Try This
Awesome Aquifers
Objective
To create a working model aquifer, learn about groundwater, increasing one’s understanding of groundwater and related concepts.
Duration
60 minutes
Age Range
5th grade through adult
Materials
The following is a list of suggested materials that can be used to build the aquifer. Teams may find other materials they wish to use or other ways to use materials than what is suggested.
- A transparent container (one per team): to build the aquifer in. This could be a jar, 2-liter soda bottle, small aquarium, display box, plastic storage container, etc.
- Sand, gravel, soil, modeling clay/plumbers putty, sponges: represent geological strata
- Plastic syringe or lotion pump: used as a well (pumping or injection)
- Aquarium airline tubing: can be used as part of a well
- Nylon netting, hosiery, coffee filter, or window screen: works as a well screen
- Rubber bands, plumber’s putty, or electrical tape: used in various ways to hold parts together (e.g. well screen) Spray bottle: used to demonstrate rain
- Liquid food coloring and/or powered drink mix: represents contamination
- Film canister: can be used as an underground storage tank
Procedure
Students will need some initial groundwater knowledge prior to this activity. This activity is best when students have already been introduced to groundwater and related concepts. Discuss the concepts included in list provided and discuss related topics such as possible sources of groundwater contamination and possible prevention or reduction methods. Divide the students into teams of 2 or 3. Distribute copies of the Awesome Aquifer Concept list to the students as a guide for their construction and presentation.
Activity Steps
- Design and build a working model aquifer (allow 30-45 minutes)
- Allow the students time to discuss in their team how they will construct their model. Give the students ample time to construct a working aquifer with materials such as those listed above and maker sure they have had time to prepare a short presentation with their model.
- Each team of students will present their model to the other teams, demonstrating and explaining concepts included in their model (10 minutes per team, use a timer.)
- After each team of students has completed its demonstration have students discuss what they learned.
- Discuss real world situations (drought, contamination…) that may affect groundwater supplies and discuss how communities and individuals might deal with these situations.
Variation
Allow the students to compete to see which team can create the best model. Use the concept list as a score sheet (below) and give students points for each concept they cover. Total points to see which team scored the highest.
Activity Source
Created by The Groundwater Foundation; modified from the Science Olympiad approved event, Awesome Aquifers.
Concept List & Score Sheet
Award 1 point per concept, 20 points maximum
Groundwater Basics
- Define groundwater
- Describe a way groundwater is used by humans
Hydrologic Cycle
Demonstrate the connection between surface water and groundwater by showing:
- Groundwater recharge from precipitation
- Groundwater recharge from a surface water body
- Groundwater discharge to a surface water body
- Groundwater discharge to a wetland
Physical Makeup
Identify the following concepts:
- The saturated zone
- The unsaturated zone
- The water table
- Porosity in two different materials
- Permeability in two different materials
Changes to a Groundwater System
Demonstrate/Explain the following changes to a groundwater system:
- A working well that extracts water
- Well siting, the importance of
- Well closure, the importance of
- Water movement and the relationship between pumping water and water movement in an aquifer
- The impact to a surface water body/wetland from well pumping
- One way to contaminate groundwater, give a real-world example
- Show movement of a contaminant in groundwater
Remediation
Demonstrate a remediation technique:
- Explain a real-world remediation technique
- Clearly show contamination reduction
