LOSING THE LAKE FACILITATOR S GUIDE. A Simulation Game on Lake Mead, Water Resources, and Climate Change. Version: Nov. 15, 2012

Transcription

1 LOSING THE LAKE A Simulation Game on Lake Mead, Water Resources, and Climate Change Version: Nov. 15, 2012 FACILITATOR S GUIDE

2 Table of Contents PROJECT INFORMATION... 4 Funding... 4 Project Members... 4 AN OVERVIEW... 5 Background... 5 Description of the Game (and Weblink)... 5 Learning Outcomes....5 Target Audience... 6 Brief Overview of Activities... 6 Time and Materials Needed... 7 Navigating the Game... 7 ACTIVITY ONE: Q & A... 8 Description... 8 Educational Objectives... 8 Learning Outcomes... 8 Background Knowledge... 9 Navigating the Activity... 9 Activity 1 Questions Key Terms Further Resources ACTIVITY TWO: Conserving at Home Description Educational Objectives Learning Outcomes Navigating the Activity Water Conservation Options for Activity Key Terms Further Resources Supplemental Activity and Discussion Questions ACTIVITY THREE: Conserving in the Valley Description

3 Educational Objectives Learning Outcomes Navigating the Activity Water Conservation Options for Activity Key Terms Further Resources Supplemental Discussion Questions & Activities ACTIVITY FOUR: Climate Change Description Educational Objectives Learning Outcomes Navigating the Activity Key Terms Further Resources Supplemental Activities ACTIVITY FIVE: Saving Lake Heed Description Educational Objectives Learning Outcomes Navigating the Activity Water Conservation Options for Activity Key Terms Supplemental Activities and Discussion Questions APPENDIX I (Misconceptions) APPENDIX II (Technical Calculations) The Facilitator s Guide was developed by: Dr. E. Michael Nussbaum, Dr. Gale M. Sinatra, Jacqueline Cordova, Marissa C. Owens, and Abeera P. Rehmat. 3

4 LOSING THE LAKE: PROJECT INFORMATION Funding The development of the Losing the Lake computer simulation game and related materials was funded by an Interdisciplinary Science Grant from the Project, Infrastructure for Climate Change Science, Education, and Outreach, which was supported by the National Science Foundation under Cooperative Agreement No. EPS and in part by NSF grant CMMI Project Members E. Michael Nussbaum, PhD Principal Investigator Educational Psychology Learning & Technology University of Nevada, Las Vegas (UNLV) Co-Principal Investigators Gale M. Sinatra, PhD Educational Psychology, UNLV Sajjad Ahmad, PhD Civil & Environmental Engineering, UNLV Frederick C. Harris, PhD Sergiu M. Dascalu, PhD Computer Science & Engineering University of Nevada, Reno (UNR) Kent J. Crippen, PhD Teaching & Learning, UNLV Advisory Board Members Zhongbo Yu, PhD Matthew S. Lachniet, PhD Geosciences, UNLV William J. Smith, Jr., PhD Environmental Studies, UNLV Doug Lombardi, MS Educational Psychology, UNLV Graduate Assistants Marissa C. Owens Jacqueline Cordova Educational Psychology, UNLV Abeera P. Rehmat Teaching & Learning, UNLV Joseph Vesco, Joshua Hegie, A. Paine, M. Whipple, Computer Science, UNR Srijana Dawadi, Civil & Environmental Engineering, UNLV 4

5 LOSING THE LAKE: AN OVERVIEW Background Lake Mead is the largest man-made reservoir in the United States (created by the Hoover Dam), and a major supply of water to seven southwestern states (Colorado, Arizona, Nevada, California, Utah, Wyoming, and New Mexico). The water levels in the Lake have been steadily declining over the last decade due to an extended drought, which is being made worse by climate change. Description of the Game Losing the Lake is a computer simulation game designed to teach users about water conservation, climate change, and the dynamics of water flow (as applied to Lake Mead). Users will develop an appreciation of these concepts through five interactive, educational activities. Given the complexity of the content, the game begins with something tangible and within students range of experience (water conservation in residences), and then proceeds to increasingly more complex realms (the community, the region, the Earth). Losing the Lake concludes with the user first learning about scientific modeling and then seeing how scientific modeling is used to estimate the impact of large-scale decisions on lake levels through scientific modeling. The game may be accessed at: Learning Outcomes The goal of the Losing the Lake game is for users to achieve the following learning outcomes: 1. Users will understand that declining water levels in Lake Mead are primarily caused by drought and declining snowpack in the Rocky Mountains and by the amount of water used exceeding inflow; 2. Users will understand what the greenhouse effect and climate change are, how regional climate change differs from local weather variations, how climate change will likely make the drought worse (thereby affecting the 5

6 water cycle), and how Nevada s small water allocation (relative to other states) is endangered by declining lake levels; 3. Users will gain knowledge of various water conservation options (at the household, community, and regional levels) and their relative importance; 4. Users will understand that as part of scientific inquiry, scientists build models to better understand the importance of different variables in the system, to make and test predictions, and to guide decisions. These objectives align with the following middle-school science standards for the State of Nevada: E.8. A.2 Students know how the processes involved in the water cycle affect climatic patterns; E.8.A.3 Students know the properties that make water an essential component of the earth system; E.8.A.5 Students know the difference between local weather and regional climate. Target Audience The primary audience for the game is middle-school students in Las Vegas and Southern Nevada: Most of these students live within a half-hour drive to the Lake and the dropping lake levels may therefore serve as a meaningful symbol of drought and climate change to them. The game can also serve as a case study for other students throughout the country of the effects of drought and climate change, and as a tool for educating them about water conservation. Brief Overview of Activities Activity 1: a multiple-choice assessment designed to build necessary background knowledge. Activity 2: challenges users to conserve water in the home. Activity 3: challenges users to conserve water in the community. Activity 4: explains and illustrates the concept of climate change. 6

7 Activity 5: models the impact of large-scale water conservation on water levels in a fictitious lake. Time and Materials Needed You will need a computer with Internet access and a link to the game (or with the game already downloaded) and this facilitator s guide to use the Losing the Lake simulation game in a classroom setting. This computer simulation is most effective when accompanied with this facilitator s guide and other relevant classroom material. However, it can also be used on its own in an open-platform setting. If completed at one time, the five activities together are expected to take approximately minutes. If completed separately as mini-lessons, each activity is expected to take at least 30 minutes. Navigating the Game Navigation buttons: Participants can click on this play button when it appears in the lower middle section of the screen to advance forward in the game. Participants can activate or mute the auditory accompaniment to the game by clicking on this icon on the lower left corner of the screen. Participants can jump to different activities in the game by clicking on this box located toward the lower left corner and choosing the activity of choice from the drop down menu. This button on the lower right corner provides more information on the development of the game. 7

8 LOSING THE LAKE: ACTIVITY ONE: Q & A Description Activity 1 is designed to build the user s background knowledge through a series of multiple choice questions pertaining to water resources and climate change. Users have the option to choose from three levels of difficulty ranging from generally easy to hard. (First-time users should start with the easy questions.) Users are provided with informational feedback if an incorrect answer is chosen more than once on a question. They are then given the option to click on a link to learn more or to move onto the next question. Users earn points for choosing correct answers. At the end of the activity, users are given the chance to try again, learn more, or move on to Activity 2. Educational Objectives To build necessary background knowledge. Learning Outcomes Participants will be able to discuss the Lake Mead water system including where the water in Lake Mead comes from and how it is returned after it is used, which states use the water, what that water is used for, why the lake levels are declining, and how climate change is contributing. Participants will be able to recognize greenhouse gases, explain that the burning of fossil fuels by humans leads to an increase in greenhouse gases, and identify that an increase in greenhouse gases contribute to global warming. Participants will be able to explain the difference between weather and climate. 8

9 Background Knowledge At the start of the game, participants will be given a brief amount of background knowledge into the problem of lowering Lake Mead levels as follows: Las Vegas and Southern Nevada receives most of its water from Lake Mead. Because of a drought over the last decade, there is less water flowing into the lake from the Colorado River. The level of the lake has dropped over 120 feet over the last 10 years, endangering Southern Nevada s water supply. (Participants must then click the play button in the lower middle section of the screen to get started.) PLEASE NOTE: Lake Mead water levels vary on a daily basis. You can check on the changing water levels and provide your students with accurate measurements, by going to the following website: Click on the Present Day link under the Hourly Elevations and Releases heading. Navigating the Activity To earn points in this activity, participants must correctly answer multiplechoice questions. To get started, participants should first choose the level of question difficulty by using their mouse to select easy, medium, or hard. They should then click the play button at the bottom middle of the screen. For each question, participants should use their mouse to click one answer and then click Accept. Should participants choose the correct answer, they will advance to the next question. Should participants choose an incorrect answer, they will be given one more chance to answer the question. Should the participant answer the question incorrectly a second time, they will be given additional feedback about the correct answer and can then click next question which will advance them to the next question. Sometimes they will also be given the option to click web link which will re-direct them to a web link in a new window with more relevant information. At the end of the activity, participants will receive a summary of the number of questions correct with the total number of points earned. They will also be given the option to either Try again, get more related information on the drought and lowering lake Mead levels from NASA by clicking Check it out, or move to the next activity by clicking either Move on or the play button. 9

10 Activity 1 Questions Easy Questions: The most important factor in determining the amount of water flowing in the Colorado River is the amount of (_snowfall in the Rocky Mountains.) Feedback: Snowfall in the Rocky Mountains drains into the Colorado River, which then provides Lake Mead with 96% of its water. Lake Mead s water levels have been dropping over the last 10 years due primarily to (_drought_.) Feedback: The western half of the United States has received less rain and snow than normal over the past 10 years. In three years alone ( ), this drought caused Lake Mead s water levels to drop 60 feet. Southern Nevadans obtain almost all of their water from Lake Mead. What happens to most of the water that is used by Southern Nevadans after it is treated? (_It is returned to Lake Mead_.) Feedback: Much of the water is cleaned and returned to Lake Mead through the Las Vegas wash. In what is known as the return credit system, Nevada s water allocation is increased for every drop of water that is returned to the lake; it s like getting to use that water twice! Climate change will make the drought worse and last longer. How is climate different from weather? (_Weather is short-term, while climate is long term_.) Feedback: The main difference between climate and weather is time. Weather is shorter average change in temperature, precipitation, and wind. Climate is considered long term, 30-year or more, averages of day-to-day weather. Greenhouse gas emissions contribute to global warming. In the United States, where do most of the greenhouse gas emissions come from? (_Burning of fossil fuels_.) Feedback: The burning of fossil fuels such as coal, oil, and natural gas, release large amounts of greenhouse gases into the Earth s atmosphere. Which of the following is a greenhouse gas? (_Methane_) Feedback: Greenhouse gases include: carbon dioxide, methane, nitrous oxide, fluorinated gases, and water vapor. 10

11 Medium Questions: Water flow in the Colorado River is measured in acre-feet which is the amount of water one foot deep that covers one acre. About how many acres is a football field? (_Two_) Feedback: A football field is exactly 1.76 acres! During the last few years, the amount of water flowing into Lake Mead has been (_less than_) the amount flowing out. Feedback: Because less water is flowing into Lake Mead than the amount flowing out through Hoover Dam (and the small amount allocated to Las Vegas), the lake level is going down. What are the states that use water from the Colorado River? (Nevada, Arizona, Utah, Colorado, California, Wyoming, and New Mexico_) Feedback: the Seven states: California, Arizona, Utah, Colorado, Wyoming, New Mexico, and Nevada. What determines how much water Nevada uses from the Colorado River per year? (_Prior state agreements_) Feedback: Prior state agreements, particularly the Colorado River Compact (a 1922 agreement among seven western states on how water in the river should be shared). Which state gets the most water from the Colorado River? (_California_) Feedback: California (most is used for agriculture) Which of the following is a greenhouse gas? (_Carbon Dioxide_) Feedback: Greenhouse gases include: carbon dioxide, methane, nitrous oxide, fluorinated gases, and water vapor. Hard Questions: A typical person in the Southwest part of the U.S. uses about how many gallons of water per year? (_80,000_) Feedback: A typical person uses about 80,000 gallons per year (which is equivalent to a quarter acre-foot). How is water that we use indoors returned to Lake Mead? (_Through the Las Vegas Wash_) Feedback: Water used indoors is cleaned and returned to Lake Mead through the Las Vegas Wash. 11

12 Which state gets the least water from the Colorado River? (_Nevada_) Feedback: Nevada s annual allocation (300,000 acre-feet) is smaller than any other state. Which states do not use all the water from the Colorado River that they are entitled to? (_Upper Colorado River states, such as Wyoming and Utah_) Feedback: The upper Colorado River states, such as Wyoming and Utah, have not grown as much as the lower Colorado ( sunbelt ) River states, such as California and Nevada. The upper states often do not use their full water allocations and give the allocations to the lower ones. Water from Lake Mead is used for what purpose more than any other? (growing crops) Feedback: The largest use of the water from Lake Mead is for California agriculture. By how much is climate change likely to reduce river flow in the Colorado River? (_10%-30%_) Feedback: Climate change will likely reduce the amount of water flowing in the Colorado River by about 10-30%. Key Terms Acre-feet: the amount of water one foot deep that covers one acre. Climate: long-term (30 year or more) averages of day to day weather. Climate Change: long-term changes in climate beyond natural variability; includes increases or decreases in average temperature and rainfall over a 30 year period or longer. Colorado River: a river that originates in Colorado in the Rocky Mountains and flows through the southwestern U.S. into the Gulf of California in northwest Mexico; it is the main water source for the southwestern states. Drought: long period of unusually low precipitation. Fossil Fuels: a hydrocarbon deposit resulting from an earlier geologic time that is used for fuel. Examples include petroleum, coal, and natural gas. Greenhouse Gas: any atmospheric gas that absorbs and re-emits infrared radiation resulting in an increased temperature of a planet; water vapor, carbon dioxide, and methane are examples of greenhouse gases. 12

13 Glacier: a huge ice mass formed from compacted snow that slowly flows over a land mass. Global Warming: an increase in the average temperature of the Earth s lower atmosphere and water due to the enhanced greenhouse effect; corresponds with climate change. Hoover Dam: a dam on the Colorado River on the Nevada/Arizona border; forms Lake Mead. Lake Mead: a man-made reservoir of water in southeastern Nevada and northwestern Arizona formed by Hoover Dam on the Colorado River. Lake Powell: a man-made reservoir of water in southern Utah and northern Arizona formed by the Glen Canyon Dam on the Colorado River. Las Vegas Wash: channel that carries most of Las Vegas Valley s leftover water from runoff, storm water, shallow ground water, and reclaimed water to Lake Mead. Lower Colorado River states: California, Arizona, Nevada. Reservoir: a pond or lake used to store and regulate water. Rocky Mountains: a major mountain range in the western U.S. that spans from northwestern Alaska to Mexico; its highest point is in Colorado. Snowpack: an area of accumulated, packed snow that often melts during warmer Spring months; provides water for power, irrigation, etc. Upper Colorado River states: Wyoming, Colorado, Utah, New Mexico. Water Allocation: the amount of water designated for specific uses. Water Conservation: reducing the use, loss, and waste of water while preserving water quality. Watershed: an area of land that drains water to a common river, stream, etc. Weather: average temperature, precipitation, and wind over at a specific time and place. 13

14 Further Resources For more information on the drought and lowering Lake Mead levels, go to: For more information on the difference between weather and climate, go to: For more information on greenhouse gas emission, go to: For more information on the water allocation from the Colorado River, go to: For more information on water management in the Upper Colorado Region, go to: For more information on water management in the Lower Colorado Region, go to: 14

15 LOSING THE LAKE: ACTIVITY TWO: Conserving at Home Description Activity 2 is designed to educate users on what citizens can do in their homes to conserve water. The user examines a model of a house and picks options to ensure that the household makes changes to increase their sustainable water usage; examples of options are: fix leaky toilets; remove lawns; cover swimming pool; replace showerheads. Some options are more conserving than others, and the user is given feedback regarding the amount of water the selected options saved, and a chance to try again. Users earn points for picking the best options for water conservation. Educational Objectives To educate users on water conservation in the home. Learning Outcomes Participants will be able to generate a list of activities that conserve water in the home. Participants will be able to identify the most effective forms of in-home water conservation. Participants will be able to explain how Nevada s small water allocation (relative to other states) is endangered by declining lake levels. Navigating the Activity At the beginning of this activity participants are given more information on the potential effects of lowering Lake Mead levels as follows: Nevada has a small water allocation. If Lake Mead water levels fall below 1,075 feet an emergency will be declared and the allocation will be cut further. The price of water may rise drastically. Press play to see Lake Mead water levels fall below 1,075 feet above sea level. Participants then push the play button to see lake levels fall. 15

16 Participants are then instructed to imagine they are a home owner and are given the option to select the three most important changes they can make to conserve water in the home. Participants are then given feedback on the options they selected and the total amount of water per year their options saved. They are given the option to either try again or move on to the next activity by clicking Next Activity or the play button. PLEASE NOTE: The influence of local conservation on Lake Mead water levels is limited because Nevada s allocation from the lake is small relative to other states and at a constant 300,000 acre-feet. The main benefit of local water conservation is to offset the impact of any future cut in the state s water allocation (see Appendix I). Water Conservation Options for Activity 2 Great Options: Cover swimming pool This is a great option! You can lose a lot of water by not covering your pool, due to evaporation. Covering an average size pool (17 X 25 feet) could save up to 20,187 gallons of water per year. See Don t water if windy or rainy This is a great option! You can save as much as 500 gallons of water a day by turning your sprinklers off on windy or rainy days. Winds often blow sprinkler water onto the sidewalk or other areas you don t intend to water. Grass doesn t need to be watered on rainy days. Remove lawns This is a great option! Every square foot of grass that you remove saves up to 55 gallons of water per year. If you remove 300 square feet of lawn, you can save up to 16,500 gallons of water per year! See Good Options: Fix leaky toilets & faucets This is a good option! By fixing your leaky toilet, a household can save an average of 15 gallons of water per day. See 16

17 Install low-flow faucets This is a good option! Faucets make up 16% of the water used in your home. By installing low-flow faucets, you can save 14,000 gallons of water per year. See Replace showerheads This is a good option. Showers make up 17% of the water used in your home. By replacing your old showerheads, you will be saving up to 11,000 gallons of water per year. See Replace washing machine This is a good option. Each load of laundry can use 27 to 54 gallons of water. By replacing an old washing machine or using a lower water setting, you can reduce your water usage. See OK Options: Do not wash car at home This is an OK option. Washing your car at home uses up to three times more water than going to a car wash. At a car wash, the used water is recycled. By going to a car wash, you can save up to 100 gallons of water every few weeks. See Replace dishwasher This is an OK option. An energy-efficient dishwasher not only saves you more energy and water then your old dishwasher, but it also saves more water than hand-washing your dishes. By replacing your old dishwasher and not hand-washing your dishes, you could save up to 10 gallons of water per load. But most people don t run their dishwashers every day. See Not Good Options: Bathe instead of shower This is not a good option. Baths use more water than showers. It takes more water to fill your bathtub than to take a 5 minute shower. See 17

18 Bathe or shower less often This is not a good option. You don t need to cut back on times you bathe or shower. Good hygiene is important. You can save water by showering instead of bathing. Limit your shower to 5 minutes and replace your old showerhead. See Plant trees Not a good option to save water! Planting trees provides shade and reduces carbon dioxide. But the Las Vegas Valley is a desert. Planting trees that are not native to the area could use a lot of water. Note: Appendix II presents the technical calculations for the predicted amount of water saved by each option. Key Terms Intake 1, 2, & 3-refer to the water intake pipes in Lake Mead; most of the water for the Las Vegas Valley is drawn from Lake Mead through the first two intake pipes, but the first two intake pipes will be forced to shut down if the lake levels drop too low; with increasing low lake levels due to drought, a third deeper intake valve is currently under construction to help address the problem of lowering Lake Mead levels and resulting water access issue. Low-flow (also known as high-efficiency) water aerators: device designed to reduce the amount of water used in faucets and showerheads by mixing air with the water. Water Allocation: the amount of water designated for specific uses Water Conservation: reducing the use, loss, and waste of water while preserving water quality Further Resources To learn more about water conservation in the home, go to: 18

19 Supplemental Activity and Discussion Question CO2: How Much Do You Spew? This is a math-focused activity in which students will analyze the energy consumption of a hypothetical household. Students will determine the amount of CO2 the household is adding to the atmosphere each year. Students will also discuss ways to decrease CO2 emissions in daily life. &edu=high Greenhouse Gas Tag An interactive activity in which students will be introduced greenhouse gases and the role they play in our Earth's atmosphere. Students will also explore the ways humans contribute to the addition of CO2 to the air and discuss actions they can take to positively impact the atmosphere. Tracking Your Family s Water Usage Objectives: Utilize Microsoft Office Excel to analyze and compare each student s water usage to those of others in class. Suggest ways to conserve water. Use technology resources to solve problems and make informed decisions. Use technology polls to process data and report results. Introduction: Some of us take water, a basic necessity for sustaining human life, for granted. We use it without thinking about it. What do you and your family do 19

20 that uses water? How much water does each of these activities typically require? For example, how much water does a five-minute shower use? How much water does it take to hand-wash dishes or do a load of laundry? Example: Reasoning About Laundry. By replacing an old washing machine or using a lower water setting, you can reduce your water usage by as much as half! Here are the calculations: 1. Normal household uses 54 gallons of water per day for laundry. 2. Water Smart household uses 28 gallons of water per day for laundry. This is a reduction of 26 gallons, or 26/54 = 48%. In this activity, you will follow a series of steps to determine how much water you family uses, records your findings in an Office Excel spreadsheet, analyze your results, and then answer the questions. Procedures: Click on the Link below: Open the Office Excel water usage worksheet. Save the worksheet on your computer. Follow the directions on bottom of the spreadsheet. Once you have finished, save the document and use the information to answer the following questions. Questions: 1) What activity uses the most water in your family? 2) What is the average number of gallons each member of your family used? 3) What are three things that you can do to reduce the amount of water used in your household? 4) What are the three reasons to conserve water? 5) How does your water usage compare to others in your class? 20

21 Desert Landscaping Plants and How They Conserve Water 1. Start with a class discussion. a. What kind of plants do you see in Las Vegas landscaping? It may be useful here to have students think about their own yards or name the things that are easier, like grass, roses, or palm trees. b. How much water do you think these plants use? A detailed discussion with numbers is, of course, not needed. A little, a lot, etc. is sufficient. 2. You can collect data for this step by either conducting an internet search on xeriscaping, desert landscaping etc. or by actually going outside on school grounds and using the schools landscaping plants as an example. The latter may be more interesting if you want the students to evaluate the landscaping as water-smart or not. a. Use you data collection to fill out the following table: Name or description of plant Does this plant have leaves? How many leaves? (a lot or a little) Are the leaves big or small? What are some of the leaf characteristics? (smooth, rough, waxy, dull, shiny, etc.) What are some other plant characteristics? Stems? Thorns? 3. Use the information you gathered to answer the following questions: a. What characteristics do desert plants have in common? b. How might these characteristics help the plant conserve water? 4. Use the information below to relate students observations to their water conservation functions. The selection below comes from Oracle ThinkQuest and the text in bold highlights observations students may have made: 21

22 Plants need to conserve moisture and energy in the dry desert. Many plants slow down growth for half of the year to conserve moisture. Many others also lose their leaves when temperatures become too intense. When the short rain season comes, plants burst into color, sprouting leaves and flowers. Many large cacti, like the barrel and organ-pipe cacti, store large amounts of water in their thick stems and pulpy interior. Water conservation is very important for all plants in the desert. Many plants achieve this by losing their leaves in one fashion or another. Acacia trees and the ocotillo, a shrub, both shed their leaves during long bouts of dryness. Shedding leaves not only prevents the loss of moisture from evaporation, but also slows the growth of the plant. Slowing growth helps plants use less water, food, and energy during hot seasons. Other plants don thin, knife-like leaves that prevent water loss by giving the sun a smaller area to evaporate water. Others, like the Joshua tree, have needle-like leaves with a waxy resin that prevents much water from evaporating. Another type of plant, called living stones, exposes only a few of its leaves to the sun. The rest of the plant remains underground, safe from the sun and heat. Other plants remain hydrated with their deep roots. The mesquite tree has roots that can extend 100 feet (30.5 meters) into the ground, tapping water from underground aquifers. Many plants in the desert are located many feet (meters) away from one another. One reason may be that moisture is limited so plants must space out. Another concept is that some plants are poisonous to others. Roots of the creosote bush have chemicals on them just for the purpose of keeping other plants out of their way. Taken from: ntadapt.html 5. A closing activity may be to ask students to evaluate landscaping at their home or school, with their new understanding, and determine whether the plants in either place help conserve water Discussion Question (Household Conservation Options) There are many different options for water conservation. Some of these options are listed within Activity 2. While completing this activity you were able to determine that some options conserve more water than others. 22

23 However, not all of these options work for everyone within their home. Start by keeping a log of all the things you and your family do at home to conserve water. How does your list compare to the list in Activity 2? Discuss which options work best for you and your family? How does your list compare to your classmates lists? 23

24 LOSING THE LAKE: ACTIVITY THREE: Conserving in the Valley Description Activity 3 is designed to educate users on what can be done in the community to conserve water. The user selects options for water conservation in the Las Vegas Valley as a whole, rather than individual households. Some options are: turn off casino fountains; reduce watering golf courses; and raise water prices. Some options are more conserving than others, and the user is given feedback regarding the amount of water the selected options saved, and a chance to try again. Users earn points for picking the best options for water conservation. Educational Objectives To educate users on water conservation in the Las Vegas Valley. Learning Outcomes Participants will be able to generate a list of activities that can be done at the community level to conserve water in their community. Participants will be able to identify the most effective forms of communitywide water conservation. Navigating the Activity Participants are instructed to imagine they work for a city in the Las Vegas Valley and are asked to select the three most important changes they can make to conserve water in the Las Vegas Valley. Participants are then given feedback on the options they selected and the total amount of water per year that their options would save. They are given the option to either try again or move on to the next activity by clicking Next Activity or the play button. 24

25 PLEASE NOTE: The influence of local conservation on Lake Mead water levels is limited because Nevada s allocation from the lake is small relative to other states and at a constant 300,000 acre-feet. The main benefit of local water conservation is to offset the impact of any future cut in the state s water allocation (see Appendix I). Water Conservation Options for Activity 3 Restrict resort water usage This is not a good option! Hotels and casinos only use about 7% of the total water in the Las Vegas Valley. A cutback of 10% would only save a fraction of this. Turn off resort fountains This is not a good option! It may seem that resort fountains are using a lot of water, but this is not true. The water that they use is recycled. Reduce golf course watering This is an OK option! If you reduce golf course watering by 20%, you could save as much as 1.5 billion gallons of water per year. The amount of grass in golf courses could be reduced. Newer homes use grey water This is a good option! Grey water systems recycle water from your sink, shower, and washing machine and use it to flush toilets and water grass. Requiring newer homes to have this would save 4 billion gallons of water per year! But it s expensive to change the pipes in these homes and less water is returned to Lake Mead for reuse. Water smart landscaping This is a great option! Every square foot of grass that you replace with water-efficient plants saves up to 55 gallons of water per year. You could save up to 8.3 billion gallons of water per year. Pool regulation This is a great option! By requiring people to cover their pools, you could save 2.5 billion gallons of water per year. Raise water prices This is a great option! By doubling the cost of water in the Las Vegas Valley, you could save over 29 billion gallons of water per year! Even 25

26 by doubling water prices, Las Vegas prices are below those of Boston, Atlanta, and San Diego! Control population growth. According to the Center for Business and Economic Research, the Las Vegas Valley is expected to grow by more than 50% over the next 20 years. These people will need water! This raises several difficult questions. Should we try to control this growth by, for example, restricting the number of people who can move here, or the number of houses that can be built? Will this limit people s freedom too much, or is controlling growth a necessary evil? Some believe we will also need to conserve more water and develop new sources of water. For example, should the Southern Nevada Water Authority pipe in water from other parts of this state? Think about the pros and cons. This option, though important, will not be include in the final score of this activity. Note: Appendix II presents the technical calculations of the predicted amount of water saved by each option. Key Terms Grey Water System: A grey water system recycles the water from your sink, shower, and washing machine for use in flushing your toilets and watering your grass. Water Conservation: reducing the use, loss, and waste of water while preserving water quality. Water Smart Landscaping: landscaping that uses water-conserving methods such as using native plants appropriate for the local climate and weather patterns that require less water, mulch, and efficient irrigation.also called water-conserving landscaping, drought-tolerant landscaping, and xeriscaping. 26

27 Further Resources For more information on current community-wide conservation measures in the Las Vegas Valley, go to: Supplemental Discussion Questions & Activities Discussion Question 1 (Population Growth) Limiting population growth as a way to ensure less water use is a controversial topic. On the one hand, limiting how many people can move to the Las Vegas Valley will not affect how much water we can take from Lake Mead, due to the allocations imposed by the Colorado Compact of Nevada s allocation is at 300,000 acre-feet. On the other hand, limiting the number of people has the potential to decrease the demand for water that is used out of the allocation. Would this be an effective way to conserve water? What are some ways to limit the population growth? What are some consequences of limiting population growth? What are some potential hurdles to overcome to make this an option? Discussion Question 2 (Raising Water Prices) Raising water prices as a way to ensure less water use is a controversial topic of debate. On the one hand, raising prices could cause an uproar from the residents of the Las Vegas Valley. On the other hand, raising prices has the potential to decrease water use a lot and do away with nonessential uses. The water prices in the Las Vegas Valley are significantly less than other major cities such as Boston, New York, and Los Angeles. Would this be an effective way to conserve water? What are some consequences of raising water prices? How would / should this affect tiered water bills? How will low-income families be affected? Discussion Question 3 (Reduce Golf Course Watering) Reducing golf course watering in the Las Vegas Valley is a controversial topic of debate. On the one hand, if the golf courses are not as lush and green as in other courses around the United States, Las Vegas tourism could be affected. On the other hand, lush green grass is not native to a desert environment, thus it requires more water to maintain. This consumes water that could be used for other purposes. Would reducing golf course watering in the Las 27

28 Vegas Valley be an effective way to conserve water? What would happen to the tourism in the area? What are some measures golf courses can take to conserve water and cut down on their water usage while remaining scenic? Discussion Question 4 (Grey Water) Converting water systems in your house to grey water is a controversial topic of debate. A grey water system recycles the water from your sink, shower, and washing machine for use in flushing your toilets and watering your grass. On the one hand, there are benefits to a grey water system. The water recycled through the system can be used for outside irrigation, which can support plant life in a desert environment. This water can also replenish ground water in an area. On the other hand, critics of grey water systems argue that these systems would not help the Las Vegas Valley because water used indoors is returned to Lake Mead through the Las Vegas Wash and then we can use it again. Nevada s water allocation is increased by the amount returned to Lake Mead; this is known as the return credit system. Others argue that pumping water to Lake Mead and back uses a lot of energy (from the burning of coal, for example); this is expensive and bad for the environment. On the other hand, installing a grey water system is also expensive. Not all the grey water may be used if lawns are also removed. Also grey water, if not properly treated and stored, can become toxic. Conduct a class debate or discussion on whether grey water systems should be allowed in the Las Vegas Valley. (Building codes currently prevent this.) Working in small groups, search the Internet for information on the pros and cons of using grey water. Each group should then prepare a presentation (with visuals) on what side of the debate they come down on, and why. The groups should then participate in a whole class debate on the issue. 28

29 LOSING THE LAKE: ACTIVITY FOUR: Climate Change Description Activity 4 is designed to develop the user s understanding of climate change and its potential impact on Southern Nevada s water supply. Users view images of receding glaciers, investigate how even small average temperature changes affect snow levels in the Rocky Mountains, and view a graph depicting the effect carbon dioxide levels have on average global temperature. After these four background knowledge building activities, users are ready for the next activity. Users earn points for guessing by what percent the enhanced greenhouse effect is expected to reduce the amount of water in the Colorado River over the next 50 years. Educational Objectives To educate users on the impact of climate change on Southern Nevada s water supply. Learning Outcomes Participants will be able to explain where Southern Nevada gets its water; Participants will be able to explain why the water levels in Lake Mead are decreasing; specifically the relationship to drought and the declining snowpack in the Rocky Mountains; Participants will be able to explain what climate change is and how it impacts water levels in Lake Mead; they will be able to explain the difference between weather and climate; Participants will be able to explain the greenhouse effect; Participants will be able to explain the cause of the enhanced greenhouse effect and its impact on average regional temperature and precipitation, and subsequently Lake Mead water levels. 29

30 Navigating the Activity At the start of this activity, participants are shown a map of the Colorado River basin and presented with the following information on where Southern Nevada gets its water: How much time do we have until Southern Nevada s water supply becomes dangerously low? We have to study where Southern Nevada gets its water; 90% comes from Lake Mead, which is fed by the Colorado River. Water in the Colorado River comes mostly from melting snow in the Rocky Mountains. When the snow melts in the Spring and Summer months, the runoff collects in streams that feed into Colorado River. After participants have had the opportunity to read/listen to the information presented, they can push the play button to advance to the next screen. Participants are then shown pictures illustrating how a glacier in the Rocky Mountains has been melting over time, accompanied by the following information on declining snow levels and the melting glacier: Snow levels have been getting steadily smaller over the last 100 years. These pictures show how a glacier in the Rocky Mountains has been getting smaller and smaller since After participants have had the opportunity to read/listen to the information presented, they can push the play button to advance to the next screen. The next screen illustrates the decreasing Lake Mead water levels over time while presenting the following information on the causes of the lowering lake levels: There has also been a drought over the last 10 years, meaning that there has been very little new rainfall and snowfall, which is causing snow levels in the mountains and water levels in Lake Mead to drop. The bottom three pictures show how lake levels have declined since After participants have had the opportunity to read/listen to the information presented, they can push the play button to advance to the next screen. Participants are then provided information on climate change and its relationship to declining snow and water levels as follows: 30

31 Some scientists believe that this decline in snow and water levels is due to climate change. Climate change refers to increases or decreases in average temperature and rainfall over a 30 year period or longer. That s a pretty long time! After participants have had the opportunity to read/listen to the information presented, they can push the play button to advance to the next screen. Participants then view an animation providing information on the Greenhouse Effect. Once complete, participants should push the play button to advance to the next screen. On the next screen, participants are provided information on the importance of the greenhouse effect as follows: We need the greenhouse effect, because without it our planet would be very cold like Mars. All the rivers, lakes and oceans would freeze. With the greenhouse effect we keep warm. But making electricity and driving cars or trucks also makes enough CO2 (Carbon Dioxide) to warm things up enough to disrupt our climate. After participants have had the opportunity to read/listen to the information presented, they can push the play button to advance to the next screen. On the next screen, information on the enhanced greenhouse effect and its impact on snowfall and amount of water in the Colorado River is presented as follows. The greenhouse effect is enhanced by human activities like driving cars. The enhanced greenhouse effect is expected to reduce snowfall and the amount of water in the Colorado River over the next 50 years. Can you guess by want percent? Participants should guess by what percent they believe the enhanced greenhouse effect will reduce the amount of water in the Colorado River over the next 50 years by using their mouse to adjust the slider bar in the middle of the screen. Participants should then click the play button accompanied by the words Click here to accept your answer. Participants will be given feedback on their choice, the number of points earned, and what the correct answer is (10-30%). Afterwards, participants can push the play button to advance to the next screen. On the next screen, an interactive graph depicting the link between increases in carbon dioxide (CO2) levels and the rising average global temperature is shown. Participants should use their mouse to adjust the slider bar to see the temperature in the thermometer increase as CO2 levels increase. The x axis 31

32 represents carbon dioxide concentration whereas the y axis represents temperature. The following instructions are given: See how the average global temperature tends to go up as CO2 levels increase. By adjusting the slider below, and moving it from left to right, do you see how the temperature in the thermometer goes up when the slider makes CO2 levels go up? Once participants have had the opportunity to interact with the graph, they should push the play button to advance to the next screen. The next screen shows an image of the Rocky Mountains and an image of the southwestern United States. Participants are instructed to: Guess how much warmer the climate in the Rocky Mountains and Southwest is expected to become in the next 30 years? Participants should choose the number of degrees they think the temperature in the Rocky Mountains and Southwest will increase by clicking the up or down arrow. Participants should then click the play button located in the middle of the screen accompanied by the words Click here to accept your answer. Participants will then be given feedback indicating the correct answer (4 to 5 degrees Fahrenheit), their response, and how many points they earned. Participants should push the play button at the bottom middle section of the screen to move on. On the next screen, an interactive graph of the impact of the average regional temperature on the amount of snow pack is shown. Participants should use their mouse to raise and lower the temperature to see the impact this will have on the amount of snow pack. The x axis represents the temperature whereas the y axis represents the amount of corresponding snow pack. The following instructions are given: See how raising the average regional temperature will affect the amount of snow, by adjusting the slider below. The difference in the snow pack depends on the climate temperature. Once participants have had the opportunity to interact with the graph, they should push the play button to advance to the next screen. On the final screen of activity four, participants are shown the following information: The increase in temperature that you just saw is an average for the whole year. It means there will probably be less snowfall in the 32