Teacher’s Guide

Water Mystery Guide

Page 4Discovering the Basics About Water

Page 6Surveying Our Current Conditions

Page 3Teacher Information

Page 8Investigating Water Conservation

Page 10Searching for Alternative Sources

Page 12Solving the Case Depends on Everyone

Page 14Water Mystery Challenge

Dear Teacher: Welcometoawaterresourcesmystery!Thisteacher’sguidehasbeendevelopedbytheSouthwestFloridaWaterManagementDistrict(SWFWMD)touseinconjunctionwiththeSolving Florida’s Water Puzzlebooklet.Thepurposeofthebookletistoeducatestudents,residentsandvisitorsaboutwaterconservationandwaterresourcesissues,andtoencourageprotectionofourwaterresources. Solving Florida’s Water Puzzleistargetedforstudentsingrades6–8toincreasetheirawarenessandrespectforourvaluablewaterresources.Thebookletiscorrelatedtogrades6–8oftheNextGenerationSunshineStateStandardsandtheCommonCoreStateStandards.Itincludesavarietyofnonfictionarticles,quizzes,projects,problem-solvingactivities,gamesandwebsitestoexplore.Alltheinformationandactivitiesaredesignedtoteachstudentsaboutwaterconservation,ourcurrentwaterconditionsandalternativesourcesofwatersupply.Inaddition,wehaveincludedaWaterMysteryChallengeinthisteacher’sguidethatcontainsitemssimilartothosestudentscouldexpecttofindontheFCAT. ManyotherfreematerialsareavailablefromtheSWFWMDandcanbeorderedonlineatWaterMatters.org/publications/.Wealsoofferwaterresourcesworkshopsforteachers.Foradditionalinformation,pleasecontactthePublicAffairsBureauoftheSWFWMDat(352)796-7211,orat1-800-423-1476(FLonly),ext.4757.VisittheSWFWMD’swebsiteatWaterMatters.org/education tolearnaboutmoreresourcesforteachers.

Teacher Information ThefollowingtipsareprovidedtohelpyouguideyourstudentsthroughtheSolving Florida’s Water Puzzlebookletandteacher’sguide. Foreachclue,makecopiesofthe“WaterinAction”activityfoundinthisteacher’sguide.Readanddiscussthecluepresentedinthebookletwithyourstudents.Assignthe“Don’tBeClueless—PieceItTogether”activitiesattheendofeachclue.Havestudentscompletethe“WaterinAction”andthe“WaterQuest”activitiesfoundinthisteacher’sguide.Discussthe“WaterPoint.”Forthe“WaterApplication,”havestudentswriteabouthowtheycanusewhattheylearnedaboutwaterfromtheclue.Inthebooklet,besuretohavestudentscomplete“CheckYourFacts”beforemovingontothenextclue.

Water Mystery Challenge (pages15and16ofthisteacher’sguide)

ItemsincludedintheWaterMysteryChallengearesimilartothosepresentedontheFloridaComprehensiveAssessmentTest(FCAT).

Multiple choice answers:1-a,2-c,3-c,4-d,5-c,6-a,7-b,8-b,9-c,10-d

Answers to extended-response items:

Question 1:

Responseswillvary.StudentshouldbeabletodemonstrateanunderstandingofhowthefutureofFlorida’swaterresourcesdependsonhumanactions.

Score 2 points if…TheresponseindicatesthatthestudenthasathoroughunderstandingofhowthefutureofFlorida’swaterresourcesdependsonhumanactions.

Score 1 point if…TheresponseindicatesthatthestudenthaspartialunderstandingofhowthefutureofFlorida’swaterresourcesdependsonhumanactions.

Score 0 points if…Theresponseisinaccurate,confusedorirrelevant.

Question 2:

Responseswillvary.Studentshouldbeabletodemonstrateanunderstandingofwaystospreadthewaterconservationmessage.

Score 2 points if…Theresponseindicatesthatthestudenthasathoroughunderstandingofwaystospreadthewaterconservationmessage.

Score 1 point if…Theresponseindicatesthatthestudenthaspartialunderstandingofwaystospreadthewaterconservationmessage.

Score 0 points if…Theresponseisinaccurate,confusedorirrelevant.

Water Quest AnswersClue 1 (p. 5)Shadedareasofcircleshouldindicate97%saltwater,2%frozenfreshwaterand1%freshwater.

Clue 2 (p. 7)

PublicSupply/DomesticSelf-Supply...................197mgd

Agriculture.................................... 8mgd

Industrial/Commercial/Mining/Dewatering...................... 12mgd

Recreational/Aesthetic.................. 36mgd

Total.........................................253mgd

Clue 3 (p. 9) Theamountofwaterusedontheyardperweekis840gallons.

Clue 4 (p. 11) Theamountthatisinthestoragesystemis1/2.

Clue 5 (p. 13) Thetotalamountofwaterwastedwas144gallons.

Water in Action:CapturetheWaterCycleinaBag

Background: Youhavelearnedthatwatertakesseveralpathsasitmovesthroughtheenvironment.Inthisactivity,youwillcapturethewatercycleinabag.Theillustrationbelowshowsthehydrologiccycleinactionandwillbeusedintheprojectdescribedonthenextpage.

CONDENSATION

PRECIPITATION

LAKE

EVAPORATION

The Hydrologic CYcle

SOLARENERGY

PERCOLATION

TRANSPIRATION

CU

T ALO

NG

DAS

HED

LIN

E

Parts of the Hydrologic Cycle

evaporation vaporcreatedwhenthesunheatswaterinlakes,streams,rivers,oceans, puddles,etc. transpiration vaporcreatedwhenplantsandtreesgiveoffmoisture condensation tinydropletsofwaterformedwhenwatervaporrisesintotheairandcools precipitation moisturereleasedfromcloudsintheformofrain,snow,hail,etc. percolation thedownwardmovementofwaterthroughtheground

Materials: • illustrationofhydrologiccycle(page4) •coloredmarkers •tinyplants(optional) •scissors •handfulofsmallpebbles •spraybottleofwater •plasticquart-sizesealablebag andgravel •blackpermanentmarker •handfulofsoil

Directions: 1. Cutouttheillustrationofthehydrologiccycleandplaceitinsidethebag. 2. Usingablackpermanentmarker,tracetheoutlineoftheillustrationontothebag.Use coloredmarkerstofillinthedesignasdesired.Selectadarkcolortolabelthedifferent partsofthecycle.Whenyouhavefinishedcoloring,removethepicturefromthebag. 3. Placeahandfulofsmallpebblesandgravelinthebottomofthebagtorepresenttheaquifer. 4. Placeahandfulofsoilontopofthepebblesandgravel. 5. Placeafewtinyplantsinthesoil,ifdesired. 6. Gentlyspraywateroverthesoilandrockmixtureuntilitismoist. 7. Zipthebagshutandplaceituprightinanareathatreceivesindirectsunlight. 8. Afterafewdays,checktoseeifyouhavecapturedthewatercycle!

WATER POINT

WATER APPLICATION

WATER QUEST

Nearlythree-fourthsoftheearth’ssurfaceiscoveredwithwater.Approximately97%issaltwater.Approximately2%isfreshwaterthatisfrozeninglaciers.Oftheremaining1%,muchofitispollutedorunavailableforuse.Drawacircleandshowthedifferenttypesandpercentsofwateronearth.

Withoutthesun,thehydrologiccyclecouldneverhappen.Itistheenergyprovidedbythesunthatcauseswatertomoveinanever-endingcyclethroughourenvironment.

Describehowyoucanusewhatyoulearnedaboutwaterinthisclue.

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Water User Groups

Water in Action:TrackDownWaterUsage

Directions: Youhavelearnedthatwaterisusedbyavarietyofgroups.Eachgroupuseswaterfordifferentpurposes.Readthelistofwater-usergroupsanddiscusssomegeneralwaysinwhicheachgroupuseswater.Thenmatchthewayspeopleusewaterwiththeappropriatewater-usergroup.

A. Public Supply/Domestic Self- Supply/Small Public Supply Waterisusedinhospitals, schoolsandotherpublicplaces, aswellasinourhomes.

B. Agriculture Waterisusedtoproducefood andfiberproducts.

C. Industrial/Commercial/Mining/ Dewatering Waterisusedtoprocessand manufacturegoods.Also,wateris usedtoextractandprocessraw materials.

D. Recreational Businessesproviderecreational activitiesforpeopletoenjoyinand aroundwater.

Ways People Use Water

Machinesusingwatertoprocessrawmaterials.

Peopleusingwaterinkitchenareasandbathrooms.

Waterthemeparksusingwatertocreatefunactivities.

Residentsusingwatertoirrigatelawnandgardenareas.

Farmersusingwatertoirrigateavarietyofcrops.

Powerplantsusingwatertogenerateelectricity.

Ranchersprovidingdrinkingwaterforcattleandotheranimals.

Golfcoursesusingirrigation.

(Answers:C,A,D,A,B,C,B,D)

WATER POINT

WATER APPLICATION

WATER QUEST

Applyyourproblem-solvingskillstofigureoutasolutiontothefollowing: Studythechartaboutcurrentwateruserspresentedonpage5inthebooklet.Foreachofthefourusercategories,computethedifferenceinmillionsofgallonsofwaterusedperdayfrom2010to2030.Thencomputethedifferenceforthetotalamountusedfrom2010to2030.

Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.

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AgriculturehashistoricallybeenthegreatestwateruserwithintheSWFWMD.However,advancesinwaterconservationtechniques,suchasdripirrigationsystems,helpfarmersconservebyapplyingwaternearaplant’sroots.That’sgoodforallofus!

Water in Action:ArrestThoseDrips

Background: Adrippingfaucetcanwastealotofwaterovertime.Inthisexperiment,youwilldeterminehowmuchwatercanbewastedwhensomeoneforgetstoshutoffafaucetcompletely.Duringtheexperiment,besuretoreusethewaterforatreeorplantsoYOUarenotguiltyofbeingawaterwaster!

Materials: •bucket •measuringcup •pen/pencil •faucet •recordsheet(below)Directions: 1. Turnthefaucetsoithasaveryslowdrip. 2. Recordthedateandstarttimeontherecordsheet. 3. Placeabucketunderthefaucet. 4. Afteronehour,usethemeasuringcuptodeterminetheamountofwatercollected. 5. Recordyourdata. 6. Reusethewaterbygivingadrinktoaplantortree. 7. Repeattheexperimentforlongerperiodsoftimeandrecordyourdata. 8. Discusstheresultsoftheexperiment.

Questions: 1. Howmuchwaterdrippedafter1hour? 2. Howmuchwaterdrippedafter8hours? 3. Howmuchwaterdrippedafter24hours? 4. Whatwouldbetheestimatedamountofwaterwastedafter1week?

Record SheetDate Start Time Time Lapsed Amount of WaterEnd Time

ARREST THOSE DRIPS

WATER POINT

WATER APPLICATION

WATER QUEST

Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.

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Applyyourwaterconservationskillstofindasolutiontothefollowingproblem: Kimhasneighborswhodon’tconservewaterverywell.Theywatertheiryardseveraltimesaweek,soit’snosurprisethat60%oftheirwaterisusedontrees,plantsandgrass.Iftheiraveragewateruseisatotalof200gallonsofwaterperday,howmanygallonsofwaterisusedontheiryardperweek?

Overwateringlandscapeareascanbeharmfultotrees,shrubs,plantsandgrass.Wateringtoomuchcanproduceshallowrootsystems,makingareasmuchlessdrought-resistant.Overwateringcanalsocausefungusandotherplantdiseasestodevelop.

Water in Action:DemystifyDesalination

Background: Youhavelearnedaboutseveralalternativesourcesforwater,includingreservoirsandreclaimedwater.Anotheralternativesourceisdesalination.Desalinationisaprocessthatmakessaltyorbrackishwaterdrinkablebyremovingthesalt.Thisactivityshowsyouoneexampleofhowdesalinationworks.

Materials: •two2-literbottles •blackspraypaint •water •pitcher •salt •onefootof1/2”diameterclearplastictubing •ducttape Directions: 1. Sprayoneofthebottlesblack. 2. Pour1quartofwaterinapitcherandstirin1/2cupsalt. 3. Pourthesaltwatermixtureintotheblackbottle. 4. Attachtubingtobothbottlesandsecurewithducttape. 5. Setbothbottlesinasunnywindow.Besuretoplacetheblackbottlehigherthantheclear bottle. 6. Examinethebottleseachdayandtakenotesaboutanychanges. 7. Answerthequestionsbelowanddiscusstheresults.

Howlongdidittakeforwatertomovethroughthetubeandintotheclearbottle?

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_____________________________________________________________________________ Howlongdidittakeforallthewatertomoveintotheclearbottle?

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Describethesubstancethatremainedintheblackbottle.

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duct tapeblackspraypaint

tubing

saltwatermixture

WATER POINT

WATER APPLICATION

WATER QUEST

Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.

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Anotherdesalinationmethodiscalledreverseosmosis(RO).ROuseshighpressuretoforcesaltywaterthroughsemi-permeablemembranes.Thesemembranesfilteroutsaltandothermineralsfromthewater,producinghigh-qualitydrinkingwater.

Applyyourproblem-solvingskillstofigureoutasolutiontothefollowing: Aseawaterdesalinationplantcanproduce25milliongallonsaday(mgd)ofdesalinatedwater.Astoragesystemcanholdupto12.5mgdofdesalinatedwater.Whatfractionshowshowmuchoftheproducedamountcanbeinthestoragesystem?

Water in Action:CreateaWaterAlbum

Background: Nowthatyouhavelearnedhowimportantprotectingourwaterresourcesisforallofus,it’stimeforyoutoputyourcreativeskillstoworkandmakeawateralbum.Thisisaprojectyoucandobyyourself,withyourfamilyorfriends,orevenwithyourentireclass.Materials: •photoalbumorscrapbookcontainingseveralblankpages(ormakeyourown) •coloredpensandmarkers •pen/pencil •writingpaper •avarietyofitemsaboutwater,includingpictures,songs,advertisements, newspaperarticles,poems,stories,conservationtips,pamphlets,drawings,etc.

Directions: 1. Lookthroughyourblankalbumtodecidehowmuchmaterialwillfitinside.Besuretosave spaceinthefrontofyouralbumforthetitleandatableofcontents.Youmayalsowantto saveafewpagesatthebackforanyitemsyoudecidetoincludelater. 2. Makealistoftheitemsyouwanttoinclude. 3. Placeyouritemsinthealbum.Besuretolabelthemwithtitles,captionsordescriptionsto maketheminteresting. 4. Thinkofagoodtitleandplaceitonthetitlepage,alongwithsomedecoration. 5. Writeyourtableofcontentsandinsertitafterthetitlepage. 6. Shareyouralbumwithothersandspreadtheimportantmessagesaboutourwater resources.

WATER POINT

WATER APPLICATION

WATER QUEST

Describehowyouwillusewhatyoulearnedaboutwaterinthisclue.

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ThousandsofstudentsthroughouttheSouthwestFloridaWaterManagementDistricthavebeenactivelyinvolvedinavarietyofprojectsthathelptoprotectandconserveourwaterresources.Areyouoneofthem?

Applyyourproblem-solvingskillstofigureoutasolutiontothefollowing: Theplumberataschoolrepairedthreefaucetsthathadbeenleakingforfourdays.Ifeachfaucetleaked12gallonsofwaterperday,whatwasthetotalamountofwaterwastedafterfourdays?

Water Mystery Challenge

Directions:Thisisyouropportunitytodemonstratewhatyouhavelearnedaboutwaterconservation,ourcurrentwaterconditionsandalternativesources.ItisalsoanopportunityforyoutopracticeansweringquestionssimilartothosefoundontheFloridaComprehensiveAssessmentTest.Doyourbestandmeetthechallenge!

For each multiple-choice item, select the best answer.

7. WhichstatementbelowisTRUEabout reservoirs?

a.TherearenoreservoirsintheTampaBay area. b.Reservoirsareaneffectivewaytocollect andstoresurfacewaterforfutureuse. c.TheC.W.BillYoungRegionalReservoircan hold1billiongallonsofwater. d.Reservoirwatercanonlybeusedfor irrigationpurposes.

8. Watercanbeappliedtothesurfaceofwell fieldsandwetlandstoincreasetheamountof waterenteringtheaquifer.Whatisthis processcalled?

a.Florida-FriendlyLandscaping™ b.rehydration c. stormwater d.conservation

9. WhichstatementbelowisTRUEabout reclaimedwater?

a.Itcanbeusedfordrinkingandother personaluses. b.Itcontainsasaltyconcentrateusedfor cooking. c. Ithasbeenchemicallytreatedandfiltered forirrigationpurposes. d.Itisinjectedintoundergroundaquifers forstorage.

10.Thefutureofourwaterresourcesdependson allofusworkingtogether.Howcancitizens getinvolved?

a.byteachingothersabouttheimportance ofwaterconservation b.byvolunteeringtheirtimeatacommunity event c. byhelpingorganizeaneighborhoodproject d.alloftheabove

1. Whilediscoveringafewbasicsaboutwater, youlearnedabouttheearth’ssurfacewater. WhichonebelowdoesNOTrepresentabody offreshwater?

a.ocean c. lake b.river d.creek

2. MostofFlorida’swatersupplycomesfrom groundwater.Wheredowefindgroundwater?

a.inoceans b.inrivers c. inundergroundsoilandaquifers d.alongthehighways

3. Whichformofprecipitationdowetypically experienceinFlorida?

a.snow c. rain b.transpiration d.evaporation

4. Floridahashadoneoftheworstdroughtson record.Whataretheeffectsofadroughton theenvironment?

a.waterlevelsofstreams,creeksandrivers fall b.survivalismoredifficultforwildlife c. soilbecomesdry d.alloftheabove

5. Basedoninformationyoulearnedwhile investigatingwaterconservation,whereis themostwaterusedinyourhome?

a.inthegarage c. inthebathroom b.inthekitchen d.inthelaundryarea

6. WhichonebelowdoesNOTbelonginalist oftipsforconservingwater?

a.Hoseoffdrivewaysandsidewalksto keepthemclean. b.Checkfaucetsandpipesforanyleaks. c. Turnoffthewaterwhilewashingyour hands. d.Useanautomaticdishwasherforfull loadsonly.

ExplainwhyprotectingFlorida’swaterresourcesmustdependoneveryone.Supportyour answerwithdetailsandinformationyoulearnedfromSolving Florida’s Water Puzzle.

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Pretendthatyourschoolisplanningawaterconservationfestival.Describethreeideasfor boothsandactivitiesthatcouldbepartofthefestival.

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1

2

Read Think

Explain

Read Think

Explain

COM rev 11-12

The Southwest Florida Water Management District (District) does not discriminate on the basis of disability. This nondiscrimination policy involves every aspect of the District’s functions, including access to and participation in the District’s programs and activities. Anyone requiring reasonable accommodation as provided for in the Americans with Disabilities Act should contact the District’s Human Resources Bureau Chief, 2379 Broad St., Brooksville, FL 34604-6899; telephone (352) 796-7211 or 1-800-423-1476 (FL only), ext. 4702; TDD 1-800-231-6103 (FL only); or email ADACoordinator@WaterMatters.org.

Activities in Solving Florida’s Water Puzzle address the following Common Core State Standards and Next Generation Sunshine State Standards for grades 6–8:

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards

Writing: Text Types and PurposesW.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content. Writing: Production and Distribution of WritingW.CCR.4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. Speaking and Listening: Comprehension and CollaborationSL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with

diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Speaking and Listening: Presentation of Knowledge and IdeasSL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of

formal English when indicated or appropriate.

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Literacy in History/Social Studies

Reading: Key Ideas and DetailsRST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the

text distinct from prior knowledge or opinions.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements,

or performing technical tasks.

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Writing: Production and Distribution of WritingWHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas clearly and efficiently. Writing: Range of Writing WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core State Standards for Mathematics

MP.6: Attend to precision.

Next Generation Sunshine State Standards for Science

SC.6.E.6.2: Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.

SC.6.E.7.2: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.

SC.6.E.7.5: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.

SC.6.E.7.6: Differentiate between weather and climate.SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among

groups of students conducting the same investigation.SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization,

desertification, erosion, air and water quality, changing the flow of water.SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation,

parasitism, competition and commensalism.SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on

native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

SC.8.P.9.1: Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.