Overview:

An investigative project to examine the positions/needs of Kansans in the late Twentieth Century over the ownership and use of water and the consequences for the Twenty-First Century.

 

Teaching Level:

Grades 10 - 12

 

Time Needed:

One week

 

Kansas Social Studies Standards for Benchmarks, Grade Levels, 12-K:

The student will understand the connections among people, places, and environments in the local school and community, Kansas and its surrounding states, the United States and its region, and the world.

 

The student will understand the effects of economics, science, and technology in the local school and community, Kansas and its surrounding states, the United States and its region, and the world.

 

The student will understand the roles of individuals, groups, and institutions throughout time in the local school and community, Kansas and its surrounding states, the United States and its region, and the world.

 

National Geography Standards, Grades 9-12:

#1	The geographically informed person knows and understands how to use maps and other geographic tools and technologies.
#4	The geographically informed person knows and understands the physical and human characteristics of places.
#8	The geographically informed person knows and understands the characteristics and spatial distribution of ecosystems on the Earth's surface.
#11	The geographically informed person knows and understands the patterns and networks of economic interdependence on the surface.
#13	The geographically informed person knows and understands how the forces of cooperation and conflict among people influence the division of the Earth's surface.
#14	The geographically informed person knows and understands how human actions modify the physical environment.
#16	The geographically informed person knows and understands the changes that occur in the meaning, use, distribution, and the importance of resources.

Outcomes:

The student will:

1. Investigate the big picture of water usage in Kansas through using a variety of Kansas maps, graphs and charts; Kansas statistical documents; Kansas water documents; U.S. Geological Survey (USGS) resources.
2. Evaluate the merits of both sides of the issues.
3. Demonstrate this knowledge in a class presentation with appropriate graphics.

    

Performance Objectives:

The student will:

1. With a partner choose and research one topic, then document the information in the form of a two to five (2-5) page typed paper with bibliography.
2. Chart/diagram/graph statistical information based on the topic.
3. Present the conclusions of the research to classmates in the form of an oral presentation. (See "Oral Presentation Guidelines").

Vocabulary (see Glossary):

Surface water Ground water Aquifer Cone of depression Watershed Irrigation Municipal Water table Basin Evapotranspiration Alluvial (aquifer) Wetland High Plains Cheyenne Bottoms

Upper Republican River Basin Kansas-Lower Republican Basin Solomon River Basin Smoky Hill, Saline River Basin Upper Arkansas River Basin Lower Arkansas River Basin Cimarron River Basin Walnut River Basin Neosho River Basin Verdigris River Basin Marais des Cygnes River Basin Missouri River Basin Kansas Water Appropriation Act

Materials Needed:

• Kansas atlas
• Kansas publications
• Kansas Water Office and Division of Water Resources Publications
• Cooperative Extension Service, KSU publications
• U.S. Geological Survey (USGS) publications
• National Geographic magazines
• Computer with Internet or other on-line service
• Markers, pens, etc., for charts, graphs, maps

Procedures:

1. Using overheads present a simple geography lesson related to the topography of Kansas, including water basins, recreational areas, wetlands, and mineral resources.
2. Second, overlay the economic regions, i.e., agricultural, industrial, urban, etc., and present water consumption statistics.
3. Next, overlay population density information and water consumption statistics.
4. Discuss the information to form a frame of reference and explore relationships.
5. Based on the class discussion in #4, have the students work in pairs and choose one of the following topics for research.

   a.	urban vs. rural
   b.	East vs. West
   c.	aquifer vs. surface water
   d.	recreation vs. conservation
   e.	state vs. individual water rights
   f.	technology vs. traditional
   g.	present vs. future
   h.	irrigation vs. dry land

6. Plan at least one class period for library research.
7. Evaluate the significance of the evidence/information used by the various authors and teacher in the form of a two to five (2-5) page typed paper (length depends on availability of resources) with Title Page and Selected Bibliography. (Use the English writing handbook for format and style.)
8. Set deadline for rough drafts, final copies and presentations.

Assessment:

1. Check completion of paper.
2. Check inclusion of the appropriate graph.
3. Observe student participation in presentations.

Extensions:

1. Make a portfolio of news article related to topic.
2. Script a scenario and debate the topic (for example, two legislators on opposite sides).
3. Devise a political stance on the topic as a candidate running for political office.
4. Write an editorial presenting both sides of the issue (see USA Today).

Resources:

• Buchanan, R., & Buddemeier, R. W. (1993). Kansas ground water: An introduction to the state's water quantity. quality and management issues. Lawrence, KS: Kansas Geological Survey.
• Dugan, J. T., & Sharpe, J. B. (n.d.). Water-level changes in the High Plains Aquifer. 1980-1994. U.S. Geological Survey.
• Kansas Department of Agriculture. (n.d.). Kansas handbook of water rights. Topeka, KS: Kansas Division of Water Resources.
• Kansas Water Office. (1994). Kansas municipalities water use. Topeka, KS: Kansas Division of Water Resources.
• Nature Conservancy. (n.d.). Conservation in Kansas. Topeka, KS: Kansas Chapter.
• Rogers D. H., & Sothers, W. M. (1995, May). Kansas water supplies (Irrigation Management Series). Manhattan, KS: Cooperative Extension Service.
• Zimmerman, J. L. (1990). Cheyenne Bottoms: Wetland in jeopardy. Lawrence, KS: University Press of Kansas
• Zwingle, E. (1993, March). Wellspring of the High Plains. National Geographic, 80-109.

 

Oral Presentation Guidelines

An oral presentation is defined as "using speech to PRESENT your information to an audience." An oral presentation is not an oral report. The key word is PRESENT. The student(s) should be able to stand in front of the class and present information in an entertaining way. The student should have a strong understanding of the topic/theme in order to feel comfortable and confident in front of the class/audience.

 

The presentation must be done on the projected date(s) in order to count for full credit. The allotted time is approximately five (5) minutes per group presentation.

 

The presenters share the responsibility for the presentation in an "equal" manner. That is, each individual must demonstrate their understanding of the topic/theme verbally supporting the group presentation.

 

Presentations will be evaluated in the following areas:

1. Research
2. Structure
3. Delivery
4. Visual Enhancement

 

The following are required in all presentations:

1. A visual enhancement
2. An outline containing a definite structure (a pithy beginning, informative content and a thoughtful ending/conclusion).
3. An effective delivery-good eye contact, clear speaking voice, correct pronunciation and word choice and appropriate gestures. (Remember what you learned in speech class.)

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