Make a Mini-Aquifer
Kathleen Lomshek
McCune School
McCune, Kansas 66753

Overview:

The lifeblood of western Kansas is water from the Ogallala and other aquifers. Why is an aquifer in certain regions? What is the structure of an aquifer? Where is it? How does it get water? How is it used? This activity helps students visualize the physical structure of an aquifer.

Grade Level: 4th grade

Time Needed: 1 to and 1/2 hours

Geographic Themes:

Region and movement

Kansas Social Studies Standard for Benchmarks, Grade Levels 5-K:

The students will understand the connections among people, places, and environments in the local school and community, Kansas, the United States, and different nations of the world.

 

National Geography Standard, Grades K-4:

#7	By the end of the fourth grade, the student knows and understands the components of the Earth's physical systems, the atmosphere, lithosphere, hydrosphere, and biosphere.

Outcome:

The student will know and understand the basic physical structure of an aquifer.

Performance Objective:

The student will construct a model of an aquifer identify the components, and compare the porosity and permeability of sand, gravel, and soil.

Vocabulary (see Glossary):

aquifer groundwater infiltration ground water recharge permeability

porosity saturated zone unsaturated zone water table

Materials:

For Each Group -

4 clear plastic glasses (12 oz.) stones (1-2" in width) torn pieces of sponge or sand gravel dry soil vegetation

water (equal amounts for each group) large Styrofoam or paper cups pencils grease pencil paper to write observations clock or watch with a second hand, or a timer

 

Procedures:

Before this activity, display pictures, posters, etc. showing cross-section of an aquifer. Use maps to show location of aquifers in our state and others nearby. Post vocabulary and definitions.

Divide students into pairs, or groups of 3 or 4. Each group needs the materials listed. Students do the following:

In Styrofoam or paper cup, punch holes with pencil lead, used to simulate rain.

In clear cup, layer (in order) stones, bits of sponge or sand, gravel, soil, vegetation. Layers may vary in thickness.

Add 2 or 3 drops of red dye to the water. Holding perforated cup over the model, pour the tinted water into the cup to simulate rain. Pour until the water collects up to or into the gravel.

Mark the water level all around the glass with the grease pencil. This line represents the water table. Groups compare and describe water distribution in their materials.

Fill 3 identical clear glasses 2/3 full: one with sand, one with soil, one with gravel (these must be dry). Write predictions as to which will absorb water fastest and which will have the lowest water table and which could hold the most water before it is saturated (the water then floods the surface).

Add equal volume of tinted water to all 3 glasses, one at a time, using the perforated cup. Time the rate of absorption for each, and record these.

With grease pencil, mark the water table level around each glass. Record the lowest level. (The lower the water table, the greater the water-holding capacity of that material.) Compare results among groups. Compare results to predictions and write yes or no with comments.

Continue adding small amounts of water to each glass, recording the amounts, until all have reached saturation. Write which material held the most water, using the words "porosity" and " infiltration."

 

• Assessment:

Note the following on a cheek sheet.

1. Materials placed in glass in the correct order.
2. Quiet voices, cooperation.
3. Students orally describe an aquifer.
4. Using their mini-aquifer, each group identifies the saturation zone and water table.
5. In the comparison among the 3 materials, students have written predictions and observation of results (see Procedures #7, 8, 9, and 10).

Each of these could be assigned a point value for scoring. Share this in advance ("I expect you to...")

 

Extensions:

• Color in aquifers on a map of Kansas outlining them. Locate cities or counties over these.
• Compare water usage in one or two western counties with eastern ones. Why the difference? (rainfall, irrigation)

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Resources:

• Buchanan, R., & Buddemeier, R. Kansas groundwater. Educational Series 10. Lawrence, KS: Kansas Geological Survey, University of Kansas.
• National Geographic Society. (1993, December). Precious resource: Water. Washington, D.C.: Author. (Map. Ordering information: National Geographic Society, Geography Education Program, 1145 17th St. N.W., Washington, D.C. 20036-4688. Phone 202-775-6577.)
• National Geographic Society. (1992). The water cycle. groundwater and land use. Washington, D.C.: Author. (Poster from Geography Awareness Week 1992. Ordering information: National Geographic Society, Geography Education Program, 1145 17th St. N.W., Washington, D.C. 200364688. Phone 202-775-6577.)
• National Geographic Society. (1993, March). Wellspring of the High Plains. National Geographic 183(3), 80-109.
• U.S. Geological Survey. Groundwater: The hidden resource. Denver, CO: Author. (Poster with activities and glossary at no cost for grades 3-5 or 6-8. Ordering information: U.S. Geological Survey, Box 25286, Denver Federal Center, Denver, CO 80225. Phone 303-236-7477.)
• Also contact your County Natural Resources Conservation Office and ask about a working model of an aquifer.

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