the water that passed through plants and animals producing that food. Here are some specific "solid" foods and their approximate water content: Bread - 25% water Broccoli - 91% water Chicken - 74% water Pineapple - 87% water Corn - 70% water Potato - 80% water Sunflower seeds -5% Lobster - 79% water Tomato - 95% water Banana - 74 % Procedure Using the space provided, make a bar graph representing the water content of the foods listed to the left. List the name of the food item next to the numbers and shade in the bar graph to the corresponding percentage. An example has been done for you. Food Item 1. Bread % 25% 50% 75% 100% Percentage of Water Santa Barbara County Jr High Water Activities Manual 47

50 Worksheet 7: Plant a Water Wise Garden What is a Water Wise Garden? Plants that do not require a great deal of water to survive and can tolerate conditions of drought are usually native plants or plants from a similar (Mediterranean) climate. A water wise garden is not really a completely dry landscape - even drought tolerant plants need a little water. Plants adapted to Southern California's natural dry climate need less water than those accustomed to wetter climates. Rockrose A water wise landscape demonstrates: how little water some plants need how water can be conserved how money can be saved on water bill (50% of home water use is on landscape) that water wise plants can be beautiful. Your garden will require a plot of soil which gets plenty of sunlight. Visit our website, WaterWiseSB.org and click on Explore Virtual Garden Tours to see examples of water wise gardens and an extensive water wise plant database. Below is a list of a few water wise plants; some are native to Southern California and are marked with an asterisk (*). Others come from other locations around the world that also enjoy hot, dry summers and cool, moist winters. Lavender Common Name Ground Cover Pacific Coast Iris* California Fuchsia* Saltillo Evening Primrose Copper King Gazania Accent Plants Snowball Lilac* Wisely Primrose Rock Rose Sonoma Sage* Island Bush Poppy* Cape Honeysuckle Grasses California Meadow Sedge* June Grass Scientific Name Iris douglasiana* Epilobium Californica* Oenothera stubbei Gazania Copper King Ceanothus rigidus* Helianthemum Wisely Primrose Salvia sonomensis* Dendromicron rigida harforii* Tecomaria Capensis Carex pansa* Koeleria macrantha Evening Primrose Santa Barbara County Jr High Water Activities Manual 48

51 Experiment 1: How the Water Cycle Works Time 30 minutes Materials Tea Kettle Hot Plate Cup Plate Water Activity In-room simulation of the water cycle Objective Following experimentation, students will be able to identify the 3 stages of the water cycle. Procedure 1. Bring water to a boil in tea kettle. 2. Hold cup upside down over the spout of the tea kettle so steam hits the inside of the cup. Stress the importance of safety to guard against the risk of burning! 3. Put plate underneath cup to catch the "rain." 4. Leave plate out for a few days to watch evaporation. (Follow up 2-3 days later). Questions 1. What in the water cycle is represented by the water in the tea kettle, the condensed water in the plate, the steam and the hot plate? 2. What would happen if there were salt or food coloring in the tea kettle? Answers to Questions 1. The water in the kettle represents the oceans and other bodies of surface water. The steam represents water vapor which has been evaporated by a heat source, while the condensed water represents clouds. The hot plate represents the sun. 2. Any salt or food coloring would remain in the kettle. Santa Barbara County Jr High Water Activities Manual 49

52 Experiment 2: How Much Rain Fell This Month? Time One month (The best time is between November and April.) Materials Empty Container (cup) Ruler Rainfall Chart (next page) Activity A one month collection of rainfall to determine total amount of precipitation. Objective Following experimentation, students will be able to compare rainfall data for one month to the average amount of rainfall for that month in the chart on the following page. Procedure 1. Put the gauge where rain will fall into it. After each rainfall, record the amount of new rain on the chart. Try to record data at the same time each day. Questions 1. What were the highest and lowest amounts of rain per storm measured in inches during the month? 2. What was the average daily rainfall in inches for the month you monitored? 3. Was there more or less rain than the average for that month? (Why wasn't the period of May-October used in this experiment?) See chart. 4. If there were a number of months like the one you measured, how could the water supply be affected? How could this affect your daily activities? Answers to Questions 1. Answers will probably range between 0" - 5". 2. Answers will vary according to rainfall. 3. Compare with the chart showing the average monthly rainfall. 4. It depends on the amount of rainfall that month - if it rained a lot, water supply is enhanced due to surface and groundwater recharge. If it rained very little, or not at all, successive dry months could mean possible overdraft of water supplies and possible restrictions on water use. Santa Barbara County Jr High Water Activities Manual 50

53 Monthly Rainfall: Santa Barbara County Building- Downtown Santa Barbara Station #234 Water Year Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Water Year Total Average Santa Barbara County Jr High Water Activities Manual 51

54 Experiment 3: How Much H2O is Needed? Time Two weeks to two months. Materials 4 Cactus or Succulent type plants 4 Plants that need a lot of water (hydrophytic) i.e. begonias, ferns, fuchsias, or mint. 6 Dish Pans (an easy way to do this is to put the plants in small milk cartons and use larger milk cartons for dish pans) Potting Soil Measuring Cup Activity In-room plant experiment with high-water using and low-water using plants. Objective After the experiment, students will be able to compare the differences in water needs of high-water using and water wise plants. Procedure 1. Plant each plant separately, making sure there is 1 inch of space at the top of each pot. 2. Number the water wise plants (1-4) and number the high water using plants (1-4) and give all plants 1/2 cup of water. 3. Place the plants with numbers 2, 3, and 4 in dish pans and water them 2 or 3 times a week until you see results. Record any changes. Each time give: #1's- nothing #2's- 1/8 cup of water #3's- 1/2 cup of water #4's- 1 cup of water Questions 1. What happens to the plants when they are over watered? 4. All variables such as temperature and light must be controlled and kept the same for all the plants. 5. Don't drain dish pans, and watch for the effects of too much or too little water. 2. Why might too much water be bad for a plant? 3. Which plants might survive on rainfall alone? Answers to Questions 1. Too much water will often cause plants to appear yellowish and unhealthy. 2. Too much water can suffocate the plant because there is not enough oxygen left in the soil. 3. Low water using plants are best for water-short areas because they do not require much water, and can usually survive on rainfall alone without added irrigation. Santa Barbara County Jr High Water Activities Manual 52

55 Experiment 4: How Much Water Will Soil Transmit? Time 45 minutes to 1 hour Materials 2 Small Containers (tuna cans will work) Graduated Cylinder Container in which to catch water (pie tins will work) Water 2 Pencils Rubber Bands 2 Pieces of Cloth 2 Kinds of Soil, Sand, or Gravel. Activity Experiment comparing the water holding capacity of two types of soil. Objective Following experimentation, students will be able to: Identify which soil would make a good aquifer Categorize soil types used by water-holding capabilities Measure water holding capacity of soils and aquifers in drained and saturated conditions. Procedure 1. Completely fill the containers, each with a different soil. 2. Put cloth over the top of each can. Secure the cloth over the top of the can with a rubber band. 3. Fill graduated cylinder with water, and record the amount. 4. Pour water from the cylinder into the can of soil until the soil is completely saturated. Keep track of the total volume of water added to the can. Repeat with the second can, recording the volume you are able to fit in the second can. Fill each can with the water and record the amount each one will hold. 5. Place each can in a pie tin, upside down, with one edge on a pencil and drain each can over the same period of time, record the amount of water that comes out. Questions 1. How much water dropped out of each container? 2. Which soil would make a good aquifer (an underground layer of earth, gravel or stone that supplies water)? Why? Answers to Questions 1. The amount of water which runs out depends on the pore size of the soil, sand or gravel used. (Pore size is the size of the space between the solid pieces of sand, gravel, or dirt). 2. The soil which contained the largest particles would make the better aquifer because it is easier to take water from its large pores, and it holds more water. (A gravel aquifer will hold more water than clay). Santa Barbara County Jr High Water Activities Manual 53

56 Time 45 minutes Materials Gravel (pebbles) Coarse Sand and Fine Sand 3 Equal-Sized Jars Graduated Cylinder Water Wrist watch or clock Experiment 5: Pore Space: How Much Difference Does it Make? Activity This experiment examines soil porosity and the length of time required to saturate gravel, coarse sand and fine sand to represent the three soil types. Objective Following experimentation, students will be able to: Add water to the point of saturation to 3 specified soil types; Measure the amount of water required to saturate each soil type. Determine which of the 3 types of soil has the most pore space. Procedure 1. Fill each jar 1/2 full with a different soil type. 2. Slowly add water from the graduated cylinder, filling the jar to capacity. Allow time for the soil to become saturated so that the jar fills to the top with water. 3. Note and record how much water each jar held, and how long it took to fill. Questions 1. Compare the numbers recorded for each soil type. Which soil type held the most water? Which soil types held the least water? Which type took the longest to fill? Which type filled the fastest? 2. What would this tell you about pore space and the size of the particle? Are pore space and saturation time related? 3. Which would soak up more rain? 4. Which would have the most water runoff? Is run-off related to saturation time? Answers to Questions 1. Coarse soil has more pore space (up to a point), saturates faster, and holds more water. Finer soil will hold less water, and takes longer to saturate. 2. Different soil types have different pore spaces and particle sizes. By noting the amount of water absorbed and the saturation time, you could predict the pore space and particle size of a particular soil. The smaller pore spaces saturate more slowly. 3. Water penetrates through sand and gravel faster than fine textured soil, and therefore could soak up more rain. 4. Runoff is fastest on clay soil because it is relatively impermeable and takes a longer time to saturate. Santa Barbara County Jr High Water Activities Manual 54

57 Experiment 6: Recharge It! Time 45 minutes Materials 3 or 4 Containers (Large paper cups & milk cartons work well) Sand, clay, potting mix and loam Water Pan or sink to catch water Activity This experiment examines soil types best suited for water recharge. Objective Following experimentation, students will be able to: Identify characteristics of water flow through various soil types; Identify aspects of soil which encourage water passage; Evaluate soil types for groundwater recharge. Procedure 1. Punch holes in the bottoms of your containers so that water can drain. 2. Fill each container with a different kind of soil. 3. Hold containers over sink or pan and pour 1 cup of water into each container. Watch for differences in the rate of flow. Questions 1. Which soil type does water run through the fastest? The slowest? 2. What kind of soil would be best to have if you wanted to recharge the groundwater supplies? Why? 3. Why would water flow through the soil at different rates? Answers to Questions 1. Answers will vary, but water should run through sand and gravel the fastest, and the slowest through clay. 2. Sand, or whichever enabled water to run through the fastest, would be best for a recharge area because it would allow the water to seep down to the aquifer quickly. 3. The difference in pore sizes of these soils accounts for their different percolation rates. Santa Barbara County Jr High Water Activities Manual 55

58 Experiment 7: Filtration (In conjunction with Experiment #8) Time 45 minutes Materials Funnel or tin can with holes in the bottom Cotton balls Coarse Sand Dirty water (add 3 tablespoons dirt to 1 gallon water) Jar Activity Construction of a natural filter. Objective Following experimentation, students will be able to predict what happens to dirty water before and after filtering. Procedure 1. Place a layer of cotton balls in bottom of can or funnel. 2. Cover with 2 or 3 inches of sand. 3. Pour dirty water through prepared funnel and see what happens. Questions 1.How could you improve the filter? 2. Would you predict that this filter would be able to clean 3 gallons of dirty water? Why or why not? Answers to Questions 1. Adding more cotton, more sand or finer-grained sand could improve the filter. 2. This filter probably could not clean 3 gallons of water effectively because it would become clogged with sediments. Santa Barbara County Jr High Water Activities Manual 56

59 Experiment 8: How Dirty Water Can be Cleaned (In conjunction with Experiment# 7) Time 20 to 30 minutes Materials Dirty Water (add 1 tablespoon dirt to 1 gallon water) 2 Jars Alum crystals (available at the drug store) Cup Stirrer Filter-see Exp 7 Activity Experiment illustrating one method of water treatment. Objective Following experimentation, students will be able to identify and simulate 4 steps of water treatment. Definitions Floc - a mass formed by the accumulation of a number of fine suspended particles Procedure 1. Pour some dirty water into a jar, cover it tightly and shake for 10 seconds, then pour water back and forth to second jar several times. 2. Dissolve 10 Alum crystals in 1 tablespoon of warm water in a cup and pour this mixture into the jar of dirty water. Rinse out the cup and pour that water in the jar too. 3. Stir slowly until the solid particles combine, forming floc and allow them to settle. 5. Pour only the clear water into the jar, allowing the solids to remain in the bottom of the jar. Questions 1. What steps in this activity represent coagulation, flocculation, sedimentation, and filtration? 2. Why bother to separate out some of the sediments and not just filter it all? Answers to Questions 1. Alum is added in Step 2, causing coagulation. Stirring causes flocculation to occur. Step 3, allowing floc to settle in sedimentation. Step 4 is filtration. 2. You must separate out as much sediment as possible so the filter doesn't become clogged quickly. Santa Barbara County Jr High Water Activities Manual 57

60 Experiment 9: Desalination: What Does it Take? Time 20 to 30 minutes Materials Salt water (add 2 tablespoons to1 gallon of water) 2 Flasks Bunson Burner Flexible Tubing (coiled if possible) Stoppers that tubing will go through Activity Demonstration of a method for desalinating salt water to fresh water. Objective Following experimentation, students will be able to explain one method of desalination and predict what happens to fresh water when it is desalinated. Procedure 1. Label flasks A & B. 2. Put a cup of salt water in A and set up as shown. 3. Make sure the seal around the stopper in flask A is tight and bring the water to a boil. 4. Continue to boil flask A until most of the water has been evaporated to flask B. 5. After it has cooled, taste the water in flask B. Questions 1. What happened to the salt when the water transferred to flask B What does that parallel in nature? 2. Considering the amount of heat energy required for desalination, if a coastal area was without a local fresh water supply, but a nearby supply was available, would it be more economical to build a pipeline or build and operate a local desalination facility? Why? What other factors should be considered? 3. What kinds of areas could use desalination? Answers to Questions 1. The salt remains in Flask A; in nature it remains in the oceans. 2. Desalination is not practical on a large scale for resource-poor areas because it requires a tremendous amount of energy to change water from a liquid to a gas. The pipeline would usually be more economical. 3. Areas with resources for heat are good places for desalination. Small "plants" can be built for waterpoor areas and could use abundant local resources such as sunlight. Some areas that might be able to use desalination are coastal towns in dry climates, ships out at sea, or oil platforms. Santa Barbara County Jr High Water Activities Manual 58

61 Experiment 10: Erosion Time minutes Materials 3 dish pans Water Water can with spout that allows the water to come out in drops, or coffee can with small holes in the bottom. 3 types of soil: coarse, medium, and fine-grained Activity Simulation of erosion activity on 3 different types of soil. Objective Following experimentation, students will be able to predict the erosional patterns of different soil types. Procedure 1. Put one type of soil in each dish pan, sloping the soil in the pans equally towards one end of the dish pan. 2. Fill the water can with water and hold it over the top of the soils one at a time, making sure they all get the same amount of water at the same rate. 3. Watch for signs of erosion. Questions 1. Which soil type eroded the most quickly? 2. Which soil absorbed more water? 3. What size or type of particles settled first? 4. If there had been plants in the soil how would that have affected the experiment? Answers to Questions 1. The coarse soil should erode more quickly. 2. The coarse soil should absorb more water. 3. The largest particles will settle first. 4. If there were plants growing in the soil it would help hold the soil particles together. Santa Barbara County Jr High Water Activities Manual 59

62 Experiment 11: Chemical and Mechanical Erosion Time 45 minutes to 1 hour (2 weeks to follow up). Materials 6 jars with lids Water 6 rocks (2 sandstone, 2 granite, 2 other) Sand Activity Two part experiment monitoring the effect of chemical and mechanical erosion on 3 types of rocks. Objective Following experimentation, students will be able to contrast chemical erosion on 3 types of rocks. PROCEDURE: PART A 1. Place the 6 rocks in jars and cover them with water. 2. Place 3 jars, (1 sandstone, 1 granite, 1 other) somewhere where they won't be disturbed. 3. Observe for 2 weeks and record any changes in the jars. Questions 1. What type of rocks did you use? 2. Which rock showed the most change? 3. How might this change happen? 4. What do you think happens to some rocks that are in lakes? Answers to Questions 1. Answers will vary 2. The softest rock will show the most change. 3. Chemical erosion changes the rocks because it breaks the bonds between particles. 4. Some rocks dissolve when they are in lakes. Santa Barbara County Jr High Water Activities Manual 60

63 Experiment 11: Chemical and Mechanical Erosion PROCEDURE: PART B 1. Place about 1 tablespoon of sand in the other 3 jars and seal them. 2. Shake each jar 500 times and watch for changes. 3. Record observations. Questions 1. What did adding sand and motion do? 2. How do the rocks look different? 3. Do you have more sand now? 4. Do you think it would have worked as well with no water in the jars? Answers to Questions 1. Adding sand and motion increased the amount of erosional activity in the jar. 2. Answers will vary. The rocks should have gotten smaller due to the chemical erosion from the water, and the mechanical erosion of the sand. 3. Yes, because the rocks are eroding into smaller particles. 4. No, because water causes chemical erosion. Santa Barbara County Jr High Water Activities Manual 61

64 Experiment 12: Sedimentation Rates Time 30 to 45 minutes Materials 3 types of soil (coarse, medium, and fine-grained) Water Large jars with lids Stop watch Activity Demonstration of soil settling in water. Objective Following experimentation, students will be able to measure and predict the settling rates of different sediment types. Procedure 1. Fill 1 jar with water. Questions 1. Which type of soil settles slowest? 2. Take 1 particle of each type of soil and drop, one at a time, into the filled jar. 3. Time how long it takes each particle to reach the bottom. 4. Now pour out some of the water and fill the jar about 1/2 way with a blend of the three soil types. 5. Shake the jar up and watch how the soil settles. 6. Record data and observations. 2. What happened to the mixed soil? 3. In a river which type of sediment would be deposited first? Last? Answers to Questions 1. The biggest particles will settle fastest. The smallest particles will settle slowest. 2. The mixed soil should settle in layers with big particles on the bottom and small particles on top. 3. Large rocks would be deposited first in a river. Small particles are the last deposited. Santa Barbara County Jr High Water Activities Manual 62

65 Experiment 13: How Much Can Water Carry? Time 30 to 45 minutes Materials 2 liters of water from a stream 2 liters of water from a stream after a heavy rain Funnel 2 paper towels Activity Experiment exploring the amount of sediment water can transport. Objective Following experimentation, students will be able to predict which type of water will carry more sediment. Procedure 1. Place the paper towel in the funnel so the water has to flow through it. 2. Shake up water to mix in sediment and pour through funnel, collecting sediments on the paper towel. 3. Remove paper towel and measure the amount of material. 4. Repeat process with second jar. 5. Record data, noting the color of the water. Questions 1. Which water had more materials in it? 2. Why did one water have more material in it? 3. What could affect the amount of material water carries? 4. What types of material was the water carrying? Answers to Questions 1. The storm runoff should have more material in it. 2. Storm runoff should have more material in it because material will have been eroded and added to it. Also, the water is moving faster and therefore has more force to move things. 3. Answers will vary and should include ground cover, rain intensity, slope of ground and vegetation. 4. Answers will vary. Santa Barbara County Jr High Water Activities Manual 63

66 Experiment 14: Percolation Rates and Filtration Time 45 minutes to 1 hour Materials Funnels Water Several types of soil (sand, gravel, dirt, etc.) Dirty water Activity Comparison of the filtering of clean and dirty water by different types of soil. Objective Following experimentation, students will be able to compare differences between different soil types and soil layers and predict which soil types are best for filtration. Procedure 1. Layer the soils in different ways in each funnel, and record the layering order in each one. 2. Pour the clean water through each different funnel and time how long it takes to percolate through. Also note the cleanness of the water. 3. After you have done #2, take dirty water and pour it through the different funnels. Note whether the water looks cleaner. Questions 1. Which order of layers had the fastest percolation rate? The slowest? 2. What might account for the different rates? 3. Which would make the best aquifer recharge zone? 4. Which layering cleans the water best? Answers to Questions 1. Answers will vary according to the order of layers, however, the layers of coarse soil will have the fastest percolation rate. 2. Different percolation rates are caused by the pore sizes of the different soils. 3. The best aquifer recharge zone would be in the coarse soil. 4. Fine-grained soil cleans water most effectively because it provides more filtration. Santa Barbara County Jr High Water Activities Manual 64

67 Student Activity 1: Water Discussion Water: What is the Best Use? This discussion enables students to see water from a variety of viewpoints. Display a picture of a stream. Ask students what they see. Accept all answers, and write them in a list on the board. Make a second list comparing what people in various professions might see in the same picture. Examples of professions include park managers, farmers, planners, engineers, flood control engineers, biologists and fishermen. Toxic Waste and Water Pollution Assign students the task of searching their homes for anything which may involve toxic waste in either its production or disposal. Common items include petroleum products, solvents, paint, pesticides and other chemicals. Following this search, discuss how the various "finds" could affect both surface and groundwater. Further investigation would consider ways to deal with these products in the home: find safe alternatives, use them up, or dispose of them safely at a Community Hazardous Waste Collection Site. Have students discuss the various ways in which people can affect water quality and quantity. Some examples are: dam-building aqueducts removing trees from watersheds and riparian areas pollution through discharge of chemical wastes flood control channels rock and concrete lining of channels for erosion control Santa Barbara County Jr High Water Activities Manual 65

68 Student Activity 2: Campaign For School Water Conservation Assign students to conduct a water check-up of your school in search of ways to save water. This can be found in: Fixing plumbing leaks Irrigation systems repairing leaks, improving scheduling, installing smart irrigation controllers Replacing plumbing equipment with high efficiency toilets, waterless urinals, etc. Also discuss with the students ways that they could use water more carefully at school. This could include things like: not leaving the faucet running while soaping up their hands reporting any leaks they see, etc. The next step is to discuss how these water saving strategies could be implemented. This may involve speaking with the principal and maintenance personnel. As a follow-up, repeat the water check-up at a later date to determine the results of your conservation efforts. You may want to inform other classes of your results, solutions, and issues regarding water conservation. Students should compile a list of ways they determined water was being used. The next step is to find out the school's water costs, and determine how much money could be saved with this campaign to improve water efficiency. Contact your water provider for assistance in calculating costs, savings, and more information on water conservation practices. Don t forget: any good campaign needs publicity! Use posters, announcements, assemblies, etc. Santa Barbara County Jr High Water Activities Manual 66

69 Student Activity 3: Design a Conservation Program Assignment: As an expert on water conservation, you are asked to create a conservation program for Santa Barbara County. The goal is to help your community reduce water use in as many ways as possible. Be creative! Some elements you may want to include are: Ways to encourage farmers to use water efficiently. Encouragement to customers to install low-flow shower heads and toilets, and other water saving fixtures. Education programs for adults and children. Requirements that will guarantee that new buildings or homes are water conserving. Ways to encourage replacing lawns with water wise plants. Conservation ideas for businesses and industry. Contests, advertising, and direct mailings to spread the word on water conservation. For information to help you design a program, go to Santa Barbara County Jr High Water Activities Manual 67

70 Student Activity 4: What Can I Do? Situation Divide into groups of four students. You are now a family of four: two adults and two children, ages 12 and 15. You have a small house, which has a dishwasher, a garbage disposal, two bathrooms with large bath tubs, and a washing machine. Your garden is large, and you have a lawn in front of your house with a hedge. You have a large backyard with a lawn, six fruit trees, a vegetable garden and water loving flowers. You have two cars, which are kept spotless with weekly washing. Each person in your family uses 200 gallons of water a day (includes outdoors). For the two problems below, divide your water saving actions into these three categories: Permanent (i.e. replace toilets, change landscaping) Temporary (i.e. wash the cars once a month) Behavioral (i.e. wash cars with a bucket, reduce watering times on plants) Problem #1 It is a dry year and you have been told by your water supplier that your entire family can only use 380 gallons of water a day. Have a family conference to decide what each of you can do to conserve water. List five things you will do. Problem #2 It is several months later and there still has not been any rainfall. The water supply is getting lower. You must now cut down the entire family's water use to 300 gallons a day. Write down at least four more water saving measures your family will take. Santa Barbara County Jr High Water Activities Manual 68

71 Student Activity 5: Decisions in Water Planning Purpose To better understand the complex problem of managing water resources at the local level and all the factors that must be considered when making these decisions. Students will gain insight into the diverse viewpoints that come together in the decision-making process, the values and concerns that underlie these viewpoints, and the conflicts that must be balanced to make complex decisions. The Commission consists of: Elected Water District Official City Council Member (if applicable) Member of an environmental group Citizen Land Use Planner Hydrologist Farmer Developer Landscape Contractor/Gardener (See below for a description of each commissioner) Optional: Students can receive the descriptions of water commissioners a week before the meeting. They can then be assigned to research their position, look in local newspapers and journals for information, and perhaps call a person in the community who works in the area they've been assigned. This will help the students develop a better sense of the role they are to play and how it fits into the community. It may also help them overcome any bias they had before assuming the role. Challenge A new commission has been formed in Santa Barbara County (or your city) to decide how to allocate a new water supply. Until recently, the area has been experiencing a water shortage, and the groundwater basins have been over drafted to meet demand. Rationing and higher water prices have been instituted in an effort to decrease demand. Now, with this new supply coming on line, there are a number of needs and concerns in the community which must be addressed through the commission's decision. Each commissioner represents a sector of the community with valid concerns about the allocation of the new water supply. Each commissioner will have to decide how much of the new water, in 10% increments, to designate to each water allocation category (listed on the following pages). A meeting will be held so that the commissioners can announce their preferences for the allocation of the water. Preparation Feel free to add any other members that would be relevant in your community, such as engineer, an attorney, park ranger, etc. A student recorder should also be chosen to record the results of the meeting. The teacher can act as a facilitator, or a student can be selected to play this role. Before the activity begins, prepare "water allocation markers" and the Water Allocation Chart. Each commissioner needs ten markers consisting of paper water drops with "10%" written on them. See handout for an allocation marker template that can be removed from the manual and copied to desired number. The chart consists of a diagram with commissioners' titles along the vertical axis, and the various allocations running across the horizontal axis. (See illustration below.) The recorder will place the markers in the appropriate category as each commissioner gives his/her presentation. Each commissioner should receive a description of the commissioner roles and the expanded description of the Water Allocation Categories. Santa Barbara County Jr High Water Activities Manual 69

72 Student Activity 5: Decisions in Water Planning (cont) Water Allocation Categories: New development: apartments, homes, businesses Wetlands preservation: rivers, streams, marshes, groundwater recharge Recharge: increasing allocations to existing customers Golf Course/Park: new golf courses, public parks Businesses: additional allocations for high water using businesses such as: car washes, restaurants, industry Buffer: "drought buffer", i.e. water reserved for use in dry years Add or eliminate categories as appropriate for your area (See below for details on allocation categories.) This process can take minutes, depending on the class. Farmer City Council Citizen Landscaper City Planner Dist. Officer Land Developer Environmentalist Develop Wetlands Recharge Golf Course Park Businesses Buffer Activity Briefly explain the activity and the water allocation categories. Before giving out the role or allocation descriptions, ask the class to vote as individuals on which allocation categories they think are most and least important. Have the student recorder tally this vote, and keep it for comparison with the vote that will take place at the end of the activity. Divide up the class into the same number of groups as you have commissioners. Each group will represent one commissioner. Each group should choose one student to be the commissioner spokesperson. This person will present their allocation choices at the meeting. Give each group a copy of the water allocation categories and ten of the water allocation markers. Have them discuss their position and how they will allocate the new water source while still in these small groups. The water can be allocated in 10% increments to any of the water categories. For instance, one category can receive all the water, or it can be divided between several categories. The spokesperson should take notes during the discussion to use at the public hearing, as each commissioner will need to explain his/her reasons for the allocation, as well as the amount given to each one. The Meeting Arrange enough desks or chairs for the commissioner in a semi-circle facing the class. Students who are not a commissioner spokesperson will act as the audience. The facilitator can then call on each commissioner to present their case. The commissioner should state how they would like the water to be allocated, and briefly explain why each category should receive this amount of water. For example, why should wetlands receive 30% of this new Santa Barbara County Jr High Water Activities Manual 70

73 Student Activity 5: Decisions in Water Planning (cont) water source while new development receives none? The facilitator can decide how objections or comments from other commissioners will be handled. The recorder places the commissioner's water allocation markers on the board in the designated categories. Conclusion & Discussion After each commissioner has had their turn, the facilitator should summarize the results by looking at the board, pointing out which categories seem to be most and least important based on the amount of water designated to each one. (Percentages are not that important, except in a relative sense, as some categories could receive more than 100%) the facilitator then opens the meeting to public discussion. Topics to be discussed might include: Were all the needs of the community addressed? What has been left out of the decision on how to allocate the water? Who should make the final decision on the allocation? The facilitator can set a time limit for this public discussion. When this is completed, the facilitator officially closes the meeting with an announcement of when the decision will be reached. All students should again vote individually on which factors should receive the highest and lowest allocations. Is the outcome of this vote different than the vote taken before the activity began? This can lead into a discussion on what the students learned about the process and their own viewpoint. Call on students to explain whether they voted differently the second time, and why. What factors have the greatest influence on decisions made in the "real world"? What is the best way to balance different concerns when making a decision on an important issue like water supply? To conclude the activity at this point, a decision on the water allocation could be made. This could be done by determining the top four priorities, based on those categories that received the highest percentage of allocations. This activity simulates the discussion portion of the actual public decision-making process. A follow-up activity could involve holding a public hearing so that students who were part of the audience would have the chance to testify. The actual public process also involves a report from staff presenting and evaluating the options, which taken together with the commissioners' allocation recommendations and input from the public hearing, would then be forwarded to an elected body (i.e. city council or board of directors) for a final decision. Santa Barbara County Jr High Water Activities Manual 71

74 Decisions in Water Planning: Hand-outs Water Commissioners Water Provider Official: The water provider official is often elected, so he/she is concerned about pleasing the voting public and must decide what is most important to them. The water official knows there are many diverse factions within the community. In a more official capacity, she/he is charged with protecting the groundwater basins, and ensuring an adequate water supply. This official must try to forecast the concerns of the community and balance them with the limitations of the water provider s water supplies. City Councilmember: The councilmember is also dependent on the public for getting elected, so this person must be concerned about the needs of the citizens. The councilmember would also like to promote tourism and business in the community. The appearance of the community is also important, not only to please citizens, but to attract new residents, businesses, and tourists. Member of an Environmental Group: This person will put the needs of nature on the same level as the needs of the human community. She/he will be concerned about the protection of wildlife and habitat, and the preservation of open space. To accomplish this end, the environmentalist might suggest that much of the water be used to enhance creeks and wetlands. On the other hand, this person also knows that this philosophy is often ad odds with the concerns of other community members, and may try to balance their recommendation in order to gain concessions in the decision. Citizen: The average citizen is concerned about the quality of life in their community. Is there a healthy economy, as well as recreational opportunities? Closer to home, will their jobs be secure and their income not overly burdened by water rates? Lifestyle preservation is a priority; citizens do to want to give up things that they feel are necessary for a comfortable life. This can involve issues such as being able to have a green lawn or take long showers. The citizen must decide how to allocate the water in such a way as to protect their many different interests. Hydrologist: The hydrologist deals with the properties, distribution, and circulation of water on the surface of the land, in the soil and underlying rocks (groundwater), and in the atmosphere. This person is concerned about the groundwater basin and how to manage the water supply in dry years. She/he considers factors like drought, long term reliability of water supply, and groundwater basin overdraft. This person is a technical expert; it is not necessarily their role to make decisions on the basis of values, but rather on the basis of scientific knowledge. Santa Barbara County Jr High Water Activities Manual 72

75 Decisions in Water Planning: Hand-outs Developer: This person's livelihood depends on the ongoing construction of new houses, apartments, and businesses. All of these things require water. She/he must work closely with the Land Use Planner and is therefore interested in that person's concerns as well. Farmer: The Farmer wants to ensure that there is an adequate supply if inexpensive water for irrigating his/her crops. The farmer is also concerned about new development encroaching on agricultural land. Landscape Contractor/Gardener: This individual makes a living by designing, installing, or maintaining landscapes. Many people like landscapes that require a lot of water to thrive. When there is a shortage and restriction are placed on the use of water, people will often postpone installing landscape or will stop watering, decreasing work for people in this field. Rising water rates have the same affect. The landscape professional is therefore concerned about reducing the affects a water shortage has on the community through rationing, restrictions and water rates. Water Allocation Categories New Development: Apartments, houses, and businesses. Many people believe that to have a strong and healthy economy, there must be constant growth. That means more people must continue to move into an area, find jobs, and spend money. There must be places for those people to live and work, so new development is essential to this formula. New development increases water demand, as well as demand for other services. Wetlands Preservation: Wetlands such as rivers, streams, lakes, marshes, and estuaries support an amazing abundance of life. When fresh water is diverted for the use of only one organism - humans - others suffer. As the water recedes and dries up, plants and animals that live in the water die, while others nearby that depended on that water source are threatened. Some people feel that humans have priority in water use, but others in increasing numbers feel that the natural world deserves equal consideration when it comes to dividing up available water. Groundwater Recharge: Groundwater is water that collects underground in layers of rock, sand or gravel. This water is replenished by rainfall or percolation from natural bodies of water such as lakes and streams, or irrigation. This replenishment is called groundwater recharge. In a so-called "normal" year, water removed from the groundwater basin by pumping from wells would be recharged by these means. But with increased pumping due to a combination of increased population and dry years, the groundwater level drops. This increases the amount of water in storage, requiring deeper wells and more pumping. In some cases it can also cause saltwater intrusion into aquifers, ground subsidence, and the drying up of wetlands. Santa Barbara County Jr High Water Activities Manual 73

76 Decisions in Water Planning: Hand-outs Increasing Allocations to Existing Customers: When there is a water shortage, water rationing can be instituted, or prices can be raised to help keep usage down to a certain level. This is not popular with the public, and can hurt businesses. Often, such conditions are accompanied by restrictions on new development. When a new water source comes on line, such restrictions can be eased, water rationing may end, or if the source is not too expensive, water rates may be reduced. Creating New Golf Courses & Parks: These types of developments involve large expanses of grass, which require a lot of water. Both of these developments draw people to a community and generally make it more attractive by creating open space. Golf courses also enhance tourism and both developments provide local employment and recreation opportunities. Additional Water for Businesses with High Water Use: Car washes, restaurants, and industries such as food processing. When water supplies dwindle and rationing and/ or rate increases are implemented, these types of businesses suffer. Prices go up and workers are sometimes laid off. Both of these responses are unpopular with the public and hurt the local economy. Using the new water source to give these businesses an additional allocation or reduced water rates can alleviate these problems. Drought Buffer: Water reserved for use in dry years is known as a "drought buffer". During times of water abundance, reservoirs can fill and water can be injected or allowed to percolate naturally into groundwater basins. A certain portion of this water can be reserved for use in dry years, rather than service new development or increased use by existing customers. Having this buffer can eliminate or postpone the affects of water shortages such as rationing, higher rates, damage to the business community, change in community lifestyle, and impact on the local economy. Santa Barbara County Jr High Water Activities Manual 74

77 Water Allocation Markers Santa Barbara County Jr High Water Activities Manual 75

78 Questions: 1. What is the name of the farm you visited? 2. What crops are grown on the farm? Trip 1: Agricultural Water Use An ideal way to teach students about agriculture and running a modern farm is to take them to one. Contact the following agency to arrange a field trip to a farm. They will arrange a tour leader to explain farming methods and crops to your students. Cooperative Extension University of California Santa Barbara County 2156 Sierra Way, Suite C San Luis Obispo, CA Phone: (805) How many days is the growing season? 4. Does the farmer use chemicals on the crops? If so, why? Could any of the chemicals cause problems for a nearby water source or grazing animals? 5. Where does the water come from to irrigate the crops? 6. How much water is used each year for irrigation? 7. How much does an acre-foot of water cost the farmer? 8. What types of soils are on the farm? 9. Does this farm have any soil problems? If so, what are they? Are the problems connected to water in any way? What does the farmer do about the soil problems? 10. What type of irrigation system is used - furrow, sprinkler or drip? 11. Does this farmer use tail-water recovery for water efficiency? Santa Barbara County Jr High Water Activities Manual 76

79 Trip 2: Riparian Habitat Visiting a nearby river, stream, lake or pond in two different seasons can provide an ideal study of contrasts in seasons. It is best to visit a riparian habitat once before the rainy season and once after a rain. You will want to ensure that the water source is at a different level for the second trip in order to enable students to make a comparison. Students should take observational field notes on any changes observed in the area between the two visits; sample questions are provided. Questions: 1. What type of water source are you visiting? 2. List any animals observed on each visit. 3. Do you find the same animals on the second visit? Do you find any different animals on the second visit? 4. List names of plants observed on the first visit. 5. Do you find the same plants on the second visit? 6. What would cause differences in animals and plants observed between the first and second visit? 7. What other differences do you notice? 8. How have people affected the area you visited? 9. Have people affected it between your first and second visit? (yes or no) If so, how? Santa Barbara County Jr High Water Activities Manual 77

80 Trip 3: Waste Disposal Site The manner in which wastes are disposed of can have a large impact on water resources. If waste is improperly or carelessly disposed of, pollutants can actually work their way into water sources. Use the following questions to guide a field trip to a waste disposal site. Questions: 1. Where is this disposal site? (in the middle of the city, on the outskirts of the city, in a rural area?) 2. What types of wastes are disposed of here? 3. Why do you think the disposal site was placed here? What surrounds the disposal site? (buildings, streams, neighborhoods?) 4. Does the disposal site cause any problems for these surroundings? 5. Does the disposal site help any of the surroundings? 6. If any problems are resulting from this disposal site, what is being done about these problems? 7. If this site was on an aquifer recharge area, would there be any problems with the groundwater? 8. What types of problems might result from this disposal site in 10 years? 50 years? 100 years? 9. Could any of the materials disposed of at this site be recycled, reused, or disposed of in a better way? If so, in what ways? Santa Barbara County Jr High Water Activities Manual 78

81 Trip 4: Wastewater Treatment Plant Goleta Sanitary District s Wastewater treatment plant The best way to learn about wastewater treatment is to visit a wastewater treatment plant. Most treatment plants give guided tours on request. Contact the following treatment plants to arrange a class tour: Goleta Sanitary District This wastewater treatment plant currently treats water to the primary and secondary stages. A joint project by the Goleta Water District and the Sanitary District added a tertiary treatment system in 1991 and brought recycled water online. City of Santa Barbara The El Estero Water Treatment Plant treats water to the tertiary stage. This reclaimed water is used to irrigate landscaping at the zoo, city college, and city parks. City of Lompoc The City of Lompoc Wastewater Treatment Plant treats water to the primary and secondary stages. This water is used for construction work and to irrigate city trees. City of Santa Maria The City of Santa Maria treats wastewater to the primary and secondary stages. This water is then used for groundwater recharge. Questions: 1. What is the name of the treatment plant you visited? 2. What type of treatment does water undergo here? (primary, secondary, tertiary?) 3. List and describe all stages of treatment - what is the name of the stage and what does it do? 4. Has the water in the plant been used before coming to the plant? If so, how was it used? 5. Is the water in the plant used in any way after its treatment? If so, how? If not, why not? 6. How could the water in the plant be used if it was given tertiary treatment? How could this benefit the community? Santa Barbara County Jr High Water Activities Manual 79

82 Trip 5: A Water Wise Garden Tour Plants that save water can also create an attractive, low-maintenance, sustainable landscape. Visiting a water wise demonstration garden can help students learn about adaptations that help plants conserve water. They will learn about plants from different regions of the world, as well as California natives. This field trip also encourages a discussion of climate types as well as the special requirements for living in Santa Barbara counties semi-arid Mediterranean climate. Below are several local demonstration gardens: French Lavender Goleta Water District- open to the public Montecito Water District- open to the public Santa Barbara Botanic Garden- call Santa Barbara Firescape Garden- open to the public Alice Keck Park Memorial Garden, southern portion-open to the public Questions: 1. Which garden did you visit? 2. Did this garden have California native plants? If so, name two native plants. 3. In which other countries or regions of the world did plants in the garden originate? 4. What similarities are there between the climate in these other regions and the climate in California? 5. Name one adaptation that allows a plant to conserve water, and explain how it works. 6. What advantages would there be to having a water wise garden at your home? Santa Barbara County Jr High Water Activities Manual 80

83 Map # 1: Fresh Water Storage in Santa Barbara County Twitchell Reservoir 136,000 Acre Feet (AF) Cachuma Reservoir Gibraltar Reservoir Jameson Reservoir 190,000 AF 7,200 AF 5,750 AF Santa Barbara County Jr High Water Activities Manual 81

84 Map #2: Groundwater Basins in Santa Barbara County Map #3: South Coast Groundwater Basins Santa Barbara County Jr High Water Activities Manual 82

85 If the long term average is 18 inches (dashed red line), how many years were wet years? How many were dry years? Can you identify any drought periods with this data? Figure 1: Santa Barbara County Annual Rainfall Santa Barbara County Jr High Water Activities Manual 83

86 Lines on a rainfall contour map record areas of the same rainfall. Can you identify the area with the highest average rainfall in the county? Why would this area get the most rainfall? How much rainfall does Santa Maria get? Santa Barbara? What part of the county gets the least amount of rain? Figure 2: Santa Barbara County Rainfall Contours Santa Barbara County Jr High Water Activities Manual 84

87 City of Buellton Carpinteria Valley WD Casmalia CSD Cuyama CSD Golden State Water Co. Goleta Water District City of Guadalupe La Cumbre MWC City of Lompoc Los Alamos CSD Mission Hills CSD Montecito Water District City of Santa Barbara City of Santa Maria Santa Ynez River WCD ID #1 City of Solvang Vandenberg Village CSD Gallons per Capita per Day City of Buellton Carpinteria Valley WD Casmalia CSD Cuyama CSD Golden State Water Co. Goleta Water District City of Guadalupe La Cumbre MWC City of Lompoc Los Alamos CSD Mission Hills CSD Montecito Water District City of Santa Barbara City of Santa Maria Santa Ynez RWCD, ID #1 City of Solvang Vandenberg Village CSD Percent of Total Water Production 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Figure 3a: Water Sources for Communities in Santa Barbara County in 2012 Groundwater Local surface water Lake Cachuma State Water Project Recycled 400 Figure 3b: Daily per Capita (per Person) Water Use for Communities in Santa Barbara County in Santa Barbara County Jr High Water Activities Manual 85

88 Figure 4: Santa Barbara County Urban Water Use The majority of water use in the county is for agriculture and of the ~ 20% for urban use, the majority goes to landscapes. Total Water Use Urban Water Use If a new toilet uses half the water existing toilets use, how much water would this save? You plan on reducing water waste by switching to more water-wise plants and improving your irrigation efficiency so your yard requires half the water of your existing landscape. How much water would this save? Santa Barbara County Jr High Water Activities Manual 86

89 Figure 5: Hydrologic Cycle and Water Distribution Santa Barbara County Jr High Water Activities Manual 87

90 Figure 6: Measuring Water To measure how much water we use, the following terms are important: Cubic Foot or CF (1 ft long x 1 ft wide x 1 ft tall) Hundred Cubic Feet or HCF (100 x 1 ft long x 1 ft wide x 1 ft tall) Acre Foot or AF (One acre foot is how much water it takes to fill one acre one foot deep. An acre is defined as 660 feet by 66 feet.) Gallons Cubic Feet Hundred CF Acre Feet One Gallon = One Cubic Foot = One Hundred Cubic Feet = One Acre Foot = 325,853 43, Why do we measure water? Water is a very limited commodity, so water managers need to know how much water is being used, and how much is left in storage to ensure a reliable water supply is available to all users in the future. Since water treatment and delivery is not free, we need to measure how much individuals use so we can accurately charge them for usage at homes and businesses. Water usage on water bills is shown in HCF, therefore if your home water bill says 20 HCF, to convert to gallons simply multiply: 20 HCF x 748 gallons = 14,960 gallons used How do we measure surface water? Water flowing down a river or tunnel can be measured based on the water level and velocity. If we know the cross section area (width and height), and can calculate or estimate velocity, we can calculate volume over time. To learn more, go to streamflow2.html. Santa Barbara County Jr High Water Activities Manual 88

91 Figure 6: Measuring Water (cont.) How do we measure water used by homes and businesses? Water flowing through a pipe can be measured by water physically displacing a piston or a disc in a water meter. These devices are on underground pipes just prior to water being delivered to each home and business. How to read your home s water meter Your meter is located in a small vault in the ground near the street. Open the lid to read your meter inside. The numbers on your meter are shown in cubic feet. See previous page to convert to gallons. The numbers show the cubic feet used. Numbers tick up similar to an odometer in a car. The black triangle spins around when water is flowing through the meter Flow Indicator Water Used (in CF) How to check for leaks Make sure no water is being used inside or outside your house. Check to see if the black triangle is moving; if it is moving, you have a leak. For slow or intermittent leaks, you will need to write down the current number used (in cubic feet) and come back after an hour or more (with no water being used) to see if the meter number has gone up. Did you know how many gallons it takes to fill a. Bathtub 42 gallons 6 person hot tub 450 gallons Olympic swimming pool 660,430 gallons or just over 2 AF Lake Cachuma (when full) 61,912,070,000 gallons! Santa Barbara County Jr High Water Activities Manual 89