Overview:

The goal is to obtain a practical perception of how ground water flows through different natural materials, while understanding how humans can influence water flow accidentally or purposefully.

Grade Level: 4th grade (adaptable for other grades)

Time Needed: One 40-minute class period

Geographic Themes:

Location, Place, Human/Environment, and Regions

 

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

The students will understand the effects of economics, science, and technology in the classroom, school, community, Kansas, the United States, and different regions in the world.

 

The student will understand the effects of economics, science, and technology in the classroom, school, community, Kansas, the United States, and different regions in the world.

 

National Geography Standard, Grade Levels K-4:

#14	The geographically informed person knows and understands how Earth physical and human systems are connected and interact.

 

Outcome:

Students will compare, understand, and diagram underground water flow.

Performance Objectives:

1. The student will build "bottles" to demonstrate water flow of ground water.
2. The student will compare different materials that could influence water flow.
3. The student will diagram examples of ground water "bottles." The diagram should include an evaluation statement of the diagram and the procedures used by the student.

Vocabulary Terms (see Glossary):

aquifer groundwater contamination aquiclude flow

surface water penetration aquitard slope depletion

permeability water table impermeable porosity saturated

 

Materials:

For Each Cooperative Group -

• 3 clear soda pop bottles of the same size (2-liter recommended)
• gravel, sand, soil (with clay in it)
• water tubs or bowls
• 1 cup (plastic measuring cup)
• ruler, yard stick, measuring tape
• 3-4 inch pieces of sponge, carpet, paper, cardboard, plastic lids
• Towels
• pencil and paper for each student
• Buchanan, R., & Buddemeier, R. (1993). Kansas ground water: An introduction to the state's water quantity, quality, and management issues. Lawrence, KS: Kansas Geological Survey.

Procedures:

A.	Making "bottle" for demonstration: (MAKE THREE per group.) Measure bottle length. Divide bottle into 3rds. Cut off the top 3rd of the bottle. Invert the top into the bottom of the bottle. Now you can catch the water you will drain into the "bottle."
B.	Discussion of ground water in Kansas: What is ground water? Why is ground water important? Introduce vocabulary terms and their definitions. Ground water trivia: a. The High Plains aquifer underlies pans of eight states and holds enough freshwater to fill Lake Huron. b. It can take almost 500 years for ground water to cross an average Kansas county (about 15 years for ground water to move a mile!).
C.	Groundwater flow activity: Each group should put gravel into first "bottle' top, filling it about a third or half. Next measure 1 cup of water. Pour the water slowly into the "bottle" over the gravel. Lift the "bottle" top out of the bottom. Pour the water collected in the bottom back into the measuring cup. Try the procedure of #2 again, only raise the "bottle" out of the bottom and hold it at a slant while the water is poured. (You may have to practice pouring in order to hold it steady. Just remember to empty the bottom water source each time.) With #2 "bottle," REPEAT step #2 - #4. Use sand instead of gravel. With #3 "bottle," REPEAT step #2 - #4. Use soil instead of gravel or sand. Now students may try to influence water flow by trying to slow or stop the water as it leaves the top "bottle." Example: Hold a piece of sponge tightly against bottle neck opening. Pour the water. Notice whether the water can still flow. Students now draw diagrams of their three "bottles." Encourage students to use vocabulary to label the diagrams. An evaluation statement should accompany each diagram.

Sample discussion questions:

• What happened to the water?
• Did all the water flow out of the gravel?
• Did you get the same amount of water out?
• What happened to the water each time a cup was poured in?
• Did all the water flow out of the "bottle"?
• How did slanting the "bottle" influence the water flow?
• Did any of the materials show permeability?
• Is the water able to flow out of the "bottle"?
• What happens with the other materials?
• Which materials stop water flow?
• Which materials slow water flow?

Assessment:

1. Teacher observation of student procedures when building ground water "bottles."
2. Student diagrams of ground water "bottles" with evaluation statements.

Extensions:

1. Build an aquifer using the same "bottle" system as the above lesson. Students can combine different layers of gravel, sand, and soil to create an aquifer which will "contain" water for a short period of time.
2. Use Kansas map to shade areas of aquifers and show the flow patterns throughout the state.
   

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FHSU Geoscience | Kansas Geographic Alliance
National Geographic Society | Kansas Water Office
Fort Hays State University | Kansas State University

e-mail: pphillip@fhsu.edu

irc staff 11/13/97 (updated kn 06/18/99) Disclaimer