Irrigation in Southwest Kansas
C. Darlene Handlin
Soderstrom Elementary School
Lindsborg, Kansas

Overview:

Irrigation has had a huge impact on the region of Southwest Kansas. The availability of ground water has allowed farmers in this area to irrigate a large area which has brought about the development of feed lots and meat packing plants.

 

Grade Level: 4-8

Time Needed: 3 or 4 45 minute class periods

Geographic Themes:

Location, Place, Movement, Region, and Human/Environment Interaction

Kansas Social Studies Standard for Benchmarks, Grade Levels 8-K:

• The student will understand the connections among people, places, and environments in the local school and community, Kansas, the United States, and different nations in the world.
• The student will understand the effects of economics, science, and technology in the local school and community, Kansas, the United States, and different nations in the world.

National Geography Standards, Grade 5-8:

#5	The geographically informed person knows and understands that people create regions to interpret Earth's complexity.
#7	The geographically informed person knows and understands the physical processes that shape the patterns of Earth's surface.

Outcome:

Students will become aware of the importance of water in Southwest Kansas.

Performance Objectives:

1. Students will describe the impact of water on Southwest Kansas.
2. Students will identify the concept that water is an important resource that must we used wisely, and describe how we can conserve water in Kansas.

Vocabulary (see Glossary):

irrigation (flood, pivot, and drip), ground water, surface water, alluvium, conservation, aquifer, water table, and natural resources.

 

Materials Needed:

Kansas Outline Map
Packet including the following materials:

• Historical Atlas of Kansas, pp. 4, 48, 51, 65.
• Kansas Ground Water, pp. 1-21.
• Ground water Management in Kansas, pp. 3-11.
• Conserving Ground water in the High Plains, 1-12.

Procedures:

Divide the class into working groups of two, three, or four students. Each student will do his own activities but may have assistance from students in his group. Each group will have packets of background information. Students are to research and record responses to the following questions:

1.	What counties are included in Southwest Kansas? Locate them on the outline map. Locate the county seat in each county.
2.	What is the average rainfall in this region? Why do farmers irrigate in this region?
3.	Where do farmers get the water for irrigation? Locate the Ogallala Aquifer on a map of Kansas, Texas, and Nebraska. Locate the Arkansas River. What is surface water? What is ground water?
4.	Identify the source of energy mainly used for irrigation. What natural resources are readily available in this region?
5.	Identify whom water belongs in the state of Kansas. What are water rights and appropriations? How is ground water managed in Kansas?
6.	What are the irrigation methods used in Southwest Kansas? Describe three major methods. List advantages and disadvantages of each method. Make a drawing or model of the three types. Observe and note irrigation methods in your area.
7.	What are some ways that irrigators can conserve water?
8.	Identify which crops are grown with irrigation in Southwest Kansas.
9.	Identify where the crops are used? Why have cattle feed lots, large dairies, and hog farms developed in this region.
10.	Describe what is happening to the ground and surface water in Southwest Kansas. (give data to support your answer). How can irrigators conserve water in the area where you live? How can cities conserve water in the area where you live?
11.	Describe why water is important to Southwest Kansas. How can YOU conserve water?

Assessment:

1. Check students' written assignments indicating the understanding of the region.
2. Check for accuracy of irrigation model.

Extensions:

Have students research the following questions:

How has irrigation affected the economy of the area?

Why has the population of the larger towns increased?

Which ethnic groups have moved to Southwest Kansas?

Who works in the feed lots and meat packing plants?

Where do the people live?

How have the shopping areas accommodated the ethnic workers?

What has happened to the schools?

What social problems have developed?

Resources:

• Buchanan, R., and Buddemeier, R. (1993). Kansas Ground Water. Educational Series 10. Lawrence: Kansas Geological Survey. (Address: 1930 Constant Avenue, The University of Kansas, Lawrence, Kansas 66047)
• Goodin, D.G., Mitchell, J.E., Knapp, M.C., and Bivens, RE. (1995). Climate and Weather Atlas of Kansas: An Introduction. Educational Series 12. Lawrence: Kansas Geological Survey. (See address for KGS above.)
• Ground water management in Kansas. (1980). Kansas Ground water Management Districts Association (Request through this address: Southwest Kansas Ground water Management District No. 3, 409 Campus Drive, Suite 106, Garden City, Kansas 67846)
• Kromm, D.E., and White, Stephen, S.E. (1990). Conserving Water in the High Plains. Manhattan: Kansas State University. (Request through: David E. Kromm and Stephen E. White, Department of Geography, Dickens Hall, Kansas State University, Manhattan, KS 66506-0801)
• Socolofsky, H.E., and Self H. (1989). Historical Atlas of Kansas. Norman: University of Oklahoma Press. (Available at local bookstores)

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irc staff 11/13/97 (updated kn 06/18/99) judi 04/19/00 Disclaimer