CNED
United States
Environmental Protection
Agency
Office of Water
4601
EPA 810-B-95-001
January 1 995
oEPA DRINKING WATER ACTIVITIES
FOR TEACHERS AND STUDENTS
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6. IN-CLASSROOM EXPERIMENTS
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CLASSROOM ACTIVITY:
How People ฃet Their Water
The following activity is offered to help students
understand how they can give drinking water a
hand
Objective:
To illustrate how a reservoir works.
Taxonomy Level:
Application
Target Audience:
Primary (K-6)
Teacher's Notes
Nearly 80 percent of the Earth's surface is water.
yet less than one percent can be used for drinking
water Water mo\ es in a continuous cycle between
the air, the ground, and plants and animals Most
water does not naturally exist in a pure form or in a
form that is safe for people to drink Consequently,
water must be cleaned prior to consumption Water
utilities provide such treatment before water is sent
through pipes to homes on the community
The demand for uater by people varies The a\ail-
ability of ^ater also vanes in different areas of the
country Consequently, utilities store extra \\ater in
spaces known as reservoirs Water is usually
contained in reservoirs by a darn Resenons help
ensure that communities do not run out of \\ater at
any given time regardless of the communities total
water use
Materials Needed
Plastic box Soil
Spray bottle Sand
Pebbles Leaves
plasf/c,
Activity Directions
1) Construct a model of a reservoir using a clean.
clear plastic box Line the bottom of the box with
small pebbles and then layer sand, soil, and leaves
on top (sloping the material downward toward the
edges of the box)
2) Carefully spray water on the four corners of the
model until the soil mixture is saturated and the
water has seeped through to the open area the
reservoir
Questions to Expand Students' Thinking
1) What are the sources of water for a reservoir'
(Precipitation in the form of rain and snosv )
2) Ho\\ does water get into a resenoir' (It seeps
over and through the soil above the reservoir )
3) What contains or holds water in a real
reservoir' (dams)
4) What kind of treatment does water receive in a
reservoir' (Natural filtration through leaves, grass.
and soil, also some settling occurs in the reservoir )
Source I'S 1-m ironmont.il Protection Agenc\ adopted trom
Watei \Vi/ards Massachusetts Water Kesouices AuthonH
Boston MA 1983
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How:, Water is-Clea'neci'
G'Ve. dnnjbng u'fer t,
The following activity will help students under-
stand how they can give drinking water a hand.
Objective:
To demonstrate the procedures that municipal
water plants use to purify water for drinking
Taxonomy:
Synthesis
Target Audience:
Middle and High School Students
Teacher's Notes
Water in lakes, rivers, and swamps often con-
tains impurities that make it look and smell bad
The water may also contain bacteria and other
microbiological organisms that can cause disease.
Consequently, water from surface sources must
be "cleaned" before it can be consumed by people.
Water treatment plants typically clean water by taking
it through the following processes 1) aeration,
2) coagulation, 3) sedimentation, 4) filtration, and
5) disinfection Demonstration projects for the first
four processes are included below
Materials Needed
5 L of "swamp water" (or add 2 1/2 cups of dirt
or mud to 5 I, of water)
One 2 L plastic soft drink bottle with its cap (or
cork that fits tightly into the neck of the bottle)
Two 2 L plastic soft drink bottles one bottle
with the top removed and one bottle with the
bottom removed
One J 5 L (or larger) beaker or another soft drink
bottle bottom
20 g of alum (potassium aluminum sulfate
approximately 2 tablespoons, available at
a pharmacy)
Fine sand (about 800 ml in volume)
Coarse sand (about 800 ml in volume)
Small pebbles (about 400 ml in volume)
A large (500 ml or
larger) beaker or jar
A small (approximately
5 cm X 5 cm) piece of
flexible nylon screen
A tablespoon
A rubber band
A clock with a second
hand or a stopwatch
ACTIVITY DIRECTIONS
1) Pour about f 5 L of "swamp water" into a
2 L bottle Have students describe the appearance
and smell of the water
2) Aeration is the addition of air to water It allows
gases trapped in the water to escape and adds oxygen
to the water Place the cap on the bottle and shake
the water vigorously for 30 seconds Continue the
aeration process by pouring the water into either one
of the cut-off bottles, then pouring the water back
and forth between the cut-off bottles 10 times Ask
students to describe any changes they observe Pour
the aerated water into a bottle \\ ith its top cut off
3) Coagulation is the process b\ \\hich dirt
and other suspended solid particles are chemically
"stuck together" into floe so that the\ can be removed
from water With the tablespoon add 20 g of alum
crystals to the swamp water Slow 1\ stir the mixture
for five minutes
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Gve dnnjk'rvj K^fer 4 fv>nd.
4~) Sedimentation is the process that occurs when
gravity pulls the particles of floe (clumps of alum
and sediment) to the bottom of the cylinder. Allow
the water to stand undisturbed in the cylinder. Ask
students to observe the water at five-minute intervals
for a total of 20 minutes and write their observations
with respect to changes in the water's appearance
5) construct a filter from the bottle with its bottom
cut off as follows (see illustration at left):
a) Attach the nylon screen to the outside neck of
the bottle with a rubber band Turn the bottle upside
down and pour a layer of pebbles into the bottle
the screen will prevent the pebbles from falling out
of the neck of the bottle.
b) Pour the course sand on top of the pebbles.
c) Pour the fine sand on top of the course sand
d) Clean the filter by slowly and carefully pouring
through 5 L (or more) of clean tap water. Try not to
disturb the top layer of sand as you pour the water
6) Filtration through a sand and pebble filter
removes most of the impurities remaining in water
after coagulation and sedimentation have taken place.
After a large amount of sediment has settled on the
bottom of the bottle of swamp water, carefully
without disturbing the sediment pour the top two-
thirds of the swamp water through the filter. Collect
the filtered water in the beaker. Pour the remaining
(one-third bottle) of swamp water into the collection
bucket Ask students whether treatment has changed
the appearance and smell of the water [Inform stu-
dents that a water treatment plant would as a final
step disinfect the water (e g , would add a disinfectant
such as chlorine gas) to kill any remaining disease-
causing organisms prior to distributing the water to
homes Therefore, the demonstration water is not
safe to drink ]
Questions to Expand Students' Thinking
1) What was the appearance of the swamp water?
(Answers will vary, depending on the water source
used. Water from some sources may be smelly
and/or muddy.)
2) Does aeration change the appearance or smell
of water? (If the original water sample was smelly,
the water should have less odor after aeration.
Pouring the water back and forth allows some of
the foul-smelling gases trapped to escape to the
air or the room. Students may have observed small
bubbles suspended in the water and attached to
the sides of the cylinder)
3) How did the sedimentation process affect
the water's appearance' Did the appearance if the
water vary at each five minute interval'1 (The rate
of sedimentation depends on the water being used
and the size of alum crystals added Large particles
will settle almost as soon as stirring stops. Even if
the water contains very fine clay particles, visible
clumps of floe should form and begin to settle out
by the end of the 20-minute observation period )
4) How does the treated water (following filtration)
differ from the untreated swamp water5 (After filtration,
the treated swamp water should look much clearer
than the untreated water It probably will not be as
clear as tap water, but the decrease in the amount
of material suspended in the water should be quite
obvious The treated sample should have very little
odor when compared to the starting supply of
swamp water)
SOURCE I S Environmental Protection Agency, adapted from
"Earth The Water Planet,' National Science Teachers' Association,
1989, 1?42 Connecticut Ave . NW. Washington. DC 20009
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The following activity will help students under-
stand how they can give drinking water a hand.
Objective:
To illustrate how water flows through an aquifer,
how groundwater can become contaminated, and
how difficult it is to clean up contamination
Taxonomy:
Analysis
Target Audience:
Middle School
Teacher's Notes
Many communities obtain their drinking water from
underground sources called aquifers Water suppliers
or utility officials drill wells through soil and rock
into aquifers for the groundwater contained therein
Unfortunately, the groundwater can become contam-
inated by harmful chemicals that percolate down
through soil and rock into the aquifer and even-
tually into the well. Groundwater contamination by
chemicals is caused mainly by industrial runoff and/
or improper management of chemicals, including
improper disposal of household chemicals such as
lawn care products and cleaners Such contamination
can pose a significant threat to human health The
measures that must be taken by utilities to either pro-
tect or clean up contaminated aquifers are quite costly
Materials Needed
6" X 8" disposable aluminum cake pans or
plastic boxes
2 Ibs. non-water soluble plasticine modeling
clay or floral clay
3-4 Ibs, white aquarium gravel
Pea gravel
Small drinking straw
Food coloring
6 oz paper cups (no larger)
Water
V]crซ..
Activity Directions
1) Set up a model aquifer as shown in the
diagram If a disposable aluminum baking pan is
used, make a small hole in one end and insert a
section of a drinking .straw to serve as the drain
spout Seal the hole around the straw with glue or
clay In addition, seal the clay layers of the model
against the side of the container
2) Place 10 drops of food coloring on the surface
of the model near the highest end This dye repre-
sents chemicals or other pollutants that have been
spilled on the ground
3) Slowly pour one six-ounce cup of tap \\ater on
the aquarium gra\el areas as shown in the diagram
Collect the water as it uins out of the stra\\ Repeat
this process starting \\ith six ounces of tap water
and continue the flushing process until all the food
coloring is washed out and the discharge water is
clear (Collecting the \\ater in \\hite paper cups or
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Give, dnnfrrvj wafer 4
Source US Environmental Protection Agency adapted
from "Water Wisdom, Massachusetts Water Resources Authoiitv,
Boston, MA, 1989
in test tubes held up against a white background
will enable students to detect faint coloration )
4) Record the number of flushings required
until an output with no visible color is reached
(may require up to ten flushes). Note six ounces
of water in this model equals about one inch of rain.
Questions to Expand Students' Thinking
Before the activity
1) Where does the water that falls on the surface
above an aquifer gov How about any chemicals
or other pollutants that fall on the ground5 (Some
chemicals/pollutants are washed away by rain.
some become attached to rocks and soil, and some
end up in the groundwater)
2) What things might influence the time needed
to flush an aquifer clean'-1 (Depth of the water table
and volume of the aquifer, type of underlying rock
and soil, nature, and concentration of the pollutant )
After the activity
1) After flushing, is the water in the model aquifer
completely free of food coloring? (Probably not.
trace amounts may remain )
2) Estimate how much contamination remains in
the model aquifer (Refer to previous exercise )
3) What keeps the chemical contamination in
the demonstration from reaching the lower levels
of the model aquifer5 (The clay layer)
4) What are some of the problems that might
result from a major chemical spill near a \\atershed
area5 (Answers will \ary )
5) What steps could be taken to avoid damage
to an aquifer' (Answers will \ary )
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7. DECISION PROCESS FOR DRINKING WA TER
FLOW CHART
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8. FACT SHEET: 21 CONSERVATION MEASURES
FOR EVERYONE
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United States
Environmental Protection
Agency
Office of Water
Washington, D.C. 20460
EPA 570/9-91-100
ฎEPA
Fact Sheet:
21 Water Conservation Measures
for Everybody
The earth is covered with water, yet only one percent is available for drinking.
Unfortunately, many of us take this small percentage for granted. The average
adult needs only 2-1/2 quarts of water per day to maintain health, but in the
United States, we each use 125 to 150 gallons per day for cooking, washing,
flushing, and watering. That's over 40 percent more water than we need to ac-
complish these tasks. Our wasteful habits not only deplete clean water reser-
ves faster than we can replenish them, but they pollute many waterways,
rendering them unfit for human consumption. They also stress aging drinking
water and sewage treatment facilities beyond their capacities. In each of the
past few years, wastewater treatment systems dumped an estimated 2.3 trillion
gallons of inadequately treated sewage into U.S. coastal waters, destroying
beaches, fisheries, and other marine life.*
We waste water both by practicing bad habits, like leaving the water running
when we brush our teeth, and by using antiquated equipment not built with
water conservation in mind. Bad habits can be difficult to change, but new ones
can save thousands of gallons of water per year per person. Installing new
water-saving equipment and small devices also can save significant amounts
of water per household without requiring us to change our daily routines. Many
devices are inexpensive, available in local hardware stores, and easy to install.
They can save energy (and energy bills) too! By following a few simple steps,
a typical family of four can save an astounding 50,000 to 100,000 gallons of
water per year. What are we waiting for?
For Every Room in the House
Repair leaky faucets, indoors and out. One leaky faucet can use up to
4,000 gallons of water per month.
Install faucet aerators. These inexpensive devices can reduce water use
up to 60 percent, while maintaining a strong flow.
In the Kitchen
When cooking, save 10 to 15 gallons of water per meal by peeling and clean-
ing vegetables in a large bowl of water instead of under the running tap.
When handwashing dishes, save 15 gallons of water by soaking dirty
dishes in the basin, then rinsing them off.
Run full-toad dishwashers to save 15 gallons per toad and hot water costs, too.
When buying a new dishwasher, select one with a "light-wash" option.
Newer models use 20 percent less water than older ones.
"Congress of the United States, Office of Technology Assessment, 1987. Waste in the Marine
Environment, Washington, D C.
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In the Bathroom
Take short showers instead of baths. Showers use an average of 5 to 7
gallons per minute, three times less than the water used to take a bath.
Install a low-flow showerhead. This will cut water use in the shower to just
3 gallons per minute and still provide an invigorating flow.
Turn off the water to brush teeth, shave, and soap up in the shower. Filling
the sink to shave uses only 1 gallon, while letting the water run can use 10
gallons per shave or more. Turning off the water when you brush your
teeth can save 4 gallons of water each time.
Repair leaky toilets to save more than 50 gallons of water per day. Add 12 drops
of food coloring into the tank. If color appears in the bowl one hour later, the unit
is leaking.
Install a toilet displacement device to save thousands of gallons of water
per year or 5 to 7 gallons per flush. Place one to three weighted plastic
jugs into the tank, making sure the jugs don't interfere with the flushing
mechanism or a suitable flow. Or, instead of jugs, use toilet dams that hold
back a reservoir of water during each flush, saving 1 to 2 gallons. Don't
use bricks because they can chip and foul the flushing mechanism.
When buying a new toilet, select a low-flush model that uses less than 1 -1/2
gallons of water to flush, saving over 7,000 gallons per year per person.
On Wash Day
When purchasing a new washing machine, buy a water-saving model that
can be adjusted to load-size and has a "suds-saving" option. New models
use 40 percent less water than older models.
For old and new machines, run full loads only.
Taking Water Conservation Outdoors
Mow your lawn with water retention in mind. Set mower blades on a high
setting (2- to 3-inch grass length as opposed to golf-course short) to pro-
vide natural ground shade and promote water retention by the soil.
Water lawn and garden in the morning when evaporation is lowest.
Water no more than 1 inch per week, applied slowly to prevent runoff.
Place several empty cans around the yard when watering to determine
how long it will take to water 1 inch.
Collect rainwater for watering plants using a barrel covered with a screen.
Plant indigenous species suited to your area and save as much as 54 per-
cent of the water used to care for outdoor plants. Ask your local nursery for
plant and grass species that require less water.
When washing your car, turn off the hose between rinses to save up to 150
gallons per washing.
Sweep down decks and driveways instead of hosing them down.
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9. BOOKMARKS
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BOOKMARKS
SUPPORT WATER RE-USE FOR
CITY FOUNTAINS, PARKS,
AND GOLF COURSES
Take used motor oil
and other auto fluids
to a recycling center
Use only the amount
of lawn chemicals and
pesticides you need
Support well-head and
watershed protection
programs in your area
WEB THE
*r ^ Sffiv^
DO IT FOR
DRINKING WATER
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Ask your librarian for the
titles of books to help you
learn more about
conserving, protecting,
and making smart
decisions about safe
drinking water
Or contact
National Drinking
Water Week
May 2-8,1993
Libraries Change Lives
Ask your librarian for the
titles of books to help you
learn more about
conserving, protecting,
and making smart
decisions about safe
drinking water.
Or contact.
National Drinking
Water Week
May 2-8,1993
Libraries Change Lives
Ask your librarian for the
titles of books to help you
learn more about
conserving, protecting,
and making smart
decisions about safe
drinking water
Or contact1
National Drinking
Water Week
May 2-8,1993
Libraries Change Lives
Ask your librarian for the
titles of books to help you
learn more about
conserving, protecting,
and making smart
decisions about safe
drinking water.
Or contact:
National Drinking
Water Week
May 2-8,1993
Libraries Change Lives
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10. DRINKING WATER ACTIVITIES FOR
DRINKING WATER SCIENCE PROJECTS
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Building a Model Aquifer
Teacher/Student Guide
Background
Although nearly half of all Americans get their drinking
water from wells, many people have never heard of
ground water. Use of ground water supplies is increasing
at twice the rate of surface supplies, and the trend is
expected to continue. Until the late 1970's, it was widely
believed that ground water was protected from
contamination by the natural filtering effect of the many
layers of soil, sand, gravel and rocks. We now know that
pollutants can travel through all these layers. Incidents of
serious contamination have been reported in every state in
the natioa
Objective
The student will use a model of an aquifer to describe how
ground water flows through an aquifer, how ground water
can become contaminated, and why it is so difficult to
clean contaminated ground water.
Teacher Suggestions
This model can be a very flexible tool which will allow
students to simply study groundwater flow, look at how
well placement affects yield, or examine how ground
water is vulnerable to contaminatioa
Depending on resources, the teacher may lead groups of
four or five students in building their own models as
described below, or the teacher may build a single, larger
(the longer the better) version for demonstration. If
students are able to make their own models, then it would
create less traffic and crowding if all materials for students
1 - 4 are placed at different stations around the room. Then
it will be easier for each group to pick up what they need
and take it back to their own work area.
Begin by orienting the students to how the earth looks
below the surface, demonstrating a working model and
relating its parts to a diagram of the hydrogeologic cycle.
Using unassembled materials, go over the basic assembly
plan illustrated in Steps 1 - 9 on the back, briefly showing
students how to put the model together. Then divide
students into groups to build their own model.
Student Activities - Model Assembly
For a group having four or five students, responsibilities
may be divided among students as below.
Station/student 1 - get two plexiglass panels (one with
hole in it, as shown) duct tape, and ruler and begin
assembling model as shown in steps 1 to 4 on back.
jQQQCXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
List of Materials (per model)
1 Two plexiglass panels -10" x 20".
In one panel, drill a 3/8" hole located 5" from
top and 5" from the edge.
2 Duct Tape- 2-1/2" wide roll
3 Lightweight felt-10" x 20" sheet rolled into tube
4 Sand - about 3 quarts
5 Pea gravel - about 2 quarts
6 Foam weatherstrip (Open-cell) 3/4" wide,
with or without adhesive backing
7 Two 6" pcs. tubing - 1/2" inner diameter (I.D.)
8 One 6" pc. tubing - 1/2" outer diameter (O.D.)
9 Clear drinking straws or glass tubing
10 Ruler
11 Two dish soap bottles with bottom cut out
12 Food coloring - at least three colors
13 Syringe or tap aspirator
14 Cups - 4 oz. paper and large (16oz) plastic
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Station/student 2 - collect plastic soap bottles, tubing (1/2"
I.D. and 1/2" O.D.), foam strips, and syringe or other
aspirator. Force foam up about one inch into each of the
large (1/2" I.D.) pieces of tubing for use in step 5.
Station/student 3 - collect sand, gravel, felt sheet and
straws. Soak felt sheet in water, wring out, then roll the
sheet into a tight coil about 3/4" thick and 20" long. Use in
step 6.
Station/student 4 - First help Student 1 with assembly
steps 1 to 4, then get food coloring, water supply, cups.
Student 5 - Help with model assembly in steps 1 to 9.
Once the model is assembled, and water is flowing
through the sand, into the river valley and out of the
collector tube, do the activities described on back.
Investigations
1. Which wells have the most water in them? Raise the
water supply bottles as high as possible without pulling
out the tubing - what happens to the water level in each of
the wells and to the amount of water coming out of the
collector tube? Next, lower the bottles and observe what
happens. How does the height of the water supply affect
the water flow rate?
2. Pour out half of the water from the supply bottles, mark
the water level, then pour a 4 ounce cupful of water into
each bottle. Every few minutes, as the water reaches the
mark, pour in another cupful of water. Also measure the
total amount of water added during the time periods before
the dye appears in water from the collector tube and after
the dye is no longer visible in water from this tube.
3. At the same time, place 10-15 drops of food coloring
on the sand at Point A shown in the assembly diagram for
Steps 7 - 9. On the plexiglass, mark the point with a water
soluble marker. Every two minutes, make a mark on the
plexiglass at the front edge of the dye as it moves through
the sand. Measure the distance between the marks and
record the distance moved per unit time.
4. Ask your teacher to show you how to do a 10-tube
series of 1:2 dilutions of food color in water. Number
each tube 1 to 10. Use this dilution series as a guide for
estimating the concentration of dye in the water coming
out of the collector tube. After the dye you added in Step 3
above begins to appear in the water from the collection
tube, collect a sample in a test tube every two minutes.
Compare the color of this sample with each tube in the
dilution series and record the number of the tube which is
nearest in color to your sample. This will be a rough
estimate of the amount of "pollution" in your sample.
5. Graph your data, plotting time on the x-axis and
distance on the y-axis (Step 3). Also plot time vs.
concentration after dye appears in water coming out of the
collector tube (Step 4). How long does it take for ground
water to become clean again after being contaminated?
Clean Up
First, empty any water in the water supply bottles into the
model and remove bottles and tubing. Then, place screen
over a bucket and flush sand and gravel onto screen - use
a screen with a mesh large enough to allow sand to sift
through but small enough to catch the gravel. Rinse out
foam strips and felt roll.
Start with strip of duct tape about 2"
longer than panel. Lay tape on table
sticky side up. Place first panel on tape
with 1/2" overlap. Using ruler as
guide, lower edge of second
panel onto tape about 3/4"
from edge of first panel.
Once panels are
aligned, lay second
panel flat and press
down onto tape to make
a good seal.
Use another strip of tape on
the top surfaces, to
reinforce the
joint
Center the joined panels on a third
strip of tape long enough to cover the base and
two sides of the panels. Make a good seal
i Push a long straw between felt and panel,
down into to gravel, leaving the upper end
of straw near the top of the box.
I Pour in masonry sand and make a valley to
uncover the hole in the panel. Cover sand
with layer of gravel and pack slightly to
help hold the valley's shape. Attach
1/2" ID tubing to bottle, invert
and fill with water.
Tilt the box and pour in a pea
gravel layer sloping from about
a quarter of the way up one side
and down to the bottom on the other.
Roll felt sheet into a 3/4" thick rope
long enough to completely cover
the gravel. Tap down with a ruler,
until felt is packed tight against
both panels.
Point A
Cut two 10" strips of foam and stuff into
1/2" ID tubing. Lift the panels
upright, place foam strips between
panels, adhesive side out, and pull
the ends of the tape up
to cover
the sides.
Press foam
into tape.
g) Shove 1/2" OD tubing into
hole in panel. Water should trickle
through foam, into sand and fill river
at bottom of valley, then flow
out of this tube. Have a few
paper cups to collect
this flow.
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Resource Management - Protecting your Drinking Water
Student Activity Sheet
Introduction
In almost any town, a large variety of chemicals and
wastes are used or disposed of in day-to-day life. We are
now learning that if things like gasoline, road salt,
pesticides or sewage are not used or discarded wisely,
they can contaminate a town's water supply.
We are also learning that some sources of water are easier
to contaminate than other sources. Whether or not your
town's supply is vulnerable to contamination depends
on many different factors. These factors may add together
to protect the supply, or to leave it very vulnerable to
contaminatioa
To estimate the vulnerability of the ground water flowing
under an area of land, a hydrogeologist measures several
factors which affect how quickly rain water moves
through the ground in that area. Pollutants will usually
move in the same way as rain water.
Once you know something about each of these factors,
you will be able to decide what must be done to be sure
your drinking water will always be safe.
Objective
In this activity, you will use a simple mathematical model
of ground water vulnerability to estimate the vulnerability
of a small town's water supply.
Table 1
Estimated value of five factors affecting
groundwater vulnerability
FACTOR VALUE
1. Yearly rainfall
(total amount of rain
that falls in one year)
2. Depth to water
(vertical depth from
surface to aquifer)
3. Aquifer type
CType of soil/rock
aquifer passes through)
4. Soil type
(Main type of soil and
rock above the aquifer)
5. Lay of the land
(The general slope of
surface of the land)
3
2
1
3
2
1
3
2
1
4
3
2
1
3
2
1
... if more than 40 in.
... if from 15 to 40 in.
... if less than 15 in.
... if less than 10 ft.
... if from 10 to 75 ft.
... if greater than 75 ft.
... if sand or gravel
... if limestone
... if bedrock
... if sand or gravel
... if limestone
... if loam or silt
... if clay or shale
... if flat
... if gently rolling hills
... if steep hills/mountains
Bedrock
Sand/
Gravel
Shale
Clay
Limestone
Loam
Figure 1. Aquifers form where water-carrying layers of earth,
like sand, cover layers of shale or clay which do not allow water to
pass through. If the layer forming the aquifer is "confined" above
by shale or clay, the aquifer is less vulnerable to contamination.
MSConfining layers of shale
-------
Model of ground water vulnerability
There are many factors affecting the vulnerability of a
water supply, but we will only look at the five factors
described in Table 1. A value of 1 means it is harder for
rain water (and pollutants) to reach the supply, while a
value of 3 means it is easier. It may be easy to see that the
greater the depth to water, the longer it will take rain water
to reach the supply. But how does a steep slope make the
area less vulnerable? Figure 1 shows how some of these
factors affect the vulnerability of various aquifers.
Table 2
Directions: Use Table 1 to find out how many points
should be given for each of the five factors.
For example, Table 1 tells you that if the depth to water
is less than 15 ft, you should give 3 points for this factor
in Quadrant 1. Values from Table 1 may be averaged.
Fill in the rest of the blanks for each factor, then add them
up to find the vulnerability of each quadrant
Quadrant 1
Depth to water
Yearly rainfall
Aquifer type
Soil type
Lav of land
12ft
45"
Sand/gravel
Loam/sand
Flat
VULNERABILITY SCORE
Quadrant 2
Depth to water 40ft
Yearly rainfall 45"
Aquifer type Limestone
Soil type
Lav of land
Limestone/loam
Gentle slope
VULNERABILITY SCORE
Quadrant 3
Depth to water 60ft
Yearly rainfall 38"
Aquifer type Limestone
Soil type
Lav of land
Limestone/clay
Rolling hills
VULNERABILITY SCORE
Quadrant 4
Depth to water 100ft
34"
Sand/gravel
Shale/clay
Yearly rainfall
Aquifer type
Soil type
Lav of land
Steep hills
VULNERABILITY SCORE
How to use the model
You can get a rough idea of the vulnerability of the
underlying aquifer in each of Priceford's four quadrants
by using these five factors to give each quadrant a "score"
on how easy it would be for a pollutant to pass through
the ground to contaminate the aquifer.
Follow the instructions for filling out Table 2. Then use
your results along with the map of the Priceford area to
answer the questions at the bottom of the page. Give
your reasons for each answer!
Questions.
1. Discuss how Factors 2-5 described in Table 1 affect the
vulnerability of water supplies at Points B, C and D in
Figure 1. If three towns get their water supplies at Points
B, C and D, which supply would be the most vulnerable?
The least vulnerable?
2. Use Table 3 below to interpret the vulnerability scores
you calculated in Table 2. Which town's water supply
would be most likely to be contaminated if a larger tanker
truck full of a toxic chemical spilled its contents during a
traffic accident on the nearest road?
3. Compare the vulnerability values you calculated in the
four towns in the above map to Points A, B, C and D in
Figure 1. Which of these towns is most likely to be
located at which of these Points?
4. How would one town's pollutants affect the other
town's supplies? If a wood preserving chemical is found
in Smalltown's water, but not in Riverville's, where is the
most likely area where the source of contamination might
be found?
5
very low
Table 3.
Vulnerability Score
7.5 10 12.5
1 1 1
1 1 1
moderate
Relative Vulnerability
15
|
very high
-------
How Clean is Clean?
Teacher's Guide
Introduction
As recently as 20 years ago, the standards for "clean" were
based on aesthetic factors such as taste, odor and color.
Today, we know that there are many things which we can't
taste, smell or see that can still be harmful to us. For this
reason, standards for what is "safe" or "clean" have been set
by the government. This activity is designed to allow
students to experience how difficult it is to "clean" an
aquifer once it has become polluted by simulating hazardous
material accidents which contaminate their aquifers
(sponges).
Objective
Students will investigate how pollutants contaminate ground
water by using a simple model of an aquifer.
General Procedures
1. Each group will need a large cellulose household sponge,
3 - 16 oz. clear plastic cups, a paper or foam dinner plate
and a tray or bucket to collect water squeezed from their
sponges. Make several copies of the Student Activity Sheet
on the reverse side of this sheet. The class will also need the
following three liquids to represent the pollutants in the
different accident scenarios for each Group:
Group 1 1 ounce of Liquid soap
Group 2 1 ounce of Salad oil (If small graduated
cylinders are available use 20 mL of oil)
Group 3 1 ounce of Gelatin (dissolve a package in hot
water just before class)
Group 4 1 ounce of an equal mixture of soap, oil and
gelatin
2. Before class pour each "pollutant" in a separate small
paper cup. Locate each group's materials near its work
station or let students collect materials and take them to their
work stations.
3. Divide the class into four random groups, each with four
or five students. If more groups are needed, make extras of
groups 1 and 3, to minimize clean up problems. Pass out
the Student Activity Sheets to each group and direct them to
begin collecting the materials as described in Step 1 of the
activity. Those not directly involved in squeezing sponges
should be assigned duties such as predicting how many
rinses it will take for the sponges will become clean,
emptying the cups between squeezes, recording the number
of squeezes, deciding when their group's sponge is clean,
and whether it would be safe to drink the water that has
been squeezed from the sponge.
4. After the students have finished the preparations in Step
1, read over the introduction on the Student Activity Sheet
as a class. Be sure each group understands that the mixture
in the small paper cup represents a "pollutant" released in
the accident described for each group on their Activity
Sheet.
5. Each group should repeat Steps 3 - 6 on their Activity
Sheet until they either decide that the sponge is clean, or
estimate how long it would take to clean the sponge or judge
whether the sponge can be cleaned at all. If they haven't
cleaned the sponge within 10 minutes, it may be best to let
them make an estimate.
(NOTE: If possible, provide Group 2 with graduated
cylinders. Have them pour each cup of rinse water into the
cylinder and try to measure the volume of the oil layer in
each rinse after the oil separates out)
6. After all groups have recorded the number of rinses
(actual or estimated) needed to clean the sponge, have them
clean up their work stations and return their materials.
Discussion
Have each group report their results to the rest of the class.
As they give their report, ask the following questions:
1. Could they get the water clean?
2. Describe how easy or difficult it was to remove the
pollutant from the sponge. Once the sponge was
contaminated with 1 ounces of a pollutant, how many
more ounces of water were needed to clean the
sponge?
3.1f Group 2 used graduated cylinders, ask them how
much oil was recovered from the sponge. Will all of
the oil ever come out of the sponge?
4. How could they tell it was clean? If they cannot see any
pollutant, does that mean it's not there?
5. What reasons can the class give as to why some
pollutants might be easier to clean up than others?
6. For group 4, which pollutant in their mixture would
clean up first, based on what the other groups found?
-------
How Clean Is Clean?
Student Activity Sheet
Introduction
In comparison with rivers or streams, water in the ground
moves very slowly and very calmly in rivers that are very
wide - sometimes more than one hundred miles wide. These
slow underground rivers are called aquifers. Many of us get
our drinking water from aquifers. When a pollutant is
spilled on the ground, it slowly seeps down and can get into
an aquifer, making our water unsafe to drink. When our
aquifer gets polluted, we need to get answers to many
difficult questions like how toxic are the pollutants?, how
fast are the pollutants moving in the aquifer?, and how
difficult are they to remove from the aquifer?
In this activity, the class is divided into at least 4 groups.
Each group will experiment with a different kind of
pollutant to find out how difficult it is to remove the
pollutant from a sponge. Aquifers are not really spongy, but
we can still use a sponge to give us some idea of what
happens when an aquifer gets contaminated.
Group 1 will use soap as its pollutant In this case, the
ground is contaminated when a tanker truck gets into an
accident on the highway and spills the pollutant on the side
of the road. The soap is a lot like real pollutants which
dissolve in water but are not hazardous or toxic.
Group 2 will use salad as its pollutant. Again, a truck
accident has caused the spill as for Group 1 's pollutant. The
oil is a lot like gasoline which is hazardous and toxic, but
does not mix well with water.
Group 3 will use gelatin as its pollutant. This time the
pollutant has leaked into the ground from a large old and
rusty underground tank where it has been stored for years.
The gelatin is a lot like pesticides which dissolve in water
and are toxic.
Group 4 will have the worst troubles. An explosion has
occurred at a major chemical plant, and all three types of
pollutants - soap, oil and gelatin - have been spilled onto the
ground.
Objective
You will investigate how pollutants contaminate an aquifer
by using a sponge as a simple model of an aquifer.
General Procedures
1. One student in each group should pre-moisten their
sponge by soaking it in water, then squeezing it until it is
just moist to touch. Other students in each group should be
sure they have the following items at their work station:
One large cup of clean water
Two empty large cups
Tray or bucket for collecting rinse water
One paper or plastic dinner plate
Small cup containing a "pollutant"
After these materials have been collected, wait for the
teacher to read over the Introduction with the class.
2. Place the sponge on the plate and pour the liquid
"pollutant" in the small cup onto the sponge, letting the
sponge soak up as much pollutant as possible.
3. SLOWLY pour clean water onto sponge, letting it soak in
until the sponge is full. Pour back into the cup any excess
water on the plate. You will need to know how many
cupfuls of water are being used to rinse the sponge, so keep
track of all the water you use.
4. Lift the sponge and squeeze it out completely, catching
the water in an empty large cup.
5. Pour more water onto the sponge, letting it soak in.
6. Squeeze out the sponge again, this time using the other
empty large cup to catch the water squeezed from the
sponge.
7. Compare the two cups of polluted water. Decide which
cup seems to have the most polluted water, then empty this
cup. Set aside the cup containing the water which looks less
polluted.
8. Repeat Steps 5,6 and 7 each time comparing the water in
the two cups to decide whether the water is getting cleaner
each time the polluted sponge is rinsed out. Count the
number of times the sponge is rinsed.
9. Estimate to the nearest 1/4 cup, how many cupfuls of
water were used to rinse the sponge. Convert to ounces
(One cupful equals 16 ounces). How much more rinsing - if
any - must be done before the water squeezed from the
sponge would be "safe" to drink?
10. After you have finished the experiment, return materials
to the proper place, then get ready to report your results to
the class.
MORE
polluted
7 (discard)
LESS
polluted
(save)
-------
Tracking Pollution - A Hazardous Whodunnit
Teacher Guide
Introduction
This activity presents the student with a real world problem
and provides a simple, but not always accurate tool for
investigating the problem.
The problem is that a town's drinking water is contaminated
In many small towns like Riverville, every home and most
businesses have a private well. Lab results from several
wells showed that the ground water has been contaminated
with a kind of fuel stored by three companies. Of the three
possible suspected sources of contamination, each suspect
has a reasonable argument as to why they are not
responsible for the problem:
1. The Heating Oil Company is the prime suspect since they
store the most fuel and sell it to the other two suspected
companies.
2. The Heating Oil Co. has just tested their tanks and knows
they are safe. They argue that the Trucking Company is the
source of pollution.
3. The Trucking Co. says the source could just as likely be
the Heating Oil Co. or the Gas Station. They claim there is
no proof that they are responsible.
The only way to find out who is responsible is to produce
some evidence to help decide which of these is the actual
source of contamination. Emphasizing the expense of
cleaning up ground water contamination and the need for
certainty before forcing a business to begin cleaning up lets
the student know that there is often a lot at stake in this kind
ofinvestigatioa
Objective
Students will make a topographic map, use it to predict
ground water flow and investigate the most likely source of
ground water contaminatioa
General Procedures
1. It will be best for students to work together in groups of
at least two. Each group will need:
a medium sized rubber band about 1/8 inch in width
a ruler, pencil and pen
Student activity sheet
2. Read over with the class the Introduction on the Student
Activity Sheet. Ask them which of the three they think is the
actual source and have them write down their best guess.
pBPBpBVBVBWBPBPBPIPIVa*!.-. ..:..'.
Underground Storage Tank
Contaminated
K^xSground water
3. You might also explore whether anyone can think of any
simpler ways of finding out the source of contamination
than by doing this activity. Point out the fact that another
way of finding out whodunnit is to test the contaminated
wells again to find out which wells have more contaminant
in the water. The wells nearest the source should have the
highest levels; those farthest from the source will be lower.
This can be expensive though, since lab tests are between
$100 to $200 apiece.
4. The contours of a landscape can be estimated even if the
elevation is known for only a few points, provided the
points are well scattered around the area. The procedure
used here assumes a constant slope between these known
points. If one point is at 10 ft. above sea level and another
point is at 50 ft, then when the distance between the points
is divided into four equal segments, the elevation will
increase 10 ft. over the length of one segment This process
is described in more detail on the next page.
5. The rubber band is used to divide lines into equal
segments, depending on the difference in elevations of the
endpoints of the line. This process of dividing the lines can
be very tedious if done mathematically, and diverts from the
point of the activity. Using the rubberband method
simplifies the process considerably. Cut the rubber band
open and lay it out flat, without stretching it, along the edge
of a ruler. With a pen, make at least five marks 1/2 inches
apart beginning from about the middle of the band. Step 6
on the next page describes how to use it to divide a line.
-------
ฎ Contaminated well
Uncontaminated well
6. LIGHTLY, with pencil, draw lines between each well and its
nearest neighbors having at least a 20 foot difference in elevation.
To divide these lines into equal segments representing 10 ft.
increases in elevation, stretch the marked rubber band so that a
mark is over each well at the line's endpoints, with the necessary
number of marks between to allow you to count up by tens from
one well to the next For example, a line between the two wells at
ฎ Contaminated well
Uncontaminated well
8. Using a PEN, every half inch or so along each contour line,
draw short arrows outward perpendicularly from one contour line
to the contour line having the next lowest elevation. It is important
that these arrows be as perpendicular as possible to give the best
estimate of the direction of ground water flow. Erase the contour
lines and other pencilled-in lines to make the map less confusing.
To get a better sense of overall direction of flow, you might want
to draw a few longer arrows which average out the shorter ones.
W Contaminated well
Uncontaminated well
10 and 40 ft needs two marks between the wells. Stretch the
band so that a mark falls at each endpoint on the line and two
marks lie between the endpoints. Make marks on the line at each
of the two intervening marks on the stretched band. Label these
marks 20 and 30 ft Repeat for each line.
7. LIGHTLY draw smooth curved lines connecting all wells and
marks having the same elevations. These are contour lines.
ฎ Contaminated well
Uncontaminated well
9. Draw a loop that groups together all of the contaminated wells.
From the flow arrows, note that the plume has spread in two
directions, to the top right corner and to the lower left. It should be
clear that the Trucking Co. (T) is the source of pollution. Also, the
Uncontaminated well found within the cluster of contaminated
wells is a newer, deep well which taps an aquifer protected by an
underground layer of dense rock (shale) which keeps fuel out.
This may serve as a lead-in to the Resource Management Activity.
-------
Tracking Pollution - A Hazardous Whodunnit
Student Activity Sheet
Introduction
Riverville is a fictional town with a real problem. Each
week, more citizens are complaining that their drinking
water tastes bad. In many small towns like this one, there is
no central water supply. Every home and most businesses
have a private well. The town's mayor tested the water from
several wells and found that the ground water has been
contaminated with some kind of fuel. The wells that have
been contaminated are marked out on the map on back of
this page.
The mayor thinks the Heating Oil Company is responsible
for this contamination and wants them to start investigating
iheir fuel storage tanks which are buried underground and to
check the tanks for leaks. The Heating Oil Co. says they
just tested their tanks and knows they are safe. They think
the Trucking Company is the source of pollution. The
Trucking Co. says the source could just as likely be the
Heating Oil Co. or the Gas Station, since all three places
have underground tanks for storing the same kind of fuel.
So Riverville has a problem and no one is sure who is
responsible. The mayor needs some way of proving who is
causing the pollution and who should clean it up. You will
be the "detective" who helps prove where the
pollutant is coming from.
Cleaning up ground water contamination is a very expensive
job. You should be very sure of the place you choose to
start cleaning up, otherwise the money will be wasted. It is
up to you to solve the mystery.
Objective
You will make a topographic map, use it to predict ground
water flow and investigate the most likely source of ground
water contamination.
General Procedures
To decide which of the suspected businesses is the most
likely source of contamination, the easiest thing you can do
is find out the direction that ground water flows. Since
ground water generally flows downhill, following the slope
of the surface of the land, you can be fairly certain that the
suspected source which is farthest "upstream" is the real
source of contaminatioa
This activity shows you how to estimate ground water flow
by making a contour map. As in many very small towns,
only a few people in Riverville know the exact elevation
above sea level for their property. To make a contour map,
it usually helps to know the elevations of as many places as
possible. But this simple procedure can be used even
though you only know a few elevations.
The map on back shows the elevations for seven wells and
gives directions for drawing in the contours of the land.
After you have finished this procedure, answer the
questions below.
Questions
1. If the flow of ground water and the pollutants in it follow
the contour of the land, what is the most likely source of the
contamination, the Heating Oil Co., the Trucking Co. or the
Gas Station?
2. The contamination plume will continue to spread slowly
through the ground, much like smoke from a chimney
drifting with the wind. Describe where on your map you
think the plume will move with time.
3. Which of the uncontaminated wells do you expect to
become contaminated in the near future? Do you think the
school's water well will be contaminated?
4. How do you explain the fact that one well within the
plume was not contaminated? Give at least two possible
reasons how this could happen. (Hint: see the Resource
Management Activity)
5. Is it possible you are wrong in assuming that ground
water flow follows the contour of the land? What else could
you investigate to be sure?
6. Assuming that ground water flow does follow the
contours of the land, is it possible that there are two sources
of contamination? What would you expect to find if all three
companies had leaking storage tanks and were actual
sources of contamination?
Extensions
1. Get a map of your own community and use it to chart out
ground water direction. Locate the community's water
supply and any potential sources of contamination. What
kind of precautions should be taken to keep an eye on
potential sources of contamination?
-------
ฎ Contaminated well
Uncontaminated well
6. LIGHTLY, with pencil, draw lines between each well and its
nearest neighbors having at least a 20 foot difference in elevation.
To divide these lines into equal segments representing 10 ft.
increases in elevation, stretch the marked rubber band so that a
mark is over each well at the line's endpoints, with the necessary
number of marks between to allow you to count up by tens from
one well to the next For example, a line between the two wells at
ฉ Contaminated well
Uncontaminated well
8. Using a PEN, every half inch or so along each contour line,
draw short arrows outward perpendicularly from one contour line
to the contour line having the next lowest elevation. It is important
that these arrows be as perpendicular as possible to give the best
estimate of the direction of ground water flow. Erase the contour
lines and other pencilled-in lines to make the map less confusing.
To get a better sense of overall direction of flow, you might want
to draw a few longer arrows which average out the shorter ones.
ฎ Contaminated well
Uncontaminated well
10 and 40 ft needs two marks between the wells. Stretch the
band so that a mark falls at each endpoint on the line and two
marks lie between the endpoints. Make marks on the line at each
of the two intervening marks on the stretched band. Label these
marks 20 and 30 ft Repeat for each line.
7. LIGHTLY draw smooth curved lines connecting all wells and
marks having the same elevations. These are contour lines.
ฉ Contaminated well
Uncontaminated well
9. Draw a loop that groups together all of the contaminated wells.
From the flow arrows, note that the plume has spread in two
directions, to the top right corner and to the lower left. It should be
clear that the Trucking Co. (T) is the source of pollution. Also, the
Uncontaminated well found within the cluster of contaminated
wells is a newer, deep well which taps an aquifer protected by an
underground layer of dense rock (shale) which keeps fuel out.
This may serve as a lead-in to the Resource Management Activity.
-------
5. VARIOUS DRINKING WATER TRIVIA SHEETS
-------
There's a lot more to drinking water than meets the eye.
The Water Facts of Life
Did You Know?
1. There is the same amount of water on Earth today as there was 3 billion years ago.
2. Three percent of the water on Earth is freshwater and only 1 % is available for
human consumption.
3. Sixty-six percent of a human being is water.
4. Seventy-five percent of the human brain is water.
5. Seventy-five percent of a living tree is water.
6. You could survive about a month without food, but only 5 to 7 days without water.
7. On the average, each American uses about 160 gallons of water a day at a cost of
27 cents.
8. Bottled water may cost up to 1000 times more than municipal drinking water and
may not be as safe.
9. Two-thirds of the water used in an average home is used in the bathroom.
10. Typically 4 to 6 gallons of water are used for every toilet flush.
11. On the average, a person uses 2 gallons of water to brush his or her teeth
each day.
12. A 10-minute shower uses about 55 gallons of water.
13. A leaking faucet can waste up to 100 gallons of water a day.
14. The average person spends less than 1 % of his or her total personal expenditure
dollars for water, waste water, and water disposal services.
15. There are about 60,000 community water suppliers in America.
more -
/f...
w
-------
16. Public water supplies must meet or exceed Environmental Protection Agency
standards. Many public water supplies consistently supply water that is much
better than the minimum standards.
17. The Amendment to the Safe Drinking Water Act in 1986 increased the number
of contaminants to be regulated from 26 to 83 and expanded EPA's
enforcement authority.
18. If a drinking water supplier violates any federal standard, the utility by law must
tell the customer.
19. Current water treatment methods are designed to make drinking water clear and
to kill germs.
20. The pipes that carry drinking water from treatment plants to homes are
regularly cleaned.
21. It takes about 39,000 gallons of water to produce the average domestic
auto, including tires.
22. It is not safe for hikers and backpackers to drink water directly from
remote streams.
23. One gallon of gasoline can contaminate approximately 750,000 gallons of water.
24. You can help prevent pollution of drinking water sources by carefully disposing of
the chemical products you use in your home.
25. An acre of com contributes more to humidity than a lake of the same size.
-------
BLUE THUMB BLOOPERS
Embarrassing moments in the life
of a water drmker
njtog, wafer a [v>ndซ
1. Waiting a week to fix a leak.
Assume little leaks only waste a little water?
You can lose up to 200 gallons of water a day
from a leaking toilet And a faucet can drip
604,800 drops while you're waiting
4. Taking a shortcut and using the hot water
tap when cooking.
That's taboo, and it can shortcut your health.
Lead can dissolve into hot water from lead
pipes and solder. Cold water is better Heat
it on the stove when cooking or making
baby formula.
2. Slipping used motor oil into a storm
sewer or burying it in the trash.
Hey slick, oil can leach into lakes, rivers, and
\\ells Just one pint can expand over an acre of
water. Take your used oil to a recycling center.
5. Tossing toxics in the trash.
How tacky! Consider batteries, a common
throw-away. They contain lead and mercury.
Some ordinary household cleaners have other
poisons that contaminate water. Here's a tip,
drop them off at a special collection site.
3. Watering your lawn at high noon.
Caught with your .sprinkler on? The hot sun
will evaporate the water your lawn needs Bet-
ter water early in the clay.
6. Using your garbage disposal all the time.
Want to show good taste after a meal? With
your disposal using one gallon of water a
minute, compost those food scraps. Another
benefit, you'll be creating a great soil conditioner.
-------
BLUE THUMB BLOOPERS
Embarrassing moments In the life
of a water drinker
(v>nฃ/.
7. Failing to check for the recycled mark on
paper before buying it.
Still think recycled paper only helps trees?
Recycled paper reduces water pollution from
paper production by 35 percent. It saves water
too 7,000 gallons for every ton of paper
V /
To find out more, order the "Blue Thumb
Basics" brochure listing more than 50 additional
ways to conserve and protect your drinking
water. Send a self-addressed, stamped envelope
to "Blue Thumb Basics," Public Information
Department, American Water Works Association,
6666 W Quincy Ave., Denver, CO 80235.
8. Using electricity as if it didn't affect
water.
It's time to shed some light on this. It takes
more than 130 billion gallons of water a day to
generate electricity in the U.S. Conserving
energy is conserving water.
9. Thinking you can't make a difference.
It's never a blooper to take a stand for clean
water, through your actions and through your
words. So put your Blue Thumb knowledge to
work and give drinking water a hand every day.
ฉ Amencan \\ater \\ork.s Association
Permission is granted to the media and the following
organisations and their memheis to reprint the Blue Thumb
Bloopers in whole or in part American Water Works Association.
I" S En\ ironmental Protection Agency. American Ground Water
Trust. l; S Depaitment ot Agnculture Extension Sen ice.
The League of Women Voters, Water Education Foundation,
National Geogiaphic Society, Association of State Drinking
Water Administrators. National Association of Water Companies,
Association of Metropolitan Watei Agencies, and the American
Libiarv Association
National Drinking Water Week Headquarters. 6666 West Quincy Ave , Denver, Colorado 80235
-------
BLUE THUMB BASICS
for Rural Communities
Give. drm/;irvฃ wafer a
Know Your Drinking Water
Understand where your water .supply comes from
Write your water supplier and request the list and
schedule of water quality tests required, by the Envi-
ronmental Protection Agency Study locat well codes
and ask your County Health Department for assis-
tance before you drill a new well. Always hire a
licensed driller for water well drilling and
pump installation
2. Test Your Well
There are more than 13 million wells supplying
drinking water to people in the United States most
\\ells produce safe drinking water, but contamina-
tion can occur. If you have a well, have it regularly
tested for contamination. The fact that a neighbor's
well tests safe does not mean that your well is safe.
Overloaded septic systems may be a source of well
contamination Ask your County Health Department
for assistance
3. Plug Abandoned Wells
Identify the abandoned \\ ater wells in your area
or on your property and have them plugged by a
licensed well driller. An open, abandoned well can
draw contaminants directly from the surface into the
aquifer below. In the past, some abandoned wells
have been used for waste disposal.
. Septic System Maintenance
If you have a septic system, pump it out even,'
one to three years. Do not flush grease, caustics,
and non-biodegradable materials into the system.
Before installing a new septic system, read local
code requirements. Have your system installed by a
licensed individual Do not use septic tank cleaners.
They are not needed and can prove harmful
5. Yank that Tank
Those old rusty underground storage tanks for
oil and gasoline have become a menace Federal
law requires that abandoned underground storage
tanks be removed from the ground and that leaking
tanks must be replaced. If you have an underground
tank on your property, have it checked for leaks.
. Healthy Farming and Gardening
Pesticides and fertilizers leach down through the
soil and into the groundwater below. If you farm or
garden, practice the best livestock manure manage-
ment practices available and test the soil to avoid
over-application of fertilizers. Follow label recom-
mendations for proper pesticide application. Do not
apply chemicals if heavy rain is forecast Learn
about IPM (Integrated Pest Management).
Contact your County Extension Office for
further information
-------
BLUE THUMB BASICS
for Rural Communities
"7. Reduce, Reuse, Recycle
These are the three R's for those who are em iron-
mentally conscious. By molding our lifestyles after
these three words, we can help prevent contamina-
tion of our groundwater resources. Remember.
\\hat goes into our garbage goes into our ground.
and \\hat goes into our ground goes into
our groundwater
O. Buy Recycled Products
9. Become a Green Consumer
You can buy products which do not tax the
environment or push toxins into your groundwater.
A green product is one that has environmentally
sound contents or is wrapped in environmentally
sound packaging Buy in bulk. Buy the economy
size Take your grocery bags back for a second trip.
B\ becoming a green consumer you will save money
by not purchasing packaging you will throw away
as soon as you get home. SAY XO1 to products that
are over-packaged
Unless \\e demand recycled products there \\ill not
be a market for them To strengthen the market,
request recycled products at the local grocery store
Products made from recycled materials use only
about half as much energy to produce Paper made
from recycled fibers ieduces air pollution, saves
trees, and creates fi\e times as many jobs as paper
made from virgin \\ood Ask your local store to earn'
recycled products
We all have it within our power to protect
our drinking water.
Source Mn.hig.in Tip of the Mil \\ateished Council adapted from
the GTM Regional Ground\\atei Centei Ten Steps to Protect
You! I)i inking \\ atei postei
n .1 I ["> i i n k i
i I o i a d o 8 0 2
-------
BLUE THUMB QUIZ ANSWERS
1. True. That's 1,350 gallons a month!
2. True However, 50 percent of U.S. drinking
water is from surface sources.
3- False. Don't buy products that say
"poisonous, toxic, corrosive," etc.
4.
5.
True
True.
Heat can dissolve lead from pipes and
solder into your water New houses
with lead-free solder are not as likely
to have lead problems
6. False. Giardiasis can be caused by animal
\\astes in remote untreated streams
7. True It's called Xenscape.
8. False. Contaminants can seep through the
ground have your well tested for
contaminants by your local Health
Department
9. True In some cities, the number of glasses
can go as high as 15,000
10. True. The)' can seep into the \\ater under
ground or ram can \\ash them into
surface water
11. False.
12. True.
13- False.
14. True
The U.S government regulates quality
and currentl\ has standards for more
than 80 contaminants.
Showers and toilets are the major
users
F"\ en though some landfills have a
protective lining, leakage can occur
and contaminate groundwater.
15- True. Many are drilled to monitor water
quality in aquifers and in areas around
dump sites
16. False It wastes water
17. False We have identified or are using most
water sources in the U S.
18. False. All unused wells should be capped.
Open wells can provide a route for
contaminants to reach aquifers
19. False. It's smart to save water no matter
where you are
20. True. Call ) our water utility company, speak
up at public meetings, write a letter to
your City Council you can
affect decisions!
r AmeiKan \\atci \\orl\s \ssociation
PCI minion is gi anted to the media and the following
oigani/ations and then membeis to icpunt the Blue Thumb
Qui/ in \\hole 01 in part -\mencan \\atei \\oiks Association,
I S I'm iionmental Pioteuion Agenc\ Amencan Ground \\ater
Tmst. I" S Depaitment of AgiKultuie Extension Sen ice.
The l.c.igue of \\omen \olers \\atei Fducation Foundation.
National Geogiaphic SocietN. Association ot State Dunking
\\atei Admimstratois. National Association of \\ater Companies,
Association of Me-tiopohtan \\atei Agencies, and the American
l.ihian Association
National D i i n k i n g Water W c e k Headquarters 6666 West Q u i n c y A v e . D e n v e i . Colorado 80235
-------
THE BLUE THUMB QUIZ
C'vt. dnnฃir\g, wfe
Here are 20 quick questions to find out if you
know how to give drinking water a hand
Mark the following true or false and compare your
answers with those on the back of this sheet
TRUE FALSE -
D D 1. Installing a low-flow toilet can save a
family of four more than 45 gallons of water
a day
D D L. More than 75 percent of the water in
the United States is located underground
D D J. Reading the labels on common
household products won't tell you what
products are harmful to water.
D D 4. Americans improperly dispose of more
oil in a year than the Exxon Yaldez spilled
D D jX E\en \\hen a recipe calls for using wanr
or hot \\ ater, you should draw cold water
from the tap and heat it on the stove or in
the microwave
D D 6. It's safe
to drink water directly from
remote streams
D D /. There are \\ays to landscape that use
bet\\een 30 - 80 percent less \\ater than
traditional landscaping
dl CH O. It you have your o\\n well, you can be
sure your water is safe
D D }. You can drink more than 4,000 eight-
ounce glasses of tap water for the same cost
as a six-pack of soda pop.
D D
T f
D D
T F
D D
T F
D D
T F
n n
T F
1U. Common outdoor bug and weed killers
can contaminate underground water or end
up in your local mer or lake.
1 1. The quality of U.S. drinking water is
regulated by the federal government for
not regul
safety
1Z. Two-thirds of the \\ater you use at
home you use in the bathroom
1 j . Trash and debris around a lake won't
affect water quality
14. It's better for water if you dry out
leftover household products such as furniture
polish, car wax, or latex paint, before
disposing of them.
. More than 800,000 new water wells are
drilled each year for domestic, commercial,
and industrial use.
1 O .
n n
T F
D D
T F
n n
T f
I I 1 I
T F
D D iy. You can ignore a leaky faucet at work
or at school .. it's only worth saving water at
home.
Letting the water run while you brush
your teeth or shave is water wise.
1 / . Xew \\ater sources are being
discovered e\ery day.
lo. An abandoned \\ell can be left
unsealed without jeopardizing the ground-
water source
D D ZU. You can influence decisions your
community makes on drinking water.
-------
INTRODUCTION
Over the past six years, the U.S. Environmental Protection Agency
has participated as a member of the National Drinking Water Week
Alliance. This group has been responsible for heightening the awareness
of drinking water issues during a week long observance, which always
falls on the first full week in May. Each year the Alliance has included
educational materials for teachers and students to use in the classroom.
All are fun activities, but carry a strong message that water needs to be
cared for and nurtured, thus the phrase "blue thumb" was born. As the
green thumb symbolizes the care of the earth, blue thumb reflects a like
commitment to water. Throughout the material that follows, you will see
a variety of themes and slogans, but the same idea will emerge - drinking
water must be protected. This means we must all support our public
water suppliers as they continue to comply with new regulations that will
provide a greater degree of public health.
The U.S. EPA is only one of several organizations that have made
this material available to you. Current National Alliance Partners include:
The American Water Works Association; U.S. Department of Agriculture's
Education and Extension Service and Conservation Service; and the
National Drinking Water Clearinghouse. Past members that have
contributed to these materials include the American Ground Water Trust;
the League of Women Voters' Education Fund; the Water Education
Foundation; National Groundwater Foundation; and the American Library
Association.
We all hope that you will use this material to educate yourselves and
everyone you come into contact with, not only in the classroom, but
anywhere the message should be heard.
-------
TABLE OF CONTENTS
1. GROUND WATER, IN-CLASSROOM ACTIVITIES
FOR ELEMENTARY SCHOOL STUDENTS
2. GROUND WATER, IN CLASSROOM ACTIVITIES
FOR MIDDLE SCHOOL STUDENTS
3. VARIOUS STUDENT A CTIVITY SHEETS IN
ENGLISH, SPANISH AND FRENCH
4. BLUE THUMB GAME WITH INSTRUCTIONS
5. VARIOUS DRINKING WATER TRIVIA SHEETS
6. IN-CLASSROOM EXPERIMENTS
7. DECISION PROCESS FOR DRINKING WA TER
FLOW CHART
8. FACT SHEET: 21 CONSERVA TION MEASURES
FOR EVERYONE
9. BOOKMARKS
10. DRINKING WA TER A CTIVITIES FOR
DRINKING WA TER SCIENCE PROJECTS
-------
1. GROUND WATER, IN-CLASSROOM ACTIVITIES
FOR ELEMENTARY SCHOOL STUDENTS
-------
Ground water is water underground in saturated zones beneath the land surface. Contrary to popular
belief, ground water does not form underground "rivers." It fills the pores and fractures in underground
materials such as sand, gravel, and other rock. If ground water flows from rock materials or can be removed
by pumping from the saturated rock materials in useful amounts, the rock materials are called aquifers.
Ground water moves slowly, typically at rates of 7 to 60 centimeters per day in an aquifer. As a result, water
could remain in an aquifer for hundreds or thousands of years. Ground water is the source of about 40
percent of water used for public supplies and about 38 percent of water used for agriculture in the United
States.
One of the largest aquifers in the United States is the High Plains Aquifer. The aquifer is approximately
the size of California and is located under parts of South Dakota, Wyoming, Kansas, Nebraska, Colorado,
New Mexico, Oklahoma, and Texas. The High Plains Aquifer contains an estimated 4 quadrillion liters (4
with 15 zeros after it) of water.
DEFINITIONS
Aquifer
Crystalline Rock
Freshwater
Ground Water
Ground-Water Discharge
Ground-Water Recharge
Infiltration
Permeability
Public Supplies
Saturated Zone
Surface Water
Unsaturated Zone
Water Table
- An underground body of porous sand, gravel, or fractured rock filled with water and
capable of supplying useful quantities of water to a well or spring.
- Igneous or metamorphic rock consisting of relatively large mineral grains.
- Water that contains less than 1,000 milligrams per liter of dissolved solids.
- Water beneath the land surface in the saturated zone.
- The flow or pumping of water from an aquifer.
- The addition of water to an aquifer.
- Movement of water from the land surface into the soil.
- The capacity of porous rock for transmitting water.
- Water supplied for domestic, commercial, thermoelectric power, industrial, and
other public uses.
- Zone below the land surface where all the pores or fractures are filled with water.
- Water on the Earth's surface.
- The zone immediately below the land surface where the pores or fractures contain
both water and air.
- The top of the water surface in the saturated zone of an unconfined aquifer.
Permeability
For water to move in an aquifer, the pores between rock
materials and fractures in rock must be connected. If there is
a good connection among pore spaces and fractures, water
can move freely and we say that the rock is permeable. The
capacity of rock material to transmit water is called permeabil-
ity. Water moves through different materials at different rates
faster through gravel, slower through sand, and much
slower through clay. Therefore, gravel is more permeable
than sand, which is more permeable than clay.
-------
Recharge Areas
Recharge is the addition of water to the ground-water system. The recharge of
freshwater begins as precipitation. Precipitation occurs in several forms, including
rain, snow, and hail, but only rain is displayed on the poster. Some of the rain
infiltrates into the soil. If the rate of the rainfall exceeds the rate of infiltration, surface
water will flow over the land surface to surface-water bodies such as rivers and
streams.
Water can infiltrate faster from the land surface into sandy soils than silty or clay soils.
Water infiltrates into the soil and the unsaturated zone. The unsaturated zone occurs
immediately below the land surface and contains both water and air in the pores and
fractures in the rock materials. Water moves, or percolates, down through the
unsaturated zone to the saturated zone. The saturated zone is where all the pores
or fractures in rock materials are filled with water. The top of the saturated zone is
called the water table.
Because surface-water and ground-water systems are connected, surface water
can recharge ground water. Aquifers can obtain water from such surface-water
bodies as reservoirs and streams when and where the water table is lower than the
surface-water body. Recharge areas usually are higher in elevation than discharge
areas.
Discharge Areas
Places where ground water flows from aquifers to springs, seeps, wetlands, ponds,
or streams are called ground-water discharge areas. Ground-water discharge to
these natural areas occurs when the water surface of the aquifer (water table on the
poster) is at or above the elevation of the discharge area (river and pond on the
poster). Surface-water and ground-water systems are interconnected. The flow of
most streams is sustained by ground water seeping into the stream. The water
surfaces of many ponds and wetlands are an extension of the local ground-water
table. Springs occur where ground water flows from an aquifer to the land surface.
Ground water can be brought to the land surface by pumping from a well. A well is
an opening that has been drilled or dug into an aquifer below the water table. Water
from the aquifer flows into this opening to replace water removed by pumping water
from the well. The water table slopes from areas of recharge to discharge areas like
rivers, ponds, wells, and springs.
-------
Ground-Water Movement
Introduction
Ground water must be able to move through underground materials at rates fast enough to supply useful
amounts of water to wells or springs in order for those materials to be classified as an aquifer. For water to move
in an aquifer, some of the pores and fractures must be connected to each other. Water moves through different
materials at different rates, faster through gravel, slower through sand, and even slower through clay. Gravels and
sands are possible aquifers; clays usually are not aquifers. The following activity demonstrates how different sizes
of rock materials that make up an aquifer affect water movement.
Ofr/'ecf/Ves--Students will:
1. Identify several sources of rock materials that make up an aquifer.
2. Discuss how water moves through gravel, sand, and clay.
Materials
1. At least 10 students.
2. Large area to conduct activity.
Teacher Preparation
This activity can be conducted in the classroom, gymnasium, or outside the school building. If conducted in
the classroom, move all furniture to allow for sufficient room for the movement of students. This is a three-part
demonstration that may create some excitement.
Procedures
Select two or three students to be molecules of water. The remaining students will be rock materials.
1. Activity One: Water movement through gravel. The students represent gravel by holding arms out-
stretched, leaving a 15- to 30- centimeter (cm) space between their outstretched arms. Locate these
students in the center of the activity area. The students representing water molecules are to start on one
side of their "gravel" classmates and move through them, exiting on the other side. The water molecules
will move easily through the gravel.
-------
2. Activity Two: Water movement through sand. The students represent sand by extending arms, bending them
at the elbows and touching their waists with their fingers. Locate these students in the center of the activity area,
spacing them approximately 15 cm apart. Once again, have the water molecules slowly make their way through
their "sand" classmates. The water molecules will experience some difficulty, but should still reach the other
side.
Activity Three: Water movement through clay. Students become clay particles by placing their arms straight
down the sides of their bodies and standing approximately 10 cm apart. Locate these students in the center
of the activity area. It will be a formidable task for water molecules to move through the clay. Without being
rough, the water molecules should slowly make their way through the clay. The water molecules may not be
able to move through the clay at all.
Interpretive Questions
1. Which one of the materials gravel, sand, or claywas the easiest for the water molecules to move through?
(Answer: Gravel, then sand, then clay.) Why? (Answer: Because there are larger spaces between the gravel
particles.)
2. If there were three rock units, one of gravel, one of sand, and one of clay, all containing the same quantity of
water, in which would you drill a well? (Answer: Gravel. Water moves easier through gravel than sand or clay.)
Extension
Obtain 250 milliliters (mL) of sand, 250 mL of pea-size gravel, 250 mL of clay, and three large funnels (top
diameter approximately 12 cm). Force a piece of cheesecloth into the top of the spout of each funnel. This will
prevent material from going through the funnel spout. Put each funnel into separate clear containers so that the
spout of the funnel is at least 5 cm above the bottom of the container. Pour the sand into the first funnel, pea-size
gravel into the second funnel, and the clay into the third funnel. Pour equal amounts of water (approximately 200
mL) onto the materials contained in the funnels. Select three students to pour the water, creating a permeability
race. Time how long it takes the water to flow through the materials. Record on a data sheet. Which material did
the water flow through the fastest? Why?
This activity was adapted from "Get the Ground Water Picture," National Project WET.
-------
Introduction
ACTIVITY
Recharge - Discharge
Recharge is the addition of water to an aquifer. Recharge can occur from precipitation or from surface-water
bodies such as lakes or streams. Water is lost from an aquifer through discharge. Water can be discharged from
an aquifer through wells and springs, and to surface-water bodies such as rivers, ponds, and wetlands. The
following activity is designed to demonstrate the recharge and discharge of water to a model aquifer.
Ofr/ecf/VeS-Students will:
1. Identify several sources of recharge for ground water.
2. Identify several sources of discharge for ground water.
3. Discuss how water moves from recharge to discharge areas.
4. Discuss the connection between surface water and ground water.
Materials
1. One clear container at least 15-cm wide x 22-cm long x 6-cm deep for each group. Possible containers include
clear plastic salad containers or clear baking pans.
2. Sufficient pea-size gravel to fill the container approximately 2/3 full.
3. Two 472-mL paper cups for each group.
4. One pump dispenser from soft-soap or hand-lotion containers for each group.
5. 472 ml_ of water.
6. Grease pencils, one for each group.
7. Twigs or small tree branches, to represent trees on the model (optional).
8. Colored powdered-drink mix or food coloring (optional).
Teacher Preparation
1. Display a copy of the poster titled "Ground Water: The Hidden Resource" on the classroom wall several days
prior to conducting this activity.
2. Using an ice pick or awl, punch 8 to 10 small holes in the bottom of one of the paper cups. When filled with water,
this cup will be used to simulate rain.
3. Fill the clear containers 2/3 full with pea-size gravel.
Procedure
<* Divide the class into small groups. Provide each group with one clear container filled 2/3 with pea-size gravel,
one 472-mL cup with holes punched in the bottom, one 472-mL cup with no holes, and one pump dispenser.
Students make models to represent hills and
a valley. One student from each group fills
the 472-mL cup without holes in the bottom
with water. Each group makes a valley in the
center of the model by pushing gravel to the
farthest opposite ends of the container so the
valley extends completely across the width of
the container. About 2 cm of pea-sized
gravel remains in the bottom of the valley.
TWI&S
WATER
-------
* Explain to the students that the gravel mounds on both sides of the container represent hills with a valley in
between. The students can place twigs or small branches on the hills to represent trees. Instruct a student to
hold the 472-mL cup with holes over the model. Then add 472 ml_ of water to this cup. Tell the students that
they are simulating rain. Have the students observe how the water infiltrates into the gravel and becomes
ground water.
*- Introduce the word rechargethe addition of waterto the ground-water system. Observe that water is standing
in the valley. Have the students use a grease pencil to draw a line identifying the water level in the container.
The line should traverse the entire model, identifying the water level under the hills and in the valley. There will
be a pond in the valley.
Explain that they have just identified the top of the ground water in their model. The top of the ground water
is called the water table. Discuss with the students how the ground water becomes a pond in the valley. This
is because the water table is higher than the land surface (gravel) in the valley.
ซ Have the students insert the pump into one of the hills on the side of the valley, pushing the bottom down to
the ground water. Allow each of the students in the group to press the pump 20-30 times after the water in the
pump has begun to flow. Catch the water in the paper cup with no holes in the bottom. After each student takes
a turn pumping, instruct them to observe the location of the water table in relation to the grease-pencil line.
Where did the water go? What happened to the pond? Discuss discharge, the removal of water from the
ground. Discuss the effect of ground-water pumping on streams and lakes.
Interpretive Questions
1. Where does ground water come from?
Answer: Precipitation (rain, snow, sleet, etc.) Also, if the water table is at or below the surface of the water in a
stream or pond, water can move from the stream or pond to recharge the ground-water system.
2. What would happen in the students' neighborhood (name a local stream or pond) if a well was drilled near that
stream or pond and enough water pumped to lower the water table around the stream or pond?
Answer: Some water from the stream or pond would be removed by the pump through the well. If enough water
is removed, a pond or small stream could go dry.
Extension
Sprinkle a colored powdered-drink mix or food coloring on top of one of the hills and repeat the above activity
by having it rain on the model. Discuss the movement of "pollution" from the hill to the ground water to the lake.
-------
2. GROUND WATER, IN CLASSROOM ACTIVITIES
FOR MIDDLE SCHOOL STUDENTS
-------
Ground water is water underground in saturated zones beneath the land surface. Contrary to popular
belief, ground water does not form underground "rivers." It fills the pores and fractures in underground
materials such as sand, gravel, and other rock. If ground water flows from rock materials or can be removed
by pumping from the saturated rock materials in useful amounts, the rock materials are called aquifers.
Ground water moves slowly, typically at rates of 7 to 60 centimeters per day in an aquifer. As a result, water
could remain in an aquifer for hundreds or thousands of years. Ground water is the source of about 40
percent of water used for public supplies and about 38 percent of water used for agriculture in the United
States.
One of the largest aquifers in the United States is the High Plains Aquifer. The aquifer is approximately
the size of California and is located under parts of South Dakota, Wyoming, Kansas, Nebraska, Colorado,
New Mexico, Oklahoma, and Texas. The High Plains Aquifer contains an estimated 4 quadrillion liters (4
with 15 zeros after it) of water.
DEFINITIONS
Aquifer
Crystalline Rock
Freshwater
Ground Water
Ground-Water Discharge
Ground-Water Recharge
Infiltration
Permeability
Public Supplies
Saturated Zone
Surface Water
Unsaturated Zone
Water Table
- An underground body of porous sand, gravel, or fractured rock filled with water and
capable of supplying useful quantities of water to a well or spring.
- Igneous or metamorphic rock consisting of relatively large mineral grains.
- Water that contains less than 1,000 milligrams per liter of dissolved solids.
- Water beneath the land surface in the saturated zone.
- The flow or pumping of water from an aquifer.
- The addition of water to an aquifer.
- Movement of water from the land surface into the soil.
- The capacity of porous rock for transmitting water.
- Water supplied for domestic, commercial, thermoelectric power, industrial, and
other public uses.
- Zone below the land surface where all the pores or fractures are filled with water.
- Water on the Earth's surface.
- The zone immediately below the land surface where the pores or fractures contain
both water and air.
- The top of the water surface in the saturated zone of an unconfined aquifer.
Permeability
For water to move in an aquifer, the pores between rock
materials and fractures in rock must be connected. If there is
a good connection among pore spaces and fractures, water
can move freely and we say that the rock is permeable. The
capacity of rock material to transmit water is called permeabil-
ity. Water moves through different materials at different rates
faster through gravel, slower through sand, and much
slower through clay. Therefore, gravel is more permeable
than sand, which is more permeable than clay.
-------
Recharge Areas
Recharge is the addition of water to the ground-water system. The recharge of
freshwater begins as precipitation. Precipitation occurs in several forms, including
rain, snow, and hail, but only rain is displayed on the poster. Some of the rain
infiltrates into the soil. If the rate of the rainfall exceeds the rate of infiltration, surface
water will flow over the land surface to surface-water bodies such as rivers and
streams.
Water can infiltrate fasterfrom the land surface into sandy soils than silty or clay soils.
Water infiltrates into the soil and the unsaturated zone. The unsaturated zone occurs
immediately below the land surface and contains both water and air in the pores and
fractures in the rock materials. Water moves, or percolates, down through the
unsaturated zone to the saturated zone. The saturated zone is where all the pores
or fractures in rock materials are filled with water. The top of the saturated zone is
called the water table.
Because surface-water and ground-water systems are connected, surface water
can recharge ground water. Aquifers can obtain water from such surface-water
bodies as reservoirs and streams when and where the water table is lower than the
surface-water body. Recharge areas usually are higher in elevation than discharge
areas.
Discharge Areas
Places where ground water flows from aquifers to springs, seeps, wetlands, ponds,
or streams are called ground-water discharge areas. Ground-water discharge to
these natural areas occurs when the water surface of the aquifer (water table on the
poster) is at or above the elevation of the discharge area (river and pond on the
poster). Surface-water and ground-water systems are interconnected. The flow of
most streams is sustained by ground water seeping into the stream. The water
surfaces of many ponds and wetlands are an extension of the local ground-water
table. Springs occur where ground water flows from an aquifer to the land surface.
Ground water can be brought to the land surface by pumping from a well. A well is
an opening that has been drilled or dug into an aquifer below the water table. Water
from the aquifer flows into this opening to replace water removed by pumping water
from the well. The water table slopes from areas of recharge to discharge areas like
rivers, ponds, wells, and springs.
-------
GROUND-WATER USE FOR THE UNITED STATES,
1990
(in million liters per day)
STATE
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Puerto Rico
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virgin Islands
Virginia
Washington
West Virginia
Wisconsin
Wyoming
TOTAI
NATIONAL
RANK
35
49
9
5
1
8
43
46
53
6
16
29
2
18
28
32
7
40
13
47
41
37
25
21
10
24
42
4
14
48
30
11
20
34
45
19
27
22
15
44
51
38
39
31
3
17
50
52
33
12
23
26
36
/
DOM-
ESTIC
546.0
65.0
1,210.0
467.0
8,730.0
285.0
313.0
102.0
0.0
5,300.0
922.0
475.0
648.0
1,250.0
967.0
552.0
437.0
277.0
943.0
213.0
413.0
485.0
877.0
1,560.0
913.0
592.0
168.0
587.0
280.0
169.0
996.0
637.0
1,800.0
595.0
111.0
1,020.0
290.0
423.0
1,070.0
134.0
49.0
525.0
149.0
719.0
3,920.0
835.0
113.0
1.2
5560
1,420.0
269.0
676.0
129.0
ic pnn n
tu ,^uw.u
COM-
MERCIAL
81.0
80.0
319.0
209.0
1,890.0
81.0
104.0
33.0
0.0
1,130.0
253.0
367.0
81.0
656.0
298.0
234.0
160.0
270
1360
31.0
105.0
264.0
271.0
257.0
168.0
144.0
35.0
149.0
118.0
24.0
2600
2890
3900
153.0
25.0
470.0
770
84.0
245.0
42.0
27.0
109.0
870
472.0
3770
1570
170
26
1650
326.0
30.0
2280
32.0
1 1 son n
I I ,O\JU U
INDUS-
TRIAL
340.0
45.0
317.0
375.0
1,520.0
134.0
118.0
89.0
1.9
1,680.0
1,450.0
103.0
655.0
824.0
670.0
362.0
250.0
448.0
1,150.0
49.0
99.0
349.0
954.0
338.0
606.0
339.0
113.0
244.0
38.0
22.0
548.0
66.0
547.0
395.0
12.0
841.0
79.0
184.0
915.0
51 0
16.0
2170
39.0
415.0
935.0
342.0
9.7
03
7930
5690
412.0
504.0
32.0
21 600 0
AGRI-
CULTURE
395.0
0.6
7,880.0
16,700.0
41,200.0
9,760.0
35.0
94.0
0.0
7,620.0
1,030.0
770.0
27,200.0
512.0
172.0
424.0
15,400.0
7.7
2,550.0
2.8
120.0
5.2
467.0
809.0
8,1500
1,320.0
403.0
16,900.0
3,300.0
3.1
92.0
5,260.0
165.0
180.0
3470
470
2,000 0
2,140.0
1880
221.0
1 6
160.0
5990
1660
21,5000
2,030 0
170
1.2
620
2,940 0
48
8480
9500
ono nnn n
OTHER
129.0
51.0
644.0
35.0
1,770.0
223.0
55.0
18.0
1.9
1,930.0
1090
516.0
182.0
238.0
242.0
301.0
267.0
1770
295.0
27.0
173.0
176.0
91.0
53.0
282.0
358.0
57.0
262.0
272.0
23.0
246.0
4180
2700
323.0
38.0
1,040.0
60.0
67.0
1 ,460 0
147.0
22
580
760
1340
1,190.0
2880
14.0
2.0
990
244.0
2,040.0
322 0
3090
1 7 onn n
I / ,OUU U
TOTAL
1,490.0
240.0
10,400.0
17,800.0
55,200.0
10,500.0
625.0
337.0
3.8
17,700.0
3,770.0
2,230.0
28,700.0
3,480.0
2,650.0
1,870.0
16,500.0
936.0
5,070.0
323.0
909.0
1,280.0
2,660.0
3,020.0
10,100.0
2,750.0
776.0
18,100.0
4,010.0
241.0
2,140.0
6,670 0
3,180.0
1,650.0
533.0
3,420 0
2,500.0
2,900 0
3,870.0
595.0
96.0
1,070.0
9490
1,910.0
28,000.0
3,650.0
170.0
72
1,680.0
5,490 0
2,750.0
2,580 0
1,450.0
oni nnn n
Use might not add to TOTALS because of independent rounding.
Cateaorv exnlanation located under Die chart.
-------
Introduction
ACTIVITY
Recharge - Discharge
Recharge is the addition of water to an aquifer. Recharge can occur from precipitation or from surface-water
bodies such as lakes or streams. Water is lost from an aquifer through discharge. Water can be discharged from
an aquifer through wells and springs, and to surface-water bodies such as rivers, ponds, and wetlands. The
following activity is designed to demonstrate the recharge and discharge of water to a model aquifer.
Od/'ecf/VeS-Students will:
1. Identify several sources of recharge for ground water.
2. Identify several sources of discharge for ground water.
3. Discuss how water moves from recharge to discharge areas.
4. Discuss the connection between surface water and ground water.
Materials
1. One clear container at least 15-cm wide x 22-cm long x 6-cm deep for each group. Possible containers include
clear plastic salad containers or clear baking pans.
2. Sufficient pea-size gravel to fill the container approximately 2/3 full.
3. Two 472-mL paper cups for each group.
4. One pump dispenser from soft-soap or hand-lotion containers for each group.
5. 472 ml of water.
6. Grease pencils, one for each group.
7. Twigs or small tree branches, to represent trees on the model (optional).
8. Colored powdered-drink mix or food coloring (optional).
Teacher Preparation
1. Display a copy of the poster titled "Ground Water: The Hidden Resource" on the classroom wall several days
prior to conducting this activity.
2. Using an ice pick or awl, punch 8 to 10 small holes in the bottom of one of the paper cups. When filled with water,
this cup will be used to simulate rain.
3. Fill the clear containers 2/3 full with pea-size gravel.
Procedure
ซ Divide the class into small groups. Provide each group with one clear container filled 2/3 with pea-size gravel,
one 472-mL cup with holes punched in the bottom, one 472-mL cup with no holes, and one pump dispenser.
Students make models to represent hills and a
valley. One student from each group fills the
472-mL cup without holes in the bottom with
water. Each group makes a valley in the center
of the model by pushing gravel to the farthest
opposite ends of the container so the valley
extends completely across the width of the
container. About 2 cm of pea-sized gravel
remains in the bottom of the valley.
TWI&S
-------
HOW GROUND-WATER IS USED IN THE
UNITED STATES
Industrial
7% Commercial
4%
Domestic
15%
Agricultural
68%
Total ground-water use in 1990, was 301,000 million liters per day.
Nationally, the largest use of ground water is Agricultural, followed by Domestic, Industrial, and Other Uses.
Agricultural use includes ground water for irrigating crops and watering livestock. The Other Uses category
includes ground-water use for mining and thermoelectric power. Only freshwater use is considered for this pie
chart.
How does your State's ground-water use compare to the national uses identified in the pie chart?
-------
r Explain to the students that the gravel mounds on both sides of the container represent hills with a valley in
between. The students can place twigs or small branches on the hills to represent trees. Instruct a student to
hold the 472-mL cup with holes over the model. Then add 472 ml of water to this cup. Tell the students that
they are simulating rain. Have the students observe how the water infiltrates into the gravel and becomes
ground water.
f I ntroduce the word rechargethe addition of water to the ground-water system. Observe that water is standing
in the valley. Have the students use a grease pencil to draw a line identifying the water level in the container.
The line should traverse the entire model, identifying the water level under the hills and in the valley. There will
be a pond in the valley.
* Explain that they have just identified the top of the ground water in their model. The top of the ground water
is called the water table. Discuss with the students how the ground water becomes a pond in the valley. This
is because the water table is higher than the land surface (gravel) in the valley.
* Have the students insert the pump into one of the hills on the side of the valley, pushing the bottom down to
the ground water. Allow each of the students in the group to press the pump 20-30 times after the water in the
pump has begun to flow. Catch the water in the paper cup with no holes in the bottom. After each student takes
a turn pumping, instruct them to observe the location of the water table in relation to the grease-pencil line.
Where did the water go? What happened to the pond? Discuss discharge, the removal of water from the
ground. Discuss the effect of ground-water pumping on streams and lakes.
Interpretive Questions
1. Where does ground water come from?
Answer: Precipitation (rain, snow, sleet, etc.) Also, if the water table is at or below the surface of the water in a
stream or pond, water can move from the stream or pond to recharge the ground-water system.
2. What would happen in the students' neighborhood (name a local stream or pond) if a well was drilled near that
stream or pond and enough water pumped to lower the water table around the stream or pond?
Answer: Some water from the stream or pond would be removed by the pump through the well. If enough water
is removed, a pond or small stream could go dry.
Extension
Sprinkle a colored powdered-drink mix or food coloring on top of one of the hills and repeat the above activity
by having it rain on the model. Discuss the movement of "pollution" from the hill to the ground water to the lake.
-------
VARIOUS STUDENT ACTIVITY SHEETS IN
ENGLISH, SPANISH AND FRENCH
-------
lue Thumb C oloring Fun
Use your Blue Thumb
to show you care
for water.
-------
oloreando
Ensenesu pulgarazul
para que vean que sabe
de conservar agua.
-------
'ut the letters in the right order to complete a Blue Thumb thought!
All living things need
to live.
ta we r
When water evaporates, it travels into the air and becomes part of a.
dlocu
Less than 1 % of all the water on earth is
water.
We
ikr d n
Check for leaks and save hundreds of.
You'll save water by taking a quick
se f r h
water in the liquid form.
gllo a n s
of water a day.
h owser
Wash bikes and cars with a
Ask your
m faiy1
kecb u t
_ to look for ways to save water.
and sponge instead of a running hose.
ow much water do we use in a day?
Taking a bath or shower 15-30 gallons
Watering the lawn 180 gallons
Washing the dishes 15-60 gallons
Washing clothes 30 gallons
Flushing the toilet 4-7 gallons
Brushing teeth 1 gallon
Drinking 1 /2 gallon
-------
e^c
'onga las letras en orden y complete un pensamiento Pulgar Azul
Todo lo que vive necesita
para vivir.
GAUA
Si el agua se evapora y escapa a la atmosfera se convierte en
Menos del 1% de toda el agua en la tierra es agua
LDUEC
SBUNE
Nosotros tomamos agua que es un
QLIUODI
Cerrando los salideros se pueden ahorrar cientos de _
Ayude a ahorrar agua tomando una.
HACDU
GLNOESA
rapida.
de agua.
Lava los carros y bicidetas usando una
Pidale a su
FILI AMA
BTEAUC
que lo ayude a ahorrar agua.
y una esponja.
cantidad de agua usamos al dia?
Banarnos
Regar la grama
Lavar platos
Lavar ropa
Tomar agua
Lavar los dientes
15 a 30 galones
180 galones
15 a 60 galones
30 galones
1/2 galon
1 galon
-------
La mayoria de la poblacion de america del norte
obtiene su agua de una agenda publica. Estas
agendas publicas son companias o departa-
mentos del gobierno que suplen ciertas
necesidades como agua, gas y electricidad al
publico. Estas agendas obtienen el agua de
rios, lagos y pozos. Generalmente el agua
tiene que ser tratada (para limpiarla) para
que sea potable.
Todos podemos usar El Pulgar Azul para
proteger este recurso natural. Nosotros
usamos el agua mas de una vez, pero el agua
se puede contarainar por nuestro mal uso y
el de la industria. Aun las fuentes de agua
subterraneas mas profundas se pueden
contaminar con acdones en la superfide. Por
ejemplo: muchos productos caseros como la
cera de automoviles, quitador de manchas o
pulimentos para el piso no deben de ser
descartados en el desague de la casa ni se
deben de botar a la basura. Los productos
quimicos para el jardin y otros productos
toxicos usados fuera de la casa pueden
contaminar el agua que tomamos si son
llevados por la lluvia la calle y de ahi a formar
parte del agua subterranea o de rios o lagos.
Mantengamos presente todos los dias El Pulgar
Azul y conservemos el agua como un recurso
natural esencial.
(dibuje un circulo alrededor de cada una
despues de encoutrarla)
(ipuede encontrar mas? js! hay! por lo
menos 14 mas)
contaminar
toxico
pintura
pozos
gasolina
cera
salideros
baterias
bano
fertilizantes
abono
agua
natural
tomar
quimicos
fuentes
reciclar
El Pulgar Azul
s
F
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-------
Most people in North America get their water
from a public water utility. Public utilities are
companies or government agencies that supply
needs such as electricity, gas, or water to the
public. Water utilities get their water from
rivers, lakes, reservoirs, or underground
aquifers. Often, the water must be treated to
make it safe to drink.
We reuse the same water over and over and it
can become polluted by people and industry.
Even deep underground aquifers can be
polluted from the surface. For example, many
household items, such as car wax, spot
remover, or floor polish, should not be poured
down the drain or thrown out in the trash.
Even lawn chemicals and other garden toxins
used outdoors can contaminate water sources
by running off the land into storm drains.
And water can end up in lakes and rivers.
Let's take care of our water resources. Use
your "Blue Thumb" to conserve water, protect
it, and get involved.
New Vocabulary Words:
water sources - bodies of water such as lakes,
rivers, reservoirs, and underground aquifers
from which we draw water for drinking
treatment - a series of chemical and physical
processes to remove dissolved and suspended
solids from raw water to produce safe water
to drink
contaminate - to make unsafe for drinking
pesticide - a chemical used to kill pests
hazardous - dangerous or harmful
(circle each one)
nature
drink
toxic
fertilizer
paint
gasoline
clean
treatment
tap
protect
water sources
C/atf
recycle
pesticide
oil
batteries
contaminate
hazardous
wells
leaks
pollute
safe
Firvd
w
L
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C
0
N
T
A
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1
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-------
You will need
1. jar
2>. plants
3. bottle cap or
shell of water
^t. soil
ฃ. sand
6. small rocks
Fill jar as in the
picture and put the
lid on. Put the jar
in a sunny place
and see how the
water cycle works.
\
II te faut:
1. unpot
2s. des plantes
3 une capsule de
bouteille ou
une coquille
remplie d'eau
2t. de la terre
$. du sable
6. des petites
roches
Remplis le pot tel
qu'indique sur le
dessin et mets le
couvercle. Place le
pot dans un
endroit ensoleille
et observe
comment le cycle
de 1'eau
fonctionne.
-------
vapour i ( /*> )
evaporation
water falls
cascade
vapour
' evaporation
ฉ Girl Guides of Canada In cooperation with Environment Canada
-------
student activity
Blue TtiuumJb ULJarTer
Treatment Paith
Follow a drop of water from the
source through the treatment
process. Water may be treated dif-
ferently in different communities
depending on the quality of the
water which enters the plant.
Groundwater is water located
under ground and typically
requires less treatment than water
from lakes, rivers, and streams.
Stop at each treatment point and
unscramble the words to show
where the water is along the treat-
ment path.
Key water treatment words:
Coagulation: Removes dirt and other parti-
cles suspended in water. Alum and other
chemicals are added to water to form tiny
sticky particles called "floe" which attract
the dirt particles. The combined weight of
the dirt and the alum (floe) become heavy
enough to sink to the "bottom during sedi-
mentation.
Sedimentation: The heavy particles (floe)
settle to the bottom and the clear water
moves to filtration.
Filtration: The water passes through fil-
ters, some made of layers of sand, gravel,
and charcoal that help to remove even
smaller particles.
Disinfection: A small amount of chlorine is
added or some other disinfection method is
used to kill any bacteria or microorganisms
that may be in the water.
Storage: Water is placed in a closed tank or
reservoir in order for disinfection to take
place. The water then flows through pipes
to homes and businesses in the community.
National Drinking Water Week Headquarters, AWWA Public Affairs,
6666 West Qumcy Ave., Denver, CO 80235, (303) 794-7711.
-------
For National Drinking
mater Week Planners
You can "spread the word for
water" in local schools and to
community youth groups.
Contact schools and groups
and ask if you can make
presentations during National
Drinking Water Week. Augment
materials you may already
use for presentations with
these student activity sheets.
These activity sheets are pro-
vided ready to print and can
be given to teachers and
youth group coordinators in
your community.
For Teachers/Youth
Group Coordinators
National Drinking Water Week
is May 7-13, 1995. To pro-
vide local information about
water in your community,
invite a representative from
your local water utility,
Cooperative State Research,
Education and Extension
office, Natural Resources
Conservation Service, or other
water-related organization to
visit your class and discuss
drinking water issues in your
community.
Or present some information
about water, then pass out
copies of "Blue Thumb
Thinking" to all your students.
See how many different state-
ments about water the class
develops. You might encour-
age your students to make
posters with the statements to
display at your school or
other community buildings.
Your class can play a special
role in helping to "spread the
word for water."
If your class would like to
learn more about Blue Thumb
and conserving and protecting
our water resources, write to
Blue Thumb Club
American Water Works
Association
6666 W Quincy Ave.
Denver, CO 80235.
-------
student activity
To have a "Blue Thumb" means
you know how to take care of
water; conserve it and protect
it from pollution. You can
have a "Blue Thumb" by taking
positive actions for water.
Across
2. Use this to show you care for
water (2 words)
7. Always run your tap until the
water is before drinking it
9. Save leftover hobby supplies, like
this, and dispose of them at a
special collection center
11. Water that turns to vapor and
rises to the sky
12. Use this to wash your bike rather
than let the hose run
13. Put a nozzle on this to save water
14. All living things water
16. Motor should be taken to a
service station for recycling
18. Most people get their water from
a public water utility; but some
people use wells
19. Some cleaners, like furniture pol-
ish, are to water
20. Water occurs in states: solid,
liquid, or gas
21. You can fill this with water and
put it in your refrigerator to keep
water cold
Down
1. Best time of the day to water the
lawn or flowers
3. Don't water this when you expect
it to rain
4. Turn this off while you brush
your teeth
5. Room in your house that uses the
most water
6. Place where water is cleaned and
treated for drinking (2 words)
8. Consume a beverage, like water
10. Inspect all pipes and toilets for these
12. Aquifers are ground
15. At 32 degrees Fahrenheit, water
does this
17. 80% of the earth's surface is
covered with this
National Drinking Water Week Headquarters, AWWA Public Affairs,
6666 West Quinoy Ave., Denver, CO 80235, (303) 794-7711.
-------
For National Drinking
Water Week Planners
You can "spread the word for
water" in local schools and to
community youth groups.
Contact schools and groups
and ask if you can make
presentations during National
Drinking Water Week. Augment
materials you may already
use for presentations with
these student activity sheets.
These activity sheets are pro-
vided ready to print and can
be given to teachers and
youth group coordinators in
your community.
For Teachers/Youth
Group Coordinators
National Drinking Water Week
is May 7-13, 1995. To pro-
vide local information about
water in your community,
invite a representative from
your local water utility,
Cooperative State Research,
Education and Extension
office, Natural Resources
Conservation Service, or other
water-related organization to
visit your class and discuss
drinking water issues in your
community.
The solution to the puzzle is:
Or give a presentation on
water to prepare students to
work the Blue Thumb
Crossword, then make copies
for each student and let them
test their knowledge about
water.
If your class would like to
learn more about Blue Thumb
and conserving and protecting
our water resources, write to:
Blue Thumb Club
American Water Works
Association
6666 W. Quincy Ave.
Denver, CO 80235
-------
student activity
Blue ThuLmJb Thinkingr
Almost 80 percent of the earth's
surface ^ is covered with water,
but less that 1 percent is fresh
water that we can actually use'
for drinking, irrigating crops,
recreation, industrial uses, and
other purposes. 99% of the earth's
water^l/is in oceans or frozen
in polar ice caps. That's why
it is very important that we
conserve and protect our fresh
water supplies.
You can play a part in taking care
of our water resources. Spread
the word that taking shorter show-
ers or lowering the level of water
in your bath can help to save
water. Tell your family that bat-
teries should not be thrown into
the trash because they contain
harmful heavy metals. At the
landfill, the batteries can corrode
and release cadmium and mercury
that can leach into water and pol-
lute it.
Knowing about water clears up
a lot.
Create sentences about water that
start with the letter indicated.
Then "spread the word for water"
and share your statements with
other students, family members,
and friends.
For more information on conserv-
ing and protecting our water
resources, join the Blue Thumb
Club. Write to Blue Thumb Club
American Water Works Association
Public Affairs Department
6666 W. Quincy Ave.
Denver, CO 80S35
(B
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CM
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National Drinking Water Week Headquarters, AWWA Public Affairs,
6666 West Quincy Ave., Denver, CO 80S35, (303) 794-7711
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For National Drinking
Water Week Planners
You can "spread the word for
water" in local schools and to
community youth groups.
Contact schools and groups
and ask if you can make
presentations during National
Drinking Water Week. Augment
materials you may already
use for presentations with
these student activity sheets.
These activity sheets are pro-
vided ready to print and can
be given to teachers and
youth group coordinators in
your community.
For Teachers/Youth
Group Coordinators
National Drinking Water Week
is May 7-13, 1995. To pro-
vide local information about
water in your community,
invite a representative from
your local water utility,
Cooperative State Research,
Education, and Extension
office, Natural Resources
Conservation Service, or other
water-related organization to
visit your class and discuss
drinking water issues in your
community.
Or develop your own presenta-
tion on water treatment.
Give a copy of the Blue
Thumb Water Treatment Path
to each of your students, or
youth group members. This
activity is an entertaining way
to find out about the water
treatment process and learn
five new words related to
water.
If your class would like to
learn more about Blue Thumb
and conserving and protecting
our water resources, write to:
Blue Thumb Club
American Water Works
Association
6666 W. Quincy Ave.
Denver, CO 80255.
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4. BLUE THUMB GAME WITH INSTRUCTIONS
-------
THE BLUE THUMB GAME
Give Drinking Water a Hand
wafer a fv>rW,
Instructions to play the Blue Thumb Came
Objective Students will become more familiar
v\ ith water-related topics including
(1) sources of water. (2) the h\drologic c\de, and
(3> water treatment
Materials- Blue Thumb cards, a timer or clock,
paper and pencils.
Procedure This game is similar to the game show
Jeopardy, except there is only one topic water.
In the first round correct responses are worth five
points, and in the second round correct responses
are worth 10 points In the final round, each team
decides how much of their total score they want to
wager on the last question The team with the most
points after the final round is the winner To play
the game
1 Decide on the length of the first and second
roundseither the number of cards that will be read
or a time limit for each round
2 Divide the class into teams and select some-
one to keep score for each of the teams
3 Explain how the game will work. Then
begin by reading the answer on one of the Blue
Thumb cards. For example, "The scientific term for
the studv of water."
4 The first person who raises his or her hand,
when acknowledged, gets to try to give the correct
response in the form of a question. For example,
'What is hydrology''"
5 If no one raises a hand within ten seconds,
continue with the next card
6 If the person answers correctly, his or her
team is awarded the point value of the question. II
the person -answers incorrectly, the team has to sub-
tract the point value of the question from their score
Xote: All responses must be in the form of a ques-
tion to be correct.
When a person responds incorrectly, mem-
bers from the other teams may then raise their hands
and when acknowledged, try to gi\e the correct
answer
8 After completing two rounds of play, it is
time for the final round. Have each team write
clown ho\\ much of their score they want to wager
in the final Blue Thumb round
9 Read the final Blue Thumb answer, and give
the teams one minute to write down their responses
(in the form of a question) You ma}' want to
remind them not to talk during the final round, oth-
erwise, members of another team might overhear
their response
Source. North Dakota State University
Extension Service
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