ACTIVITY

14 Water, Water Everywhere?

Summary: Background:
Participants explore the
availability of water for
human use. W ater is a finite resource,
that is, the water we have
on the planet is all we have. We can- fornia, for example, would
Grade Level: not make more. So, it’s possible that not exist without large
3-8 the glass of water a person drinks dams that store and provide
today may have been in a dinosaur’s river water.
Time: intestine millions of years ago. One
Two 30-45 minute periods of water’s unique characteristics is Humans use water in many
its versatility; it exists on Earth in different ways. In the
Learning Objectives: many different forms, often chang- United States in 1995,
Participants will be able to: ing from one state to the next (liq- power generation and irri-
◆ Appreciate how little water
uid to solid, solid to liquid, liquid to gation each tied for the
is actually available for
gas, gas to liquid). largest percentage (39%)
human use.
of human water use.
◆ Discuss how humans use water.
Ninety-seven percent of the Earth’s Water is used in power gen-
◆ Formulate ideas to conserve
water is ocean water, as yet largely eration largely to cool the electricity-
water.
unusable to humans for drinking, generating elements, though there
Materials Needed: sanitation, cooking, or growing is also hydroelectric power, which
◆ 2 large, clear plastic containers crops for food. Two percent is generates power as water flows over
or an aquarium (at least 4 frozen in icecaps and glaciers. An- large turbine blades. Irrigation ac-
gallons) other small portion consists of salty counts for such a large percentage
◆ 2 or 3 smaller buckets or other inland seas and lakes, soil moisture, because so many crops grown in
containers (1 gallon or less) and the atmosphere, which leaves the U.S. would not thrive as well
◆ 2 or 3 measuring beakers (or less than one percent available for with only water they receive from
measuring cups) human domestic use. This small rainfall (many areas that grow crops
◆ Calculators portion of the water supply consists receive little rain). Other water uses
◆ Several water droppers largely of underground reservoirs of include public water supply, which
◆ World map water called ground water, but also accounts for most drinking water
◆ Reference materials, and/or includes the small amount in fresh- and domestic uses (e.g., washing
chart, (p.111) water lakes and rivers. Oddly the dishes, laundry, the car, watering
enough, it is from rivers, the small- the lawn), industrial and mining
est (0.0001%) portion of Earth’s use, water for livestock, and com-
water supply that humans obtain mercial use. Wastewater treatment
most of their water. This supply is is another important use of water
unevenly distributed across the for humans, though it is not
Earth. Arid and semi-arid regions, counted in human water consump-
which receive little precipitation, tion because it deals with water that
build dams to store what little water has already been used.
is available. The large cities of Cali-

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Water, Water Everywhere? ACTIVITY
14

What to Do: less than 1% of the world’s water!

FIGURE 1 Add to that the fact that most water
1. Introduce the activity by asking Volume in Metric used by humans is from rivers and
participants, Where in the world is (in U.S. Cooking Measure; streams, which is only 0.0001% of
the most amount of water found? 12 liter source) all the water on Earth! Challenge
(The oceans.) Where are other Oceans-11.6 L (49 cups) participants to think about how they
places water can be found? (Ice- Ice Caps/Glaciers-260 ml (1 cup, 1 TBS) would have extracted 0.0001% of
caps, ground water, inland lakes Ground Water-73.2 ml (1/3 cup, or 5 TBS) the water they had in the large con-
and seas, freshwater lakes, the Freshwater Lakes-1.1 ml (1/4 tsp)
tainer. Ask participants, How do hu-
atmosphere, in soil, rivers and mans get enough water? (Some
Inland Seas-1.0 ml (1/4 tsp)
streams.) Write, or have participants examples: Dams contain water so
Soil Moisture-0.6 ml (1/8 tsp)
write the answers on a board or a that it can be easily extracted,
large piece of paper. Next, have Atmosphere-0.1 ml (tiny drop) pipelines and aqueducts move
them brainstorm the order in which Rivers & Streams-0.01 ml (unmeasurable) water to a particular place to be
water on Earth exists, from greatest used, wells are drilled to extract
volume (oceans) to the least volume ground water.)
(rivers and streams). they will begin, and then should
each take turns (and pass the 6. After participants have discussed
2. Tell participants that for the pur- beaker/cup to the next participant) the small amount of water available
poses of this activity, the group as a to do their part to remove the water. for humans to use, ask them, What
whole will begin with 12 liters Count for them, or have them count do people do with the water we
(about 3.2 gallons) of water, which along to make sure the right num- use? Have them create a list
will represent all of the water on ber of units is removed. Have them (see examples below).
Earth. The group should have the dump their full cups into another
measuring beakers (or measuring gallon or large container. Domestic uses: cooking, cleaning,
cups) handy at the start of this activ- teeth brushing, bathing, to flush toi-
ity. Piece by piece, they will remove 4. Next, they should remove the let, watering lawn, etc.
different bodies of water that are ef- water stored in icecaps and glaciers, Commercial uses: restaurants, car
fectively not available for human then inland seas, then (if it is possi- washes, public restrooms, etc.
use. Each time they remove a “body ble at this point) a tiny bit for soil Industrial uses: mining, for cooling
of water,” they should place the moisture and the atmosphere com- large engines, etc.
water in a separate container. bined. As the water bodies become Electricity: cools power generators,
progressively smaller, allow partici- runs hydroelectric dams
3. Ask participants to first remove pants to decide to use different Irrigation: agriculture, livestock
water that represents the ocean. measuring beakers, cups, or water
See Figure 1 for the approximate droppers to extract the water. Ask, Where do people get this water?
amount of water they should re- Have participants brainstorm a list
move. Have participants sit or stand 5. When all these are done, ask, (see examples below).
in a circle around the “world’s water What is left? Tell participants that • Public supply (largely from river-
supply.” They should decide with humans can use only about what or stream-fed reservoirs)
which measuring beaker or cup they see left in the large container, • Well water (from ground water)

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ACTIVITY
14 Water, Water Everywhere?

• Cisterns or other rain-catching de- atlas if necessary. Ask , What do pitcher, bottles, cans, etc.)
vices (largely individuals; this people in areas with little water • Brush their teeth (they don’t have
practice is rare) resources do to function? (Use to actually do it, they just have to
dams to create reservoirs, develop have enough water); and
7. Wrap up the activity by asking aqueducts or pipelines to move • Wash their hands.
participants, How can we do all this water further, recycle used water,
with so little of the Earth’s water? conserve water.) Note: Grape juice works well be-
What does this mean to us on a cause it can be a challenge to clean
daily basis? If we have so little 2. Tell participants to imagine that up after it, though any mix that
water, what do we do if it is pol- they are going on a trip to an area calls for water (dehydrated milk,
luted? What are some positive steps with very little water. This could be fruit punch, orange juice, etc., will
we can take to conserve water and somewhere widely known for its work). If participants are going to
prevent water pollution? dryness such as the Mojave Desert, drink the juice, make sure that
or it could simply be an area experi- none of them have diabetes or
encing a hot, dry summer, and other dietary restrictions. Substi-
Extension: If there is time, have water is hard to find (the mountain- tute a sugar-free drink product as
participants test out ways they can tops of Pennsylvania after several needed.
conserve water first-hand by doing weeks without rain, for example).
the following activity. Through the amazing advances in 4. If the large container of water is
technology, they were able to carry clean, participants can use it for
1. Ask participants, How is this with them a can of frozen grape their water source, but they must
water distributed? Do people in the juice concentrate (that is still make every effort to keep it clean.
desert have the same amount of frozen!). Break participants into At the end of this activity, they
water as those living near a large small groups. If possible, have a should decide how to use any re-
freshwater lake? Ask them to iden- volunteer oversee small groups. maining water — relatively clean
tify areas of the U.S. and the world water can be used to water plants,
that are arid or semi-arid, those on 3. Tell each group that, with only for example.
the other end of the spectrum that enough water to fill up 5 soda bot-
receive plenty of rainfall, and areas tles, 1/2 a can of grape 5. Wrap up by asking participants
that fall in between. Use an juice concentrate if they were surprised by the
(have two groups amount of water they really needed
share), a pitcher, a to do everyday tasks. Was it more
spoon, a small amount of or less than they expected? Ask,
soap, and a small measuring Why is it important to try to save
cup, they must do the water, even in areas that have
following: plenty of water? What else could
• Make enough grape juice for they do to conserve water? Discuss
everyone in their group; the other uses of water in the
• Clean up everything so that there United States, and around the
is no visible trace of grape juice or world. What are ways all people
soap to be found anywhere (the can conserve water?

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Water, Water Everywhere? ACTIVITY
14

For Younger Participants Mojave in some of the western Adaptations:

Grades (K-2): states, and the Sahara in northern Refer to general adaptations on
Africa are very dry.) Ask, Where is pages 11-16.

T alk to participants about where

people get the water they use.
Ask, Where else is there water? Can
the nearest freshwater source to
you? Do you live in a dry or water-
rich area? Ask participants to ex-
Hearing Disabilities:
• Model each step of the experiment
we drink ocean water? What is big- plain their answers. Have these as you explain the directions.
ger, the ocean or a river? It is best if participants do a project similar to • Use an empty glass to help illus-
they can directly relate the availabil- the extension activity, but have them trate the concept of finite, explain-
ity of water to something they have help cook a meal that uses water, ing that there is no “recipe” for
experienced. To introduce this activ- like macaroni and cheese. water — once it is gone, it is gone.
ity, ask them where in the world re- • Create a poster of the Earth’s
ceives only a little bit of rainfall. Note: This will require having very water supply for participants to
What do they think people do there? responsible participants AND volun- follow as they do the experiment.
Ask if their parents have ever had to teers to oversee small groups. Any Use pictures of each of the items
stop watering the lawn or washing boiling of water should be carefully (i.e., oceans, ice caps, lakes, etc.)
the car because of a drought, i.e., supervised. If participants would and pictures of the corresponding
when there has not been enough like to simulate the water require- measurement devices.
rain. Then ask how else they could ments of a community, they should • Have a picture of the Earth on the
conserve water. Lead participants also set aside a large amount (on “world’s water supply” container
through the extension activity above, average, about 6 times as much for to help reinforce learning.
but use 12 liters (3.2 gallons) and all domestic tasks combined!) of • Have the sign language interpreter
several other containers for the water for irrigation and electricity. narrate the action of the activity as
whole class instead of splitting par- Have them determine the amount needed.
ticipants into groups. After they of water they need for their project, • Encourage active participation in
have completed the extension activ- but make sure they are aware of the discussion.
ity above, review some of the con- how much water they are using.
cepts of conserving water. Groups should use small containers Learning/Cognitive Disabilities:
to get water. • Model each step of the experiment
as you explain the directions.
For Older Participants • Use an empty glass to help illus-
(Grades 9-12): Questions: trate the concept of finite, explain-
ing that there is no “recipe” for

A sk participants to look at a
world map. How is a great
deal of the Earth’s freshwater dis-
• How much of the Earth’s water supply is
available for us to use?
• What areas of the Earth have less water
water — once it is gone, it is gone.
• Create a poster of the Earth’s
water supply for participants to
tributed? Which parts have more for human use than other areas? follow as they do the experiment.
water? Which areas have very little • How do people use water? Use pictures of each of the items
water? (For example, the Great • How can we conserve water? (i.e., oceans, ice caps, lakes, etc.)
Lakes in North America have a lot of and pictures of the corresponding
freshwater, while deserts like the measurement devices. Do not use

109
ACTIVITY
14 Water, Water Everywhere?

metric measures unless the group ticipants time to come up with as needed.
is familiar with them. Simplify as their own answers and to have as For participants with low vision:
needed. much independence as possible. • Put a piece of tape at the water
• Use measuring cups with handles • Have participants simulate line each time water is removed.
instead of measuring beakers. Use brushing their teeth to reinforce Mark on the tape in permanent
different colors of measuring tools learning. black marker
for each size for individuals who • Complete the younger participant • Have a variety of magnifiers avail-
have difficulty reading (e.g., a blue version of this part of the activity able.
cup measure, a yellow tablespoon, as appropriate.
a white teaspoon). You can also For participants who are blind:
paint the handles different colors Motor Disabilities: • Have participants feel the water
to achieve the same effect. Corre- Overall: level of the “world’s water supply”
spond the colors with the drawings • Set water containers on a surface, before any water is removed, and
of the measures on the poster. such as a chair, that participants then again after each round to re-
• Have a picture of the Earth on the who use wheelchairs can reach inforce learning.
“world’s water supply” container down into. • Provide good orientation direc-
to help reinforce learning. tions for the water removal
• Assist participants in tracking their For participants with limited mus- process. Do this experiment on a
measurements or have partners as- cle strength, coordination, or dex- tabletop and have participants
sist as needed. Consider placing a terity of the hands: stand over the containers to com-
sticker or a mark on the poster (if • Use measuring cups with handles plete. Have the receiving container
using) as each resource is removed instead of measuring beakers. directly next to the water supply.
to help participants keep track. Build up the handles of measuring • Have partners assist as needed.
• Have participants chant “I am re- spoons with tape, foam, or band- If possible, have a relief map
moving the ocean,” etc. as they age material. Have partners assist world map available for partici-
proceed through each water re- with water removal as needed. pants to explore.
moval step of the activity. Build up the handle on the spoon • Have partners verbally guide par-
• Encourage active participation in with tape, foam, or bandage mate- ticipants through steps of the ex-
the discussion. If participants are rials as needed. tension activity and assist as
having difficulty coming up with • Have partners assist as needed. needed.
human water uses or resources
give them topics like cooking and Visual Disabilities:
have them site examples of water Overall:
use in cooking. If they are still hav- • If possible, have large print and
ing difficulty, give them two exam- Braille measuring cups and
ples and have them choose the spoons available. An alternative is
one that fits. For example: Do you to label traditional measuring cups
use water to make a can of soup (with handles) and spoons in per-
or to walk a dog? Do people get manent black marker using large,
water from a well or a solar block print and in Braille.
panel? Remember to allow the par- • Narrate the action of the activity

110
Water, Water Everywhere? WORKSHEET

Earth’s Water Supply

Freshwater Lakes-0.009%
Inland Seas-0.008%
Soil Moisture-0.005%
Atmosphere-0.001%
Rivers and Streams 0.0001% Ground Water
0.61%

Oceans
97.24%
Icecaps, Glaciers
2.14%

Livestock

Industry/ 1% Commercial

Public Supply
Mining
1%
Water Usage (includes drinking
water and 7%
domestic use)
*In order for humans to extract ground water in a safe,
cost-effective manner, the water must be fairly easy
39% Power
Generation
(both thermoelectric
to drill to access it, and any contaminants fairly easy to and hydroelectric)
remove.

**Freshwater lakes, as well as rivers and streams, are

39%
prone to various natural and man-made contaminants Irrigation
which must be treated and/or removed. Often, rivers
are dammed to make extraction easier.
39%

1995 U.S. Water Use

Source: U.S. Geological Survey, 1995.

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© National Wildlife Federation