Brant Morgan and Devin Stennett

Lesson Plan

Ogallala Aquifer Authentic Science Lesson Plan

Grade level

8th

Lesson Plan Intro:

From our authentic research paper the students will be

conducting an experiment much like how the Ogallala Aquifer
acts. Each table the students are grouped in will represent a
city that surrounds the aquifer. Each table (city) will deplete
water from the aquifer based off of scenarios that will be given
by the teacher. Other factors such as groundwater will also play
a role in supplying water to the aquifer. The students will be
able to see how each city takes away water from the aquifer
based on variables such as population and irrigation. From this
experiment the students will create their own scatter plot/graph
to see the relationship between their own aquifer depletion and
the actual real life aquifer depletion. Students will participate in
a real life scenario while also learning about how water is
depleted over the years and how water is restored in the
aquifer through groundwater.

Scientific Background

Ogallala Aquifer Background:

To understand what the Ogallala Aquifer is one must
first know what an aquifer is. An aquifer is an area or pocket
beneath the water table that stores and transmits groundwater
(water stored beneath Earth's surface). The water table is the
level beneath Earth's surface that separates the watersaturated and unsaturated zones. The Ogallala Aquifer is one
of the biggest aquifers in the United States, which stretches
across eight states covering an area of 174,000 square miles.
This aquifer mainly supplies water to irrigation in the Midwest,
approximately 65% of all irrigation in the nation. In the past
years the consumption of this water source has increased
drastically dropping the water table by about 10-50 feet in
depth with a few spots dropping as much as 100 feet. To obtain
the water from an aquifer towns and cities use wells. The
consumption of water (depletion rate) from the aquifer is
happening much quicker than water can refill the aquifer
(recharge rate). An aquifer must be permeable (ability to pass
water through its layers) for it to be recharged by groundwater.

http://ca.water.usgs.gov/projects/cuyama/cuyama-valleygroundwater.html
Scientific Paper Background:
This paper focuses on the supply of water from the
Ogallala Aquifer in its region covering Texas. This area in Texas
is depleting at an average rate of 1.74 feet per year. This is a
great concern because of how much the nation relies on this
aquifer for its source of water, especially with irrigation. In a
study conducted in 2007, the aquifer may dry up in as little as
25 years. The main purpose of this research studied was to
evaluate the water table change in different spots along the
aquifer the find the area of greatest depletion, the cause of
depletion, and also to predict the life of the aquifer.
Reasons to this change in water depth are due to
increase in agricultural use in the Midwest and also the
increase in population size. Groundwater observation wells
were used to collect data from each region. Three wells were
studied, one 70 miles northwest of Lubbock, Texas, one 46
miles north of Lubbock, and the third 20 miles north of
Lubbock. Graphs for each well were created:

While water from the aquifer is constantly being drained and

taken from it is also getting recharged with groundwater.

Groundwater seeps in through the earth's layers from other

sources of water such as rainwater, lakes, and rivers, thus
recharging the aquifer. Although this recharge is happening
over time, the rate of depletion is much greater. Recharge is a
naturally occurring process that is fed from precipitation. Some
aquifers are replenished much quicker than others based on
location. The Ogallala is located in the Midwest (a relatively dry
region) where little precipitation occurs. Because of this the
area is consuming more than it is replenishing. There are
different approaches to help conserve the aquifer such as
better agricultural practices, well placement and also well
depth.
Standards

Human Impacts
MS-ESS3-3 Apply scientific principles to design a method for
monitoring and minimizing a human impact on the
environment.
MS-ESS3-4 Construct an argument supported by evidence for
how increases in human population and per-capita
consumption of natural resources impact Earths systems.

Integrated Standards

Use functions to model relationships between

quantities.
CCSS.MATH.CONTENT.8.F.B.5

Describe qualitatively the functional relationship

between two quantities by analyzing a graph (e.g.,
where the function is increasing or decreasing, linear
or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been
described verbally.
Learning Objectives

1. The student will develop a plan within a group setting that

shows scientific principles in designing a method for monitoring
and minimizing the human impact on the environment.
2. The student will develop, in form of a short essay, an argument
on how overpopulation and overconsumption of water will
deplete certain water sources.
3. The student will be able to compare and contrast the data from
the research of the Ogallala aquifer data and their own data
about the depletion of the aquifers.
4. The student will be able to construct a graph that shows the
relationship between two sets of data that includes a straight
line for each set of data, to suggest a linear association.

Needed Materials

Scientific research paper on Ogallala aquifer

KWL worksheets
https://youtu.be/RUt43dSOsZQ aquifer link on you tube
Graph paper
Usage of a white board
Markers for the white board
7 5-gallon jugs
6 Measuring Cups

Vocabulary words

1.
2.
3.
4.
5.
6.
7.

Aquifer
Recharge Rate
Depletion Rate
Groundwater
Permeable
Water Table
Well

Procedures

Todays lesson is on aquifers and how they provide

groundwater for us on the surface. Here are some vocabulary
words that we will be investigating during this lesson. Write
vocab words on the board to introduce and define with the
class. This will also prompt the next part about the KWL.
1. Aquifer- a body of permeable rock that can contain or transmit
groundwater.
2. Recharge rate- the primary method that water enters an

aquifer
3. Depletion rate- reduction in the number or quantity of
something
4. Groundwater- water held underground in the soil or in pores
and crevices in rock
5. Permeable-allowing liquids or gases to pass through it
6. Water Table- the level below which the ground is saturated
with water
7. Well- an excavation or structure created in the ground by
digging, driving, boring, or drilling to access groundwater in
underground aquifers
We have a KWL worksheet for you so let's start with filling
out the K section of this sheet. This is where the teacher will
utilize an informal assessment of the class while going around
and interacting with the groups.
Introduce a KWL worksheet to the students by projecting it
on the wall or drawing it on the whiteboard. Do an example of
how a KWL worksheet looks like for the students to see in case
they are not experienced with them.
Lets look at a sports activity as an example. I dont know
much about soccer and would love to learn more. The first
thing I would do is fill out the K section with things I know. After

that section I would fill out the W column, I would write some
questions I have been wondering about such as: What are the
main rules of soccer? How many players are on the field at
once? How does scoring and the duration of the game work?
Following this section I would go do some research or for your
guy's case do an experiment and learn more about the topic.
Once I finished the task I was doing to learn more I would fill
out the last column with everything I learned. This helps you as
students gain an understanding of what you wanted to learn
compared to what you learned.
Work with the students to fill out the What do you know
and the What do you wonder sections of the worksheet with
what they know about aquifers and everything they want to get
out of the lesson. Students will individually fill out a KWL sheet
but can work in groups.
Alright geologists let's take a look at what everyone has for
the K and W. The teacher will write on the board some of the
statements from the students pertaining The K and The W.
Now is the time to start talking about the meaning of the
vocabulary words and what happens with an aquifer process.
This would also be the time to play the YouTube video on the
aquifer process. https://youtu.be/RUt43dSOsZQ Also the
teacher could draw how permeability works using the example
image from the science background. Label and touch on the
main vocabs such as aquifer, recharge from precipitation,
depletion through wells, and the water table.
After the video we will have a brief discussion to answer
questions they may have and to also hit on the main points
talked about in the video.
Following the discussion we will introduce the scientific paper
that they will read and conduct a think aloud while reading with
their groups. (This would be another time to informally assess
the groups and the individual students.)
After they read the paper, in their table groups, they will start
on the What have you learned section of the KWL worksheet.
Ask the students some statements they have attained from the
research paper about aquifers that they have written down on
their L section. Write these on the board.
Alright my geologists, we are going to perform an experiment
involving a simulated aquifer. Each group will represent a city
that is drawing out of an aquifer. Each city has a different
population as well as different consumption rates. The time
frame we will be working with will be five years. Pass out the
worksheets with the information pertaining to all the cities.

Have the groups work out the scenarios given.

With the data the groups have been given they will construct
a graph on the bottom of the worksheet with the y axis being
the level of the aquifer and the x axis being the time over five
years. The teacher will then explain how graphs work when
you have two or more different sets of data that might or might
not correlate. Have the students revisit their research paper to
find some data that will help them be able to fill out another set
of data on their graphs.
After the groups have individually created a graph have them
discuss within their groups the comparison between the
Ogallala Aquifer and the simulated aquifer they conducted
based on the data they collected and the graphs they
constructed. Also have the students discuss how their city
impacted the aquifer and in what ways they as individuals
could help with over consumptions of water. As a group have
the students come up with a plan that would help monitor and
minimize water intake. These ideas and statements should
also be written down on the L portion of the KWL.
As an assessment the students will write up a one page essay
exploring what they learned through this experiment, what they
found about water consumption, the impacts it has on the
environment, and how they can monitor and regulate the usage
of an aquifer.
Students will use data they collected, their own KWL, and the
new knowledge they gained to help construct this essay.
Assessment

The students will be assessed on their short essay to show the

understandings of the learning objectives as per the rubric

References

Tom Sylvan - Aquifer YouTube video

"The Ogallala Aquifer and Its Role as a Threatened American
Resource." Human Resources Development Working Group.
APEC, n.d. Web. 12 Apr. 2016.
<http://hrd.apec.org/index.php/The_Ogallala_Aquifer_and_Its_Rol
e_as_a_Threatened_American_Resource>
Evers, Jeannie. "Water Table." National Geographic Education.
N.p., 27 Mar. 2013. Web. 12 Apr. 2016.
<http://education.nationalgeographic.org/encyclopedia/watertable/>.
Perlman, Howard. "Aquifers and Groundwater., from USGS
Water-Science School. USGA, 2 Dec. 2015. Web. 12 Apr. 2016.
<http://water.usgs.gov/edu/earthgwaquifer.html>.

Aquifer Simulation Experiment Worksheet

Names:

Welcome to your city of

! You are the city council members
and you, along with several other cities nearby, retrieve your water from a nearby aquifer. Each
city has a different number of wells located in a variety of locations along the aquifer. In this
experiment all of the cities will be taking water from the aquifer at different rates over a period of
5 years. Lets say we start with 5 gallons (80 cups) in the aquifer. Every city takes 5 cups of
water a year while the recharge rate is 20 cups at the end of every year. Throughout the
experiment follow each step and answer the questions provided below.

Year 1:
Group 1- City water consumption 5 cups.
Group 2- City water consumption 5 cups
Group 3- City water consumption 5 cups
Group 4- City water consumption 5 cups
Group 5- City water consumption 5 cups
Group 6- City water consumption 5 cups
Recharge rate 20 cups
What is the net value at the end of year one? ________

Year 2:
Group 1- City water consumption decreases by 2 cups.
Group 2- City water consumption remains the same.
Group 3- City water consumption increases by 8 cups.
Group 4- City water consumption remains the same.
Group 5- City water consumption increases by 2 cups.
Group 6- City water consumptions increases by 2 cups.
Recharge rate 20 cups
What is the net value at the end of year two? ________

Year 3:
Group 1- City water consumption remains the same.
Group 2- City water consumption decreases by 2 cups
Group 3- City water consumption decreases by 3 cups.
Group 4 - City water consumption decreases by 2 cups.
Group 5- City water consumption remains the same.
Group 6- City water consumptions remains the same.
Recharge rate 20 cups
What is the net value at the end of year three? ________

Year 4:
Group 1- City water consumption decreases by 2 cups.
Group 2- City water consumption decreases by 2 cups
Group 3- City water consumption decreases by 5 cups.
Group 4 - City water consumption decreases by 2 cups.
Group 5- City water consumption decreases by 4 cups.
Group 6- City water consumptions decreases by 3 cups
Recharge rate 20 cups
What is the net value at the end of year four? ________

Year 5:
Group 1- City water consumption increases by 4 cups.
Group 2- City water consumption increases by 4 cups
Group 3- City water consumption increases by 5 cups.
Group 4 - City water consumption increases by 7 cups.
Group 5- City water consumption increases by 4 cups.
Group 6- City water consumptions increases by 1 cup
Recharge rate 20 cups
What is the net value at the end of year five? __________

Plot your data on this graph below.

Make sure to include a legend and label the X and Y axis.

Name____________________________________

For tonight's homework you will write up a one page reflection exploring
what you have learned through our experiment and the research paper
handed out today. This will be used as an assessment to show your
understanding on this lesson. Your reflection should touch on what you
have learned from your KWL sheet and information from the research
article about water consumption, the impacts it has on the environment,
and how we can monitor and regulate the usage of an aquifer. This
reflection may be handwritten or typed (12 font, 1 spaced) Please use
the rubric attached to help guide your reflection. This reflection will be worth
25 points.

Rubric
5 points

3 points

1 point

Sentence Fluency

The sentences are

clear and join
together, they are
very easy to read
aloud.

The sentences are

somewhat clear and
somewhat easy to
read aloud

The sentences are

not clear and easy to
read aloud

Grammar and
punctuation

Correct spelling,
punctuation,
capitalization, and
paragraph
organization is
evident

Some spelling,
punctuation,
capitalization, and
paragraph
organization errors
are evident.

Many spelling,
punctuation,
capitalization, and
paragraph
organization errors
are evident

Ideas

All on topic with

Some really good

Off topic with not very

excellent detail

parts but not all on

topic.

good detail.

What you learned or

Five or more big
found out about water ideas
aquifers and
consumption

3-4 big ideas

0-2 big ideas

Ideas to monitor and

regulate the impacts
about too much water
consumption in
regards to human
existence.

2 big ideas with an

explanation

0-1 ideas with an

explanation

3 or more big ideas

with an explanation