Southern New Hampshire University

Water Unit
Early Childhood Science

Wenda Schultz

Table of Contents:

Common Core Standards

Process Skill Standards
Enduring Understandings
Essential Questions
Content Vocabulary
Content Background Information
Materials
Lesson One

Distribution of Earths Water: Closed System

Lesson Two

Water Cycle

Lesson Six

Flooding and Drought - Centers: Redirect, Rain Gauge, Flooding

Lesson Seven

Ground Water with Aquifer Experiment

Lesson Eight

Contamination and Filtration Systems

Lesson Nine

Hydrology and Careers

Lesson Ten

Water Conservation

Resources

Citation Page

Common Core Standards:

From Lesson Six
NH Standards :
SPS1:4:1.1 Extend the senses using simple tools.
S:SPS1:4:1.2 Make and record observations for a given purpose.
S:SPS1:4:1.3 Differentiate between observations and inferences.
S:SPS1:4:1.4 Record observations using standard units of measurement.
Common Core :
S:ESS1:6:5.2 Explain how some changes to the Earths surface happen abruptly, as a result of landslides
CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writers purpose.
CCSS.ELA-LITERACY.W.5.1.B Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently,specifically).
CCSS.ELA-LITERACY.W.5.1.D Provide a concluding statement or section related to the opinion presented.
From Lesson Seven
NH Standards
ESS1:5:7:2 Students able to recognize that water quality has a direct effect on the Earths life forms.
LS 2:1:2 Students explain that most microorganisms do not cause disease and that many are beneficial to the
environment.
ESS1:5:3:3 Students will provide examples of how to reduce waste through conservation, recycling, and reuse.
Common Core Standard(s)
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer
to a question quickly or solve a problem efficiently. 5-PS1
5-LS.2-1 Develop a model to describe the movement of matter among plants, animals, decomposers and the
environment.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic. 5-PS1-2
5-ESS.3.1 Obtain and combine information about ways individual communities use science ideas to protect the
Earths Resources and the environment.
From Lesson Eight
Common Core
S:ESS1:6:1.1 Describe and make predictions about local and regional weather conditions using observation and data
collection methods
S:ESS1:6:2.1 Differentiate between renewable and nonrenewable resources.
S:ESS1:6:7.2 Explain that water quality has a direct effect on Earths life forms.
Process Skill Standards

S:SPS1:8:1.3 Investigate similarities and differences noted when making observations.

S:SPS1:8:1.7 Ask questions about relationships between and among observable variables.

Process Skill Examples:

Observing An example from my lessons:
In a flash flood, through your observations, would you recommend that the safest place to be would be in an
automobile?
Interpreting Examples from my lessons:
In what ways are your homes best protected in a flash flood?
Can people in communities save water using rain barrels?
Planning and Investigating An example from my lessons:
Students use a ruler to measure the amount of water that collects in the Rain Gauge
Communicating Examples from my lessons:
Classroom brainstorming to fill out K.L.E.W. charts.
Students have the opportunity to use the landslide model to determine results.
Predicting An example from my lessons:
The trees and bushes will help hold the soil in heavy, steady rains.
Student through looking at topography on Google Earth and thinking about their community predict water
drains to the Merrimack River.
Formulating hypotheses Examples from my lesson:
The levees will be enough protection of the raising levels of the river to protect the communities. The sand will
filter the water.
Questioning Examples from my lessons:
Where does the water in your house come from?
What are the layers in an aquifer?

Enduring Understandings:
Lesson Six - Flooding and Drought - Centers: Redirect, Rain Gauge, Flooding
Students will take away from the lesson the broad understanding of how the water cycle is important to
preserving our way of life in our communities. The will observe through modeling how each time it rains runoff
and flooding can collect litter, animal waste, chemicals, pesticides, and possibly damage homes and vehicles.
Students will be able to understand the need to divert, contain, or redirect flood waters, snow/ice melt, and
contain sewage and other contaminates.
Lesson Seven - Ground Water with Aquifer Experiment
Students will have a broad knowledge of where water comes from and is located in the area they live in;
including aquifers. Then they will gain a greater knowledge of what it takes to protect our vital water sources,
how easily local water can be polluted or contaminated when they construct their own aquifer. They will begin
to wonder about water related topics such as the age and quality of the water they drink.
Lesson Eight - Contamination and Filtration Systems
Students will have a depth of knowledge on how water becomes unsafe, and undrinkable. They will be able to
compare their local water to that in the state, country and globally. They will be able to evaluate real life
example when the balance between human impact and natural methods disrupt our ability to have clean water.
They will be exposed to ways in which water is filtered and cleaned and the time frame it takes for water to go
through this cycle.

Future Lessons:
Lesson Nine - Hydrology and Careers
Students will be able to acknowledge the work that is done behind the scenes to protect, evaluate, monitor and
research the condition of the worlds water.
Lesson Ten - Water Conservation
Students will begin to think of greater ways to keep their water clean and use conservation methods.

Essential Questions
Lesson Six
Flooding and Drought - Centers: Redirect, Rain Gauge, Flooding
What does the water in your town look like when it rains for a long time or rains a lot in a short time span?
How much of the water is in a raindrop?
What is a flash flood?
What causes landslides?
What is a water table?
Can communities control water flow during storms?
Which houses and vehicles stay in their original location and why?
Does precipitation affect the amount of water in your community and the quality of the water?
Lesson Seven
Ground Water with Aquifer Experiment
Where is water in your community?
How much of the water in your area is drinkable compared to the Earth as a whole?
Where does the water at your house come from and is it quality water?
What type of pollutants and contaminants can be in water and how do they get there?
Lesson Eight
Contamination and Filtration Systems
What is potable water?
Does everyone have safe, drinkable water?
How expensive and time consuming is it to filter water?
How can communities clean water for their use?
What is each person's responsibility for environmental stewardship?
What comprises quality water, waste water and can waste water in New Hampshire be made potable and how?
What type of pollutants and contaminants can be in water, how do they get there and how can they be removed?
Lesson Nine
Hydrology and Careers
What do Hydrologist do?
Lesson Ten
Water Conservation
How can we all be responsible environmental stewards of our communities water?

Content: Academic Word Wall For Lessons Six, Seven, Eight

aquifer
atmosphere
bacteria
bay
barrel
brook
confining layer
contamination
creek
culvert
ditches
divert
environmental

estuary
gulf
gutter
groundwater
hydrologic Cycle
hydrologist
ice caps
impervious surfaces
industry
lake
litter
nutrients
ocean
pollutants
pond
potable Water
precipitation

reservoir
river
runoff
sources
springs
stewardship
storm drains
stream
surface water
system
waste water
water cycle
watershed
water vapor
wetlands

Content Background Information for the Teacher from my Research:

LESSON ONE:
Introduction to the Distribution of Earths Water: Closed System Distribution of the Earth's water: Earth is
known as the "Blue Planet" because 71 percent of the Earth's surface is covered with water. Water also exists
below land surface and as water vapor in the air. Water is a finite source. The bottled water that is consumed
today might possibly be the same water that once trickled down the back of a wooly mammoth. The Earth is a
closed system, meaning that very little matter, including water, ever leaves or enters the atmosphere; the water
that was here billions of years ago is still here now. But, the Earth cleans and replenishes the water supply
through the hydrologic cycle.
The earth has an abundance of water, but unfortunately, only a small percentage (about 0.3 percent), is even
usable by humans. The other 99.7 percent is in the oceans, soils, icecaps, and floating in the atmosphere. Still,
much of the 0.3 percent that is useable is unattainable. Most of the water used by humans comes from rivers.
The visible bodies of water are referred to as surface water. The majority of fresh water is actually found
underground as soil moisture and in aquifers. Groundwater can feed the streams, which is why a river can keep
flowing even when there has been no precipitation. Humans can use both ground and surface water. Distribution
of the water on Earth (Reference figure: All of the World's Water
http://ga.water.usgs.gov/edu/earthwherewater.html)
All Earth's water, liquid fresh water, and water in lakes and rivers
Ocean water: 97.2 percent
Glaciers and other ice: 2.15 percent
Groundwater,: 0.61 percent
Fresh water lakes: 0.009 percent
Inland seas: 0.008 percent
Soil Moisture: 0.005 percent
Atmosphere: 0.001 percent
Rivers: 0.0001 percent.
(Source: Nace, USGS, 1967 and The Hydrologic Cycle (Pamphlet), USGS, 1984)
Surface water is far easier to reach, so this becomes the most common source of potable water. About 321
billion gallons per day of surface water is used by humans. About 77 billion gallons of groundwater are used
each day. Problems also exist in contamination of the water supplies. This further limits the amount of water
available for human consumption. Water is found in many different forms and in many different places. While
the amounts of water that exist seem to be plentiful, the availability of the water for human consumption is
limited.

LESSON TWO:
The Water Cycle or Hydrologic Cycle
The water cycle describes how Earth's water is not only always changing forms, between liquid (rain), solid
(ice), and gas (vapor), but also moving on, above, and in the Earth. This
process is always happening everywhere. The water cycle, or hydrologic cycle,
is a continuous process by which water is purified by evaporation and transported
from the earth's surface (including the oceans) to the atmosphere and back to the
land and oceans. All of the physical, chemical and biological processes involving
water as it travels its various paths in the atmosphere, over and beneath the earth's
surface and through growing plants, are of interest to those who study the
hydrologic cycle. There are many pathways the water may take in its continuous
cycle of falling as rainfall or snowfall and returning to the atmosphere. It may be
captured for millions of years in polar ice caps. It may flow to rivers and finally to
the sea. It may soak into the soil to be evaporated directly from the soil surface as it
dries or be transpired by growing plants. It may percolate through the soil to
ground water reservoirs (aquifers) to be stored or it may flow to wells or springs or
back to streams by seepage. They cycle for water may be short, or it may take
millions of years. People tap the water cycle for their own uses. Water is diverted
temporarily from one part of the cycle by pumping it from the ground or drawing it
from a river or lake. It is used for a variety of activities such as households, businesses and industries; for irrigation of
farms and parklands; and for production of electric power. After use, water is returned to another part of the cycle: perhaps
discharged downstream or allowed to soak into the ground. Used water normally is lower in quality, even after treatment,
which often poses a problem for downstream users.

Interactive Map from United States Geological Survey:

LESSON SIX
Background Information Flooding and Drought
Water droplets form from warm air. As the warm air rises in the sky it cools. Water vapor (invisible water in the air)
always exists in our air. Warm air holds quite a bit of water. For example, in the summer it is usually very humid. When
enough of these droplets collect together, we see them as clouds. If the clouds are big enough and have enough water
droplets, the droplets bang together and form even bigger drops. When the drops get heavy, they fall because of gravity,
and you see and feel rain. When clouds develop or rain occurs, something is making the air rise. Several things can make
this happen. Mountains, low-pressure areas, cold fronts, and even the jet stream.
Raindrops are much smaller than we think! They are actually smaller than a centimeter. Raindrops range from 1/100 inch
(.0254 centimeter) to 1/4 inch (.635 centimeter) in diameter. Not including wind-driven rain, raindrops fall between 7 and
18 miles per hour (3 and 8 meters per second) in still air. The range in speed depends on the the size of the raindrop. Air
friction breaks up raindrops when they exceed 18 miles per hour.
A flood results from days of heavy rain and/or melting snows, when rivers rise and go over their banks. What is a flash
flood? A flash flood is sudden flooding that occurs when floodwaters rise rapidly with no warning within several hours of
an intense rain. They often occur after intense rainfall from slow moving thunderstorms. In narrow canyons and valleys,
floodwaters flow faster than on flatter ground and can be quite destructive.
Flash floods are the #1 weather-related killer in the U.S. Nearly 80% of flash flood deaths are auto related. Know
beforehand if your area is a flood risk. How much water is needed for your car to float away?
A mere 2 feet of water can float a large vehicle or even a bus. This is why you should never drive through flooded roads.
Just 6 inches of rapidly moving flood water can knock a person down.

A monsoon is a seasonal wind, found especially in Asia that reverses direction between summer and winter and often
brings heavy rains. In the summer, a high pressure area lies over the Indian Ocean while a low exists over the Asian
continent. The air masses move from the high pressure over the ocean to the
low over the continent, bringing moisture-laden air to south Asia. During
winter, the process is reversed and a low sits over the Indian Ocean while a high
lies over the Tibetan plateau so air flows down the Himalaya and south to the
ocean. The migration of trade winds and westerlies also contributes to the
monsoons. Smaller monsoons
take place in equatorial
Africa, northern Australia,
and, to a lesser extent,
in the southwestern United
States.

http://www.weatherwizkids.com/weather-rain.htm

CALIFORNIA STATE SCIENCE FAIR 2006 PROJECT SUMMARY Ap2/06 Name(s) Project Number Project
Title Abstract Summary Statement Help Received Elizabeth Avalos
Does Repetitive Flooding Affect Soil Absorption? J0903
Objectives/Goals My goal was to test the soil to see if repetitive flooding would affect it. Differences in soil
absorption in my local neighborhood gave me the idea for this project. I studied soils from different places. I
hypothesized that flooding was going to affect the soil. Methods/Materials Thirteen of my classmates brought in
soil samples from their homes. I used thirteen cups to isolate each soil sample. I weighed each sample so it
would weigh 200 g, then I used a graduated cylinder and poured 30 mL of water into each sample. The next day,
I would pour off the water that remained. I measured this water and poured it back in the soil. I kept on doing
this process for about 10 days. Also, prior to flooding, I screened each sample with seives to determine the soil
components and percentages of gravels and sands. Results My results showed that repetitive flooding did affect
soil absorption. Soil can contain only a certain amount of water because once it reaches its field capacity, it will
not absorb more until water movement occurs outward from the soil. Soils disperse water better throughout
substance material with lower gravel contents. Sands in the medium range are ideal at soaking up large amounts
of water, dissipating it below to the soil horizons, and also for allowing rapid evaporation.
The more sand a soil has, the more water it absorbs. Conclusions/Discussion During my project, I
was particularly interested in the relationship of the texture of each soil sample and how much water it could
hold during the flooding. Gravel does not allow as much water retention within a soil because it does not make
as many open pockets as sand does. The closeness of the spaces of the sand particles and the small size of the
pores allows more water to quickly pass from one layer to the next. Proper attention must be given to soil
analysis where flooding is likely due to poor soil conditions. Attention must be given to the sand content, as
sand should be the largest component of flood-prone soils. Repetitive flooding affects soil absorption. Teacher
as facilitator.
Sandbags and Flood Control
A sandbag (floodbag) is a sack made of hessian/burlap, polypropylene or other materials that is filled with sand
or soil and used for such purposes as flood control, military fortification, shielding glass windows in war zones
and ballast.Advantages are that burlap and sand are inexpensive, and that the bags can be brought in empty and
filled with local sand or soil.
Sandbags may be used during emergencies when rivers threaten to overflood, or a levee or dike is damaged.
They may also be used in non-emergency situations (or after an emergency) as a foundation for new levees, or
other water-control structures. Sandbags are not always an effective measure in the event of flooding because
water will eventually seep through the bags and finer materials, like clay, may leak out through the seam. After
usage, dry sandbags can be stored for future use. Wet bags
need to be disposed in a landfill as they may be
contaminated by chemicals and fecal matter.
Picture is an example of Impervious Surfaces a major
cause of flooding.

LESSON SEVEN
Background Information of Ground Water and Aquifers
These kids probably think there is some kind of magic happening here ... they pull down a lever and out of the ground
below their feet comes clear, cool freshwater. They (and maybe you) may not realize that there is an immense amount of
water in aquifers below the earth's surface. In fact, there is a hundred times more water in the ground than is in all the
world's rivers and lakes.
Some water underlies the Earth's surface almost everywhere, beneath hills, mountains, plains, and deserts. It is not always
accessible, or fresh enough for use without treatment, and it's sometimes difficult to locate or to measure and describe.
This water may occur close to the land surface, as in a marsh, or it may lie many hundreds of feet below the surface, as in
some arid areas of the West. Water at very shallow depths might be just a few hours old; at moderate depth, it may be 100
years old; and at great depth or after having flowed long distances from places of entry, water may be several thousands of
years old.
Groundwater occurs only close to the Earth's surface. There must be space between the rock particles for groundwater to
occur, and the Earth's material becomes denser with more depth. Essentially, the weight of the rocks above condense the
rocks below and squeeze out the open pore spaces deeper in the Earth. That is why groundwater can only be found within
a few miles of the Earth's surface. Groundwater is an important part of the water cycle. Groundwater is the part of
precipitation that seeps down through the soil until it reaches rock material that is saturated with water. Water in the
ground is stored in the spaces between rock particles (no, there are no underground rivers or lakes). Groundwater slowly
moves underground, generally at a downward angle
(because of gravity), and may eventually seep into
streams, lakes, and oceans.
Here is a simplified diagram showing how the ground is
saturated below the water table (the purple area). The
ground above the water table (the pink area) may be wet

to a

certain degree, but it does not stay saturated. The dirt

and

rock in this unsaturated zone contain air and some water and support the vegetation on the Earth. The saturated zone
below the water table has water that fills the tiny spaces (pores) between rock particles and the cracks (fractures) of the
rocks. Why is there groundwater? A couple of important factors are responsible for the existence of

groundwater: (1) Gravity Nothing surprising here - gravity pulls water toward the center of the Earth. That
means that water on the surface will try to seep into the ground below it. (2) The Rocks Below Our Feet.
Groundwater depletion

Groundwater is a valuable resource both in the United States and throughout the world. Where surface water,
such as lakes and rivers, are scarce or inaccessible, groundwater supplies many of the hydrologic needs of
people everywhere. In the United States. It is the source of drinking water for about half the total population and
nearly all of the rural population, and it provides over 50 billion gallons per day for agricultural needs.
Groundwater depletion, a term often defined as long-term water-level declines caused by sustained groundwater
pumping, is a key issue associated with groundwater use. Many areas of the United States are experiencing
groundwater depletion.
Excessive pumping can overdraw the groundwater "bank account"
The water stored in the ground can be compared to money kept in a bank account. If you withdraw money at a
faster rate than you deposit new money you will eventually start having account-supply problems. Pumping
water out of the ground faster than it is replenished over the long-term causes similar problems. The volume of
groundwater in storage is decreasing in many areas of the United States in response to pumping. Groundwater
depletion is primarily caused by sustained groundwater pumping. Some of the negative effects of groundwater
depletion:
drying up of wells
reduction of water in streams and lakes
deterioration of water quality
increased pumping costs
land subsidence
What are some effects of groundwater depletion?

Pumping groundwater at a faster rate than it can be recharged can have some negative effects of the
environment and the people who make use of the water:
Lowering of the water table
The most severe consequence of excessive groundwater pumping is that the water table, below which the
ground is saturated with water, can be lowered. For water to be withdrawn from the ground, water must be
pumped from a well that reaches below the water table. If groundwater levels decline too far, then the well
owner might have to deepen the well, drill a new well, or, at least, attempt to lower the pump. Also, as water
levels decline, the rate of water the well can yield may decline.
Increased costs for the user
As the depth to water increases, the water must be lifted higher to reach the land surface. If pumps are used to
lift the water (as opposed to artesian wells), more energy is required to drive the pump. Using the well can
become prohibitively expensive.
Reduction of water in streams and lakes
There is more of an interaction between the water in lakes and rivers and groundwater than most people think.
Some, and often a great deal, of the water flowing in rivers comes from seepage of groundwater into the
streambed. Groundwater contributes to streams in most physiographic and climatic settings. The proportion of
stream water that comes from from groundwater inflow varies according to a region's geography, geology, and
climate.
Groundwater pumping can alter how water moves between an aquifer and a stream, lake, or wetland by either
intercepting groundwater flow that discharges into the surface-water body under natural conditions, or by
increasing the rate of water movement from the surface-water body into an aquifer. A related effect of
groundwater pumping is the lowering of groundwater levels below the depth that streamside or wetland
vegetation needs to survive. The overall effect is a loss of riparian vegetation and wildlife habitat.
Land subsidence
The basic cause of land subsidence is a loss of support below ground. In other words, sometimes when water is
taken out of the soil, the soil collapses, compacts, and drops. This depends on a number of factors, such as the
type of soil and rock below the surface. Land subsidence is most often caused by human activities, mainly from
the removal of subsurface water.
Deterioration of water quality
One water-quality threat to fresh groundwater supplies is contamination from saltwater intrusion. All of the
water in the ground is not fresh water; much of the very deep groundwater and water below oceans is saline. In
fact, an estimated 3.1 million cubic miles (12.9 cubic kilometers) of saline groundwater exists compared to
about 2.6 million cubic miles (10.5 million cubic kilometers) of fresh groundwater (Gleick, P. H., 1996: Water
resources. In Encyclopedia of Climate and Weather, ed. by S. H. Schneider, Oxford University Press, New York,
vol. 2, pp.817-823). Under natural conditions the boundary between the freshwater and saltwater tends to be
relatively stable, but pumping can cause saltwater to migrate inland and upward, resulting in saltwater
contamination of the water supply.

Where does groundwater depletion occur in the United States?

Groundwater depletion has been a concern in the Southwest and High Plains for many years, but increased
demands on our groundwater resources have overstressed aquifers in many areas of the Nation, not just in arid
regions. In addition, groundwater depletion occurs at scales ranging from a single well to aquifer systems
underlying several states. The extents of the resulting effects depend on several factors including pumpage and
natural discharge rates, physical properties of the aquifer, and natural and human-induced recharge rates. Some
examples are given below.
What clean water does

Lots of water exists in the ground below your feet. Some precipitation and runoff soaks into the ground to
become groundwater. Plants use groundwater to grow. The water underground is always moving, with most of it
ending up back in the oceans.
https://www.youtube.com/watch?v=t8zUZHJDK-w 10 amazing facts (on water)
Find Your Watershed Enter your ZIP:
We all live in a watershed the area that
drains to a common waterway, such as a stream, lake, estuary, wetland, aquifer, or even the ocean and our
individual actions can directly affect it. Working together using a watershed approach will help protect our
nation's water resources
Aquifer Conservation Commission 5/5/2011 Page 1 of 2
Litchfield Conservation Commission May 5, 2011 7:00 p.m. Town Hall 2 Liberty Way 1. Tax Map 22 Lot
11 (property owner for proposed gas station in an aquifer protection district) & (Litchfield
Building Inspector) in attendance. Person to speak to LCC regarding gas stations and fuel storage. Person states
that the gasoline underground storage tanks are monitored and maintained, they are equipped with alarms and
they are contained. Spillage is minimal to nothing, just surface spills. Hoses are designed to snap off and shut
down, the pumps are equipped with dry chem Systems. As an example the Mobile Gas Station in Manchester
the dry chem system accidently discharged and the chem powder went everywhere. Older systems lines werent
protected as they are now. Litchfield NH is basically all in an aquifer protection district some areas rate higher
in importance as far as aquifer districts. In Persons opinion fuel tanks at gas stations not the problem, residents
in the area of the proposed gas station all have 250 gal oil tanks in their basements, people have gas tanks in
their garages more of chance of leakage from these, the businesses in the area have fuel storage. Person asks the
question of the possibility of vapor releases from UST (underground storage tanks). Vapor release, chronic
small spills and larger spills sometimes take place during the process of fueling vehicles and portable

containers. MtBE isnt used in the gasoline anymore, which can be found in groundwater wherever gasoline is
used and has been found to easily escape from USTs. The State of NH does not have a hard requirement for
frequency of inspections, generally every 3 years.
Water Closest to Elementary school in Litchfield, NH:
River Merrimack River
Stream Chase Brook
Reservoir Lake Massabesic
Brook Nesenkeag Brook
Wetlands
Lake Lake Winnisquam
Pond Half Moon Pond
Springs Bristol
Ocean Atlantic
Bay Portsmouth Bay
Gulf Gulf of Maine
Estuary - Piscataqua River is a tidal estuary
Watershed Watts Brook, Colby Brook, Nesenkeag Brook, Merrimack, Chase Brook

New Nashua Regional Planning Commission Area in south-central New Hampshire

has a drainage area of 322 mil,of which 129 mil, or 40 percent of the basin, are underlain by stratified-drift
aquifers . This study area is entirely defined by political boundaries . Saturated thickness of stratified drift is
greater than 100 ft in areas of Amherst, Litchfield, Merrimack, and Pelham. Transmissivities exceed 8,000 ft2/d
in parts of aquifers in Amherst,Brookline, Hollis, Hudson, Litchfield, Merrimack, Milford,Nashua, and Pelham .
More than 30 municipal public supply wells in stratified-drift aquifers in Amherst, Hollis, Hudson, Litchfield,
Merrimack, Milford, Nashua, Pelham, and Wilton withdraw at least 100 gallons of water per minute (0.14
Mgal/d); many of these pump at a rate of more than 500 gallons per minute (0 .72 Mgal/d) . Several stratified
drift aquifers, particularly in Amherst, Litchfield,Merrimack, Milford, and Pelham, could supplement municipal
public--Hampshire Water
http://pubs.usgs.gov/wri/wrir_95-4100/pdf/wrir_95-4100.pdf
New Hampshire is fortunate to be a water-rich state, with nearly 17,000 miles of rivers and streams, an
estimated 1,000 lakes and large ponds, 238 miles of ocean and estuarine coastline, and abundant potable
groundwater.7 While much of our water resources are considered high quality, there are multiple issues facing
New Hampshires water, as noted in several recent reports, such as the New Hampshire Water Resources
Primer,8 the Water Sustainability Commissions report cited previously, and The New Hampshire Climate
Change Action Plan.9
At the same time the needs for collaboration in water education were being discussed, the N.H. Water
Sustainability Commission was working on its final report to Governor John Lynch. The report, New
Hampshire Lives on Water, was released on December 17, 2012. The purpose of the commission was to make
recommendations that will ensure that the quality and quantity of New Hampshires water in 25 years is as good
as or better than it is today.10
N.H. Department of Environmental Services. (2008, December). New Hampshire Water Resources
Primer: Executive Summary. Retrieved June 14, 2013, from
http://des.nh.gov/organization/divisions/water/dwgb/wrpp/documents/primer_front_matter.pdf
Groundwater flow, Snake River
kids-adv.html

http://water.usgs.gov/edu/watercycle-

WATER coming out of the ground at the Grand Canyon, USA.

If you pour a glass of water onto the ground it usually sinks right in (infiltration), so you can imagine how much
water sinks into the ground during a major storm (Find out here). Here in Atlanta, Ga, USA it rains about 50
inches/year. Over a 100 square mile (10 miles by 10 miles) area, that means 87,000 billion gallons of water
falls, with much of it soaking into the ground to become groundwater. Yes, water below your feet is moving all
the time, but, no, if you have heard there are rivers flowing below ground, that is not true. Water underground
moves, due to gravity, downward and sideways. Groundwater serves many purposes in nature: keeping plants
alive, filling aquifers, from which people can withdraw water, providing water to rivers and lakes, and
eventually flowing into the oceans.

LESSON EIGHT
Background Information on Contamination and Filtration
The availability of surface water for swimming, drinking, industrial or other uses sometimes is restricted because of
pollution. Pollution can be merely an unsightly and inconvenient nuisance, or it can be an invisible, but deadly, threat to
the health of people, plants and animals.
Hydrologists assist public health officials in monitoring public water supplies to ensure that health standards are met.
When pollution is discovered, environmental engineers work with
hydrologists in devising the necessary sampling program. Water quality
in estuaries, streams, rivers and lakes must be monitored, and the health
of fish, plants and wildlife along their stretches surveyed. Related work
concerns acid rain and its effects on aquatic life, and the behavior of
toxic metals and organic chemicals in aquatic environments.
Hydrologic and water quality mathematical models are developed and
used by hydrologists
for planning and
management and
predicting water
quality effects of
changed conditions. Simple analyses such as pH, turbidity, and oxygen
content may be done by hydrologists in the field. Other chemical
analyses require more sophisticated laboratory equipment. In the past,
municipal and industrial sewage was a major source of pollution for
streams and lakes. Such wastes often received only minimal treatment,
or raw wastes were dumped into rivers. Today, we are more aware of
the consequences of such actions, and billions of dollars must be
invested in pollution-control equipment to protect the waters of the earth. Other sources of pollution are more difficult to
identify and control. These include road deicing salts, storm runoff from urban areas and farmland, and erosion from
construction sites
Polluted groundwater is less visible, but more insidious and difficult to clean up, than pollution in rivers and lakes.
Ground water pollution most often results from improper disposal of wastes on land. Major sources include industrial and
household chemicals and garbage landfills, industrial waste lagoons, tailings and process wastewater from mines, oil field
brine pits, leaking underground oil storage tanks and pipelines, sewage sludge and septic systems. Hydrologists provide
guidance in the location of monitoring wells around waste disposal sites and sample them at regular intervals to determine
if undesirable leachate--contaminated water containing toxic or hazardous chemicals--is reaching the ground water. In
polluted areas, hydrologists may collect soil and water samples to identify the type and extent of contamination. The
chemical data then are plotted on a map to show the size and direction of waste movement. In complex situations,
computer modeling of water flow and waste migration provides guidance for a clean-up program. In extreme cases,
remedial actions may require excavation of the polluted soil. Today, most people and industries realize that the amount of
money invested in prevention is far less than that of cleanup. Hydrologists often are consulted for selection of proper sites
for new waste disposal facilities. The danger of pollution is minimized by locating wells in areas of deep ground water
and impermeable soils. Other practices include lining the bottom of a landfill with watertight materials, collecting any
leachate with drains, and keeping the landfill surface covered as much as possible. Careful monitoring is always
necessary.
http://water.usgs.gov/edu/photo-gallery/screen/nitrogen-stream.jpg

Groundwater
Groundwater, pumped from beneath the earth's surface, is often cheaper, more convenient and less vulnerable to
pollution than surface water. Therefore, it is commonly used for public water supplies. Groundwater provides
the largest source of usable water storage in the United States. Underground reservoirs contain far more water
than the capacity of all surface reservoirs and lakes, including the Great Lakes. In some areas, groundwater may
be the only option. Some municipalities survive solely on groundwater.

The water cycle, or hydrologic cycle, is a continuous process by which water is purified by evaporation and transported
from the earth's surface (including the oceans) to the atmosphere and back to the land and oceans. All of the physical,
chemical and biological processes involving water as it travels its various paths in the atmosphere, over and beneath the
earth's surface and through growing plants, are of interest to those who study the hydrologic cycle. There are many
pathways the water may take in its continuous cycle of falling as rainfall or snowfall and returning to the atmosphere. It
may be captured for millions of years in polar ice caps. It may flow to rivers and finally to the sea. It may soak into the
soil to be evaporated directly from the soil surface as it dries or be transpired by growing plants. It may percolate through
the soil to ground water reservoirs (aquifers) to be stored or it may flow to wells or springs or back to streams by seepage.
They cycle for water may be short, or it may take millions of years. People tap the water cycle for their own uses. Water is
diverted temporarily from one part of the cycle by pumping it from the ground or drawing it from a river or lake. It is used
for a variety of activities such as households, businesses and industries; for irrigation of farms and parklands; and for
production of electric power. After use, water is returned to another part of the cycle: perhaps discharged downstream or
allowed to soak into the ground. Used water normally is lower in quality, even after treatment, which often poses a
problem for downstream users. The hydrologist studies the fundamental transport processes to be able to describe the
quantity and quality of water as it moves through the cycle (evaporation, precipitation, streamflow, infiltration, ground
water flow, and other components). The engineering hydrologist, or water resources engineer, is involved in the planning,
analysis, design, construction and operation of projects for the control, utilization, and management of water resources.
Water resources problems are also the concern of meteorologists, oceanographers, geologists, chemists, physicists,
biologists, economists, political scientists, specialists in applied mathematics and computer science, and engineers in
several fields.

LESSON NINE
Background Information: Hydrology and Career Hydrologist
Hydrology is the study of water. Water is one of our most important natural resources. Without it, there would be no
life on earth. The supply of water available for our use is limited by nature. Although there is plenty of water on earth, it
is not always in the right place, at the right time and of the right quality. Adding to the problem is the increasing evidence
that chemical wastes improperly discarded yesterday are showing up in our water supplies today. Hydrology has evolved
as a science in response to the need to understand the complex water systems of the Earth and help solve water problems.
Hydrologists play a vital role in finding solutions to water problems, and interesting and challenging careers are available
to those who choose to study hydrology.

Surface Water
Most cities meet their needs for water by withdrawing it from the nearest river, lake or reservoir. Hydrologists help cities
by collecting and analyzing the data needed to predict how much water is available from local supplies and whether it
will be sufficient to meet the city's projected future needs. To do this, hydrologists study records of rainfall, snowpack
depths and river flows that are collected and compiled by hydrologists in various government agencies. They inventory
the extent river flow already is being used by others.
Managing reservoirs can be quite complex, because they generally serve many purposes. Reservoirs increase the
reliability of local water supplies. Hydrologists use topographic maps and aerial photographs to determine where the
reservoir shorelines will be and to calculate reservoir depths and storage capacity. This work ensures that, even at
maximum capacity, no highways, railroads or homes would be flooded.
Deciding how much water to release and how much to store depends upon the time of year, flow predictions for the next
several months, and the needs of irrigators and cities as well as downstream water-users that rely on the reservoir. If the
reservoir also is used for recreation or for generation of hydroelectric power, those requirements must be considered.
Decisions must be coordinated with other reservoir managers along the river. Hydrologists collect the necessary
information, enter it into a computer, and run computer models to predict the results under various operating strategies.
On the basis of these studies, reservoir managers can make the best decision for those involved.
Hydrologists estimate the volume of water stored underground by measuring water levels in local wells and by
examining geologic records from well-drilling to determine the extent, depth and thickness of water-bearing sediments
and rocks. Before an investment is made in full-sized wells, hydrologists may supervise the drilling of test wells. They
note the depths at which water is encountered and collect samples of soils, rock and water for laboratory analyses. They
may run a variety of geophysical tests on the completed hole, keeping and accurate log of their observations and test
results. Hydrologists determine the most efficient pumping rate by monitoring the extent that water levels drop in the
pumped well and in its nearest neighbors. Pumping the well too fast could cause it to go dry or could interfere with
neighboring wells. Along the coast, overpumping can cause saltwater intrusion. By plotting and analyzing these data,
hydrologists can estimate the maximum and optimum yields of the well.

What is Hydrology?
Hydrology is the science that encompasses the

occurrence, distribution, movement and properties of the waters of the earth and their

What Hydrologists Do?

Hydrologists apply

scientific

knowledge and

mathematical

principles to solve

water-related

problems

in society: problems of

quantity, quality

and

availability. They may

be concerned

with

finding water supplies for cities or irrigated farms, or controlling river flooding or soil erosion. Or, they may work in
environmental protection: preventing or cleaning up pollution or locating sites for safe disposal of hazardous wastes.
Persons trained in hydrology may have a wide variety of job titles. Scientists and engineers in hydrology may be involved
in both field investigations and office work. In the field, they may collect basic data, oversee testing of water quality,
direct field crews and work with equipment. Many jobs require travel, some abroad. A hydrologist may spend
considerable time doing field work in remote and rugged terrain. In the office, hydrologists do many things such as
interpreting hydrologic data and performing analyses for determining possible water supplies. Much of their work relies
on computers for organizing, summarizing and analyzing masses of data, and for modeling studies such as the prediction
of flooding and the consequences of reservoir releases or the effect of leaking underground oil storage tanks. The work of
hydrologists is as varied as the uses of water and may range from planning multimillion dollar interstate water projects to
advising homeowners about backyard drainage problems.

Careers in Hydrology
Students who plan to become hydrologists need a strong emphasis in mathematics, statistics, geology, physics, computer
science, chemistry and biology. In addition, sufficient background in other subjects--economics, public finance,
environmental law, government policy--is needed to communicate with experts in these fields and to understand the
implications of their work on hydrology. Communicating clearly in writing and speech is a basic requirement essential for
any professional person. Hydrologists should be able to work well with people, not only as part of a team with other
scientists and engineers, but also in public relations, whether it be advising governmental leaders or informing the general
public on water issues. Hydrology offers a variety of interesting and challenging career choices for today and tomorrow.
It's a field worth considering.
Source: Hydrology: The Study of Water and Water Problems A Challenge for Today and Tomorrow, a publication of the
Universities Council on Water Resources

LESSON TEN:
Water Conservation
Why is water so important?

Did you know that you are mostly water? Two-thirds of your body is made up of water. You
probably drink six to eight cups of water, milk, fruit juice, or soda each day. Animals and
plants are almost all water too. So we dont just use water, we arewater.
Three quarters of the earth is covered with water, and although most of it cant
be used by people, plants or animals, water makes life on earth possible. You depend on
water for drinking, cleaning, growing and processing food, growing cotton for cloth, swimming,
fishing, boating, cooking, putting out fires and generating electricity through
hydropower dams. Try to think of one item or action that doesnt involve water in some way!
Water also connects us to the rest of the natural world plant and animal communities
depend on water in many of the same ways: for food, water and shelter. Since every
drop is used again and again, water is the ultimate in recycling. Its important to protect this
precious resource because we share it with all other living things, past, present and future.
Unfortunately, people have not always used water wisely. Weve over-used it to carry
away our waste. Weve put hazardous materials in or on the ground where they seep
into groundwater. Weve often used more water than we need. Yet we can improve our water
resource by conserving water at home, cleaning waste from industries and cities
before it returns to rivers or lakes, and preventing pollutants from homes and farms from
washing into waterways with the rain. Some communities have already begun to help!
One of the ways we can have a big effect on improving our water quality now
and protecting it from future pollution is changing the small ways that people affect
water. What you do in your community, or in your house, yard, road, park, business,
school or farm or ranch can conserve water and improve its quality.

Estimates of water use in the United States indicate that about

408 billion gallons per day (one thousand million gallons per day, abbreviated Bgal/d) were withdrawn for all
uses during 2000. This total has varied less than 3 percent since 1985 as withdrawals have stabilized for the two

largest usesthermoelectric power and irrigation. Fresh ground-water withdrawals (83.3 Bgal/d) during 2000
were 14 percent more than during 1985. Fresh surface-water withdrawals for 2000 were 262 Bgal/d, varying
less than 2 percent since 1985. Much of our water use is hidden.

Think about what you had for lunch. A hamburger, for example, requires water to raise wheat for the bun, to
grow hay and corn to feed the cattle and to process the bread and beef. Together with french fries and a soft
drink, this all-American meal uses about 1,500 gallons of water--enough to fill a small swimming pool. How
about your clothes? To grow cotton for a pair of jeans takes about 400 gallons. A shirt requires about 400
gallons. How do you get to school or to the store? To produce the amount of finished steel in a car has in the
past required about 32,000 gallons of water. Similarly, the steel in a 30-pound bicycle required 480 gallons. This
shows that industry must continue to strive to reduce water use through manufacturing processes that use less
water, and through recycling of water.Ten Things You Can Do to Make a Difference in Your Watershed
Learn About Your Watershed Become Active in Your Watershed -Help Increase Public
Awareness in Your Watershed

Learn about your watershed. Start by using the Watershed Region Information Web site to find
your watershed address and learn about its environmental health. Other useful sites include Surf Your
Watershed, Envirofacts and Enviromapper. [broken link] Also be sure to check out EPA's Wetlands web
page to learn about the importance of wetlands.
Identify ways you can help prevent polluted runoff from your home, ranch or farm.
Check outGive Water a Hand (for students), EPA's Nonpoint Source Program Web site and the
U.S. Department of Agriculture's Natural Resources Conservation Service Web site to find out how you
can be part of the solution, instead of part of the problem.
Find out about our precious coast and steps you can take to protect marine
resources by reading the Coastal Watershed Fact Sheets. Learn about our pressure on
ocean resources and find out 25 things you can do to help save coral reefs.
Become involved in land use and development decisions affect your water resources
and learn how watershed planning and the watershed approach can help. Find out
about model ordinances to protect water quality at EPA's Model Ordinances to Protect Local Resources
web pages andthe Center for Watershed Protection. Also learn about alternatives to current development
patterns such as low-impact development and smart growth.

Create a Wildlife Habitat in your Backyard, Workplace or Schoolyard. Certify your

backyard or schoolyard as part of the National Wildlife Federation's Backyard Wildlife Habitat Program
or Schoolyard Habitat Program.

Participate in or help coordinate a special wetlands activity during the month of May
to celebrate American Wetlands Month. Visit EPAs wetlands web site for ideas for special
wetland activities. Also, celebrate International Migratory Bird Day by joining in an event to raise
awareness about the importance of birds, biological diversity, and wetlands.
Do your part to protect drinking water sources. Individuals, citizen groups, and local
communities can participate in many activities that help to protect their drinking water sources. Get
information about drinking water and how it can be protected at the EPA Source Water Protection Web
site. Find out more about how your drinking water is tested, treated and protected by reading your utility's
yearly water quality report. Check out the National Source Water Collaborative a coalition of 19
national organizations with a shared recognition of the importance of protecting drinking water sources.
Obtain funding for your watershed outreach and public education efforts. Use the
following EPA resources to get started: the Catalog of Federal Funding Sources for Watershed
Protection,Environmental Finance Program, and the Clean Water State Revolving Fund Program
Prepare a presentation about your watershed for a school or civic organization.
Explain what a watershed is. Discuss water quality threats, including polluted runoff and habitat loss.
Highlight things people can do to protect water quality, including limiting fertilizer use and eliminating
herbicides and pesticides. Be sure to provide case studies from other watersheds and to highlight success
stories. Research your presentation using a variety of water education materials.

Sponsor a World Water Monitoring Day Event or Watershed Festival in your

community to raise awareness about the importance of watershed protection.
Organize the event around a water body in your watershed (e.g., estuary, lake, river, etc.), an issue
(protecting drinking water sources), or a national event. Find out how to get involved in or start planning
your own monitoring event using the Water Environment Federations World Wide Monitoring Day Web
site . The Groundwater Foundation's "Making Waves: How to Put on a Water Festival" and "Making
More Waves: Ideas from Across the US and Canada for Organizing Your Water Festival guidebooks can
help you organize a festival in your community.
http://water.epa.gov/action/adopt/earthday_index.cfm

Materials List:
Lesson Six
Slide Show: http://water.usgs.gov/edu/photos-waterquality.html#2
9 minute Video Flood Control: What You Can Do?
Sticky Notes, pencils, Science Notebooks
Academic Language Word Wall
Landslide: 3 clear containers, newspaper, 3 cardboard houses, 3 matchbox or plastic
vehicles, watering can with water, model trees, rocks, sand, mud and green felt
Bioswale/Levee: 1 large, long flat, clear container, newspaper, monopoly houses, small
vehicles, bottle with water, model trees, rocks, sand, mud, spoon, toothpicks, pink modeling
clay, sponges. Rain Gauge: a clear plastic soda bottles with the tops cut off, a permanent
markers with a sharp point, small stones or aquarium gravel, water, rulers
Lesson Seven
12 large, clear plastic cups, dozen pieces of modeling clay, 2 cups of white play sand, 6
cups clean, natural aquarium gravel, red food coloring, 12 droppers, one bucket clean
water, and 12 small cups.
Slide Show: http://water.usgs.gov/edu/photos-waterquality.html#2
Research sites: Google earth, mapquest, tripadvisor, NH Department of Environmental
Services, see references
Sticky Notes and Colored pencils
Academic Language Word Wall
Science Notebooks
Video water cycle rap at https://www.youtube.com/watch?v=yNW1evt93e4

Lesson Eight

For Watershed: recycled white paper (one for each student), place mats, water sprayer (fine
mist), watercolor markers that bleed: brown, green, red, blue
For Filter :2 liter soda bottles (12) cut in half (by an adult), paper towels, gravel, sand,
cotton balls, dirty water, cooking oil, food coloring, pieces of paper, tiny pieces of
Styrofoam, water.

LESSON SIX:
Flooding, Landslides and Flood Control
GRADE 5
Wenda Schultz
Grade Span Expectations:
NH Standards :
SPS1:4:1.1 Extend the senses using simple tools.
S:SPS1:4:1.2 Make and record observations for a given purpose.
S:SPS1:4:1.3 Differentiate between observations and inferences.
S:SPS1:4:1.4 Record observations using standard units of measurement.
Common Core :
S:ESS1:6:5.2 Explain how some changes to the Earths surface happen abruptly, as a result of landslides
CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.B Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently,specifically).
CCSS.ELA-LITERACY.W.5.1.D Provide a concluding statement or section related to the opinion presented
Understandings: From previous lessons students will know that the hydrologic cycle is an ongoing,
continual process that happens everywhere on the Earth and that the water cycle is a closed system that can be a
short process or take millions of years. This lesson will give the students opportunities to see how precipitation
affects land, how urbanization with additional impervious surfaces can cause flooding and negatively affect life
in our communities Students will know that Groundwater is found in the ground in cracks and spaces between
rocks and soil particles and that a Watershed is an area of land where all water drains, or sheds, to the same
river, reservoir or other body of water. Students will have a better understanding of the essential need to keep
water clean in our communities.

Essential Questions:
What does the water in your town look like when it rains for a long time or rains a lot in a short time span?
How much of the water is in a raindrop?
What is a flash flood?
What causes landslides?
What is a water table?
Can communities control water flow during storms?
Does precipitation affect the amount of water in your community and the quality of the water?
Specific Objectives:
Students will all conduct and observe the Landslide experiment. Then will divide in half to work in the
remaining two Exploring Centers set up in the classroom. In the centers students will observe, make
predictions and collect data on how precipitation affects topography and the quality of water. Students will
learn proper academic language for their water unit and extend their understanding of the lesson to state,
national and global water issues with flooding, landslides and flood control.

Required Materials:
Slide Show: http://water.usgs.gov/edu/photos-waterquality.html#2
9 minute Video Flood Control: What You Can Do?
Sticky Notes, pencils, Science Notebooks
Academic Language Word Wall
Landslide: 3 clear containers, newspaper, 3 cardboard houses, 3 matchbox or plastic vehicles, watering can with
water, model trees, rocks, sand, mud and green felt
Bioswale/Levee: 1 large, long flat, clear container, newspaper, monopoly houses, small vehicles, bottle with
water, model trees, rocks, sand, mud, spoon, toothpicks, pink modeling clay, sponges.
Rain Gauge: a clear plastic soda bottle with the top cut off, a permanent marker with a sharp point, small stones
or aquarium gravel, water, ruler
ENGAGE:
Class is shown two slides illustrating a major cause of flooding [slide 6: imperious surfaces] and the negative
effects of flooding [slide 5: sewage overflow pipe showing runoff with raw sewage] water.usgs.gov/edu/photoswaterquality.html#2
Class watches the video Flood Control: What Can You Do?
During the slides and video students:
1. take notes in their Science Journals (can be formatted with Cornell Note system)
2. add new words to their left column
3. write down five ways communities can control the negative effects of excessive precipitation (12 in total)

EXPLORE: Class will participate in three Exploring Centers that simulate ways Communities try to control
flooding as seen in the video: Flood Control.
Landslides to model Go Wild, Planting a Rain Garden, Gravel Round House, and Green Roof
Before class teacher places three containers side by side and fills each container in the same fashion: At one
end make a base of balled newspaper and cover with a sloping hill of mud and sand. Place cardboard houses
and cars, one house and one car in each container, on the top of hill near back end of container.
Step 1. Ask students what protects houses, buildings and cars in heavy or continual rain from sliding down the
hill? Leave one container totally unprotected. In the second container provide students with felt to lay down a
grass lawn. In the third container provide students with model bushes, trees, shrubs, and small stones to go
around trees and the house.
Step 2. Students take turns watering the unprotected hill with water until surface water forms at low end and
house falls down hill.
Step 3. Students will simulate steady, continual rain by taking turns watering the second grass protected hill and
the third wild, natural hill. Which houses and vehicles stay in their original location and why?

EXPLORE continued:
Bioswale/Levees
Before class teacher fills large, flat clear container with mud and sand. At long end over balled newspaper
makes a slight hill with river coming down through container marked on both sides with toothpicks.
Step 1. Students can take turns in different areas of the containers building communities with houses and using
materials to protect or leave unprotected.
Step 2. Students supply water to the top of the river at sloping end of container in a steady, heavy stream from
their water bottles. Are the homes and vehicles unaffected by the heavy, fast flow of the river?
Step 3. Students move back houses and cars that have moved from water damage and try strategically placing
thin sponges in various areas to represent natural plant growth
Step 4. Students again supply water to the top of the river at sloping end of container in a steady, heavy stream
from their water bottles. Are the homes and vehicles unaffected by the heavy, fast flow of the river? .
Step 5. Students move back any houses and cars that have moved from water damage. Then they can scoop land
using spoon from one area of river to divert water to a temporary pond.
Step 4. Students again supply water to the top of the river at sloping end of container in a steady, heavy stream
from their water bottles. Are the homes and vehicles unaffected by the heavy, fast flow of the river?
Step 6. Students can use modeling clay to build levees along the river to protect homes.
Step 7. Students again supply water to the top of the river at sloping end of container in a steady, heavy stream
from their water bottles. Were the homes and vehicles unaffected by the heavy, fast flow of the river?
Rain Gauge to model collecting and redirecting downspouts with a Rain Barrel and runoff from impervious
surfaces Parking Gardens
Step 1. Fill the curved part of the bottom of the bottle with small stones or aquarium gravel. This
will weigh your rain gauge to keep it from falling over.
Step 2. Pour enough water into the bottle to cover the stones. Use the marker to draw a line at the top surface of
the water.
Step 3. Mark a "0" next to the line. This is your baseline. Then use the ruler and marker to measure 1", 2", and
3" up the bottle from the baseline. Draw a line at each inch mark and label the lines. Use the ruler and marker to
measure and mark ", 1 ", and 2 ". If you want to make your rain gauge more accurate, use the ruler and
marker to measure and mark ", ", 1 ", 1 ", etc. on the bottle.
Step 4. Place on window sill when the weather forecast predicts rain, or rain starts falling, add water to your
rain gauge up to the baseline. Put the rain gauge outside to catch the rainwater. When the rain stops, check to
see how many inches of rain fell into your rain gauge and use to water indoor plants.

EXPLAIN: Students look at the observations they have made in their journals and write a few sentences
answering the essential questions, asking additional questions, and stating what they know now that they didnt
know before their observations. They may also add their own drawings to illustrate their findings.
EXTEND: Students pick one assignment (can be conducted in or outside of class):
A] The students make a chart to keep track of how much rain falls in a week and in a month. On the chart, list
the date it rained and how many inches of rain fell. Add up the rainfall at the end of the week or month and
determine what you could use that water for. [Students need to fill rain gauge to the baseline before they begin
collecting water.]
B] Students (with a parent) go outside and survey their surroundings. They can start anywhere at their
home, school, farm, downtown. Then go to the highest point you can see within easy walking distance. If
possible, go to the highest point in your community. Look over the land, the way the ground slopes down from
this high point and write down your observations.
If it rained, where would water flow? If heavy snows were to melt where would the water go? Youre looking at
a watershed or several watersheds. That is the area of land where all water drains, or sheds to the same body
of water. Communities need to understand where water comes from, how it flows and how its used at home, in
schools, on farms or ranches, and in the community. Walk around this area. Look for the following things in
your watershed and make a list of what you see in your notebook.
In my site, water flows to: a) low points b) gutters c) storm drains
d) ditches
f) streams or rivers
g) ponds
h) culverts

e) lakes

On its way, it passes:

a) bare soil
b) vegetation c) wells
d) streets
e) school
f) shopping centers
g) parking lots
h) houses
i) farms
j) industry
k) animals
l) litter
Sketch a picture of this view of your watershed. Or use a camera to document all you do from the start.

EVALUATE:
Students will be given a rubric on the clear expectations of the assignments. They select one and will be graded
based on how they are able to incorporate and compare their assignment to the lessons learned in the classroom
about protecting communities structures, diverting runoff and keeping water sources clean.

MODIFICATIONS:
Students will be given proper assistive technology, 1.5 accommodations for time, decreased test choices and
modified or reduced assignments.

Lesson SEVEN :
GRADE 5

GroundWater: Building an Aquifer

Wenda Schultz
Grade Span Expectations
NH Standards
ESS1:5:7:2 Students able to recognize that water quality has a direct effect on the Earths life forms.
LS 2:1:2 Students explain that most microorganisms do not cause disease and that many are beneficial to the
environment.
ESS1:5:3:3 Students will provide examples of how to reduce waste through conservation, recycling, and reuse.
Common Core Standard(s)
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer
to a question quickly or solve a problem efficiently. 5-PS1
5-LS.2-1 Develop a model to describe the movement of matter among plants, animals, decomposers and the
environment.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic. 5-PS1-2
5-ESS.3.1 Obtain and combine information about ways individual communities use science ideas to protect the
Earths Resources and the environment.
Essential Understandings
Following their flooding lesson, students will have the opportunity to explore the streams, rivers, ponds, etc in
their town. Using Google Earth satellite view they will examine the topographical and water features of the land
and speculate on runoff, groundwater, water table, reservoirs and watershed areas. They will be introduced to
thinking of how water runoff, flooding, and littering and other factors can affect water quality.

Essential Questions:
Where is water in your community?
How much of the water in your area is drinkable compared to the Earth as a whole?
Where does the water at your house come from and is it quality water?
What type of pollutants and contaminants can be in water and how do they get there?
In your filter what does the water look like? What does the filtered water look like?
Specific Objectives:
Students will begin locally in researching where their home, school and state drinking water comes from, then
evaluate and describe how water in various forms can have beneficial nutrients (including bacteria), can be
contaminated, where wastewater comes from and what makes quality water. Students will learn proper
academic language for their water unit and extend their understanding of the unit to state, national and global
water issues.

Required Materials:
Slide Show: http://water.usgs.gov/edu/photos-waterquality.html#2
Research sites: Google earth, mapquest, tripadvisor, NH Dept of Environmental Services; see references
Sticky Notes, Colored pencils, Academic Language Word Wall
Science Notebooks: worksheet/graphic organizer setup for Research questions for differentiation
Video water cycle rap at https://www.youtube.com/watch?v=yNW1evt93e4 (listen end class cleaning up)
Activity: [will make a dozen aquifers]________________________________________________________
12 large, clear plastic cups, dozen pieces of modeling clay, 2 cups of white play sand, 6 cups clean, natural
aquarium gravel, red food coloring, 12 droppers, one bucket clean water, and 12 small cups.
ENGAGE:
Class watches a slide show illustrating major causes to water pollution. Slides: #4 sediment tributary, #8
hydrolic mining, #9 acidic waters, #10 acid rain, #11 watersheds, #12 dissolved oxygen for fish, #13 bacteria
[from http://water.usgs.gov/edu/photos-waterquality.html#2]
During slide show students take notes in their Science Journals (can be formatted with Cornell Note system).
They add new words to their left column and then transfer to Word Wall.
Teacher will lead discussion focused on how water quality = natural processes + human activity. Students read
their Post it Notes naming and describing their local bodies of water and possible sources of pollution (golf
course, gas station, lots of homes, industry, etc). After all notes have been read ask the students
How can nature clean water for our use?
Are we currently protecting our drinking water or contaminating it?
How do we know?
EXPLORE:
Working with a partner, students select a body of water from the list on the board. They will conduct research
and write their observations on sticky notes and attach under their heading. They can investigate various topics
if time permits but must be able to answer the following: (see materials for sites)
What is the name of their water type?
Where (closest to the school) is their body of water located?
What indications from research do they get that their water is clean or polluted?
Step 1 Each group pours inch white sand to completely cover the bottom of their cup.
Then they pour water into sand, wetting it completely, without standing water on top.
Students make observations and write their observations in their Journals.
Step 2 Students flatten clay, like a pancake; covering and sealing off of sand on one side with clay.
Then they pour a small amount of water onto clay. Ask Students to write in journal confining
layer, what they observe and guess at the definition of what a confining layers is?
Step 3 Cover the sand and clay with aquarium rocks. On the side of the clay. pile the rocks making a hill
and a valley. Ask students to write in their journals what do they think each layer
represents?
Step 4 Pour water in cup, leaving top of the rock hill above water. Ask students to write in their journals
all observations particularly regarding where the water lies and how it collects?
Step 5 Each group puts a few drops of food coloring on the rock hill at the side of the cup. Students
observe and record where and how quickly the food coloring runs into the surface water
(lake),
through the clay to the sand.

EXPLAIN:
Teacher combines partners to make three larger groups. Each Group selects a question. Every student will write
in their journal what they think is the answer to their question (assessed for participation by teacher). Then
groups will decide which answer they wish to present and select a speaker.
1). Group one stands and reports on What was something you did not expect to see?.
2). Group two stands describes What does each material represents and could other materials
be used?
3). Group three stands and explains Why did we do this activity and are they confused about
anything?
EXTEND:
Homework: The students determine if they use private well water at their home or are on public water. Using a
daily log form they record for a week how their family wastes clean water and how they dispose of wastewater,
pollutants; such as paints, oils, chemicals, old appliances, batteries, etc.
Activity: The students can drain water from cups, to take turns, bringing their aquifer home to demonstrate to
family how easily ground and surface water can be contaminated by pollutants.
EVALUATE:
Students will be given a rubric on their Water Research assignment and given 0-5 points for answering the two
research questions (10 possible). During discussions teacher will ask for thumbs up and down for confusion and
questions. Teacher will direct students through the activity, will get feedback in the form of comments and
questions from students as they write in their Science Journal, will read work in the journals for immediate
assessments. Students will receive a rubric and a X+, X, X- for their homework assignment.
Modifications: Use of the FM system for two students, copies of the vocabulary will be provided.
Preferential seating for easily distracted students and Use of visuals, examples and will have pre-made aquifer
available to show students that are struggling visually.

LESSON EIGHT:
GRADE 5

Contamination and Filtration

Wenda Schultz
Grade Span Expectations
S:ESS1:6:1.1 Describe and make predictions about local and regional weather conditions using observation and data
collection methods
S:ESS1:6:2.1 Differentiate between renewable and nonrenewable resources.
S:ESS1:6:7.2 Explain that water quality has a direct effect on Earths life forms.

S:SPS1:8:1.3 Investigate similarities and differences noted when making observations.

S:SPS1:8:1.7 Ask questions about relationships between and among observable variables.
Understandings:
Students will have a depth of knowledge on how water becomes unsafe, and undrinkable. They will be able
to compare their local water to that in the state, country and globally. They will be able to evaluate real life
example when the balance between human impact and natural methods disrupt our ability to have clean water.
They will be exposed to ways in which water is filtered and cleaned and the time frame it takes for water to
go through this cycle. Gravity will pull water down.
Essential Questions:

What is potable water?

Does everyone have safe, drinkable water?
How expensive and time consuming is it to filter water?
How can communities clean water for their use?
What is each person's responsibility for environmental stewardship?
What comprises quality water, waste water and can waste water in New Hampshire be made potable and
how?
What type of pollutants and contaminants can be in water, how do they get there and how can they be
removed?
Specific Objectives:
1.

define watershed, identify their local watershed and understand its importance.

2.

name local pollutants that may get into the watershed and affect groundwater.

3.

brainstorm ways to protect the local watershed and what is environmental stewardship

Materials
For Watershed: recycled white paper (one for each student), place mats, water sprayer (fine mist), watercolor
markers that bleed: brown, green, red, blue
For Filter :2 liter soda bottles (12) cut in half (by an adult), paper towels, gravel, sand, cotton balls, dirty
water, cooking oil, food coloring, pieces of paper, tiny pieces of Styrofoam, water.

ENGAGE: Teacher can show pictures from: A Cool Drink of Water by Barbara Kerley (2006) Down

the Drain: Conserving Water by Chris Oxlade (2005)or read aloud A River Ran Wild by Lynne
Cherry (2002) or Letting Swift River Go by Jane Yolen (1995). Then discuss Water Usage and show table
below.Find out more about how your drinking water is tested, treated and protected by reading your utility's
yearly water quality report.
Water Usage
Number of Gallons Used
Flush a toilet
3-5
Full bath in tub
36-50
Wash hands (with water running)
4 gallons per minute
Brush teeth (with water running)
2-10
Dishwasher
8-12 per load
Wash clothes
20-50 per load
Drinking water
2-12
Cooking
10
Washing the car
100
EXPLORE:

Watershed:
Give each student or group of students a sheet of (recycled) paper. Tell the students to crumple their papers
and then open them again, but not to flatten. This paper represents the land within the boundaries of a
watershed. The paper should still be crumpled enough to have portions that resemble mountain ridges or hills
and valleys.
Step 1: Students to use a blue marker to mark streams or rivers on their papers, and mark where they think
the water will collect as it runs downhill. Color with brown marker for areas that represent soil and farmland.
Use red markers to draw in some pollutants that may be found in their watershed, such as soap from washing
cars, pesticides from lawns, and animal waste from a nearby farm.

Step 2: Tell the students you are going to add water to their system and you want them to observe what
happens. Walk around with a sprayer and spray a very light mist of water over each paper watershed model.
Questions to consider: Why does water flow down into the creases? What happened to the ink from the
markers as the water flowed? Where did it end up? How is this a problem if the inks represent pollutants? Is
there drinking water clean?

Water Filtration
Step 1. Students take the top half of your soda bottle put it upside-down inside the bottom half of the bottle so
that the top half can where they build their filter and the bottom will hold their filtered water.
Step 2. Students decide how the would like to layer the available materials inside the top half of the bottle to
design the best filter
Step 3. The students pour the dirty water through the filter.
What does the water look like? What does the filtered water look like?
Step 4. Students can disassemble their filters and examine and observe what happened at each layers.
Students record their findings: what materials and in what order produced the clearest water?
Step 4. Wipe the bottle clean and repeat putting materials in different layers or using different amounts of
materials.

EXPLAIN: Cause and Effect Graphic Organizer Instructions: Students list the topic or problem with

contaminated water that they have been exploring in the center of the organizer. Under the Causes section
record what you think makes the problem happen. Under the Effects section, record what happens because of
these causes.

EXTEND: Students take a field trip (or virtual trip, watch movie) to waste water plant. City of Manchester

School/Group Tours typically give mid-morning or early afternoon. Contact Plant Superintendent.
EVALUATE: Engaging With Cause-and-Effect Relationships Through Creating Comic Strips

Students demonstrate their knowledge of cause-and-effect relationships by creating original comic strips and
sharing their completed work in an oral presentation format.
Modifications: Students will be given proper assistive technology, 1.5 accommodations for time, decreased

test choices and modified or reduced assignments.

REFERENCES:
Aquifer, Images. Retrieved on December 20, 2014 from http://static1.squarespace.com/static/
50e99f7be4b08880418b9d42/t/50f462a2e4b02681d351c161/1358193314372/lcc110505.pdf
Challenges and Opportunities in the Hydrologic Sciences ( 2012 ) National Academies Press. Retrieved
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Exploring Cause and Effect: Lesson Plans: Graphic Organizer Rubric. International Reading
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Nace, USGS, 1967 and The Hydrologic Cycle (Pamphlet), USGS, 1984)
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http://des.nh.gov/organization/commissioner/pip/factsheets/geo/documents/geo-5.pdf
N.H. Department of Environmental Services (2008, December). New Hampshire Water
Resources Primer: Executive Summary. Retrieved June 14, 2013, from
http://des.nh.gov/organization/divisions/water/dwgb/wrpp/documents/primer_front_matter.pdf
Office of Water (June 2006). Thirstin builds an aquifer: EPA. Retrieved on November 28, 2014 from
epa.gov/safewater.
Pearlman, Howard. (May 30, 2014) USGS: Hydrology and What do Hydrologist Do? US Department of
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Ten Amazing Facts about Water. (January 27, 2014) National Geographic. Retrieved on December 30,
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Ten Things You Can Do To Make A Difference In Your Watershed. (March 20, 2012) United States
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http://water.epa.gov/action/adopt/earthday_index.cf

Trubin, Julian. (June 2013) Science Fair Projects: Flood water and sand bags. Retrieved on January 11,
2015 from http://www.juliantrubin.com/fairprojects.html
United States Environmental Protection Agency. Watersheds. Retrieved on December 26, 2014 from
http://water.epa.gov/type/watersheds/index.cfm
USGS. Groundwater Resources in New Hampshire; Stratified Drift Aquifer. Retrieved on December 26,
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Wasterwater Treatment Plants, Manchester NH. Retrieved on January 11, 2015 from
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