The students are exposed to a brief (approx. 5 minute) introduction/presentation on aquifers and groundwater including their geographical context, structure, and vocabulary. The students receive everyday materials with different properties: Styrofoam block, scrubbing pad, etc, and a dropper bottle filled with water. They are not initially told what to do, but instead asked what they are going to do. The idea is to use the dropper bottle to put water on the objects and notice if the water passes through or not? They are also encouraged to notice any physical features that may be responsible for these behaviors. Students typically won't talk to each other at first and won't know what to do. Asking them guided questions usually encourages conversation between the students. They can also be asked what other everyday objects could be used for this exercise. After they have explore everyday objects, they are introduced to a handsample of granite and a sandstone. Although they have not been exposed to rocks in lab, they can usually identify the granite right away, and the sandstone when about the size of the grains. They then will discuss the physical properties of the rocks and hypothesize what is more porous and permeable. They test this with the water dropper. Finally, as a class, we discuss that something that is porous and permeable like a sandstone makes a good aquifer, and where good aquifers are located.


    Education Levels:

    • Grade 1
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    • Grade 5
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    Higher Education,NSDL_SetSpec_380601,Undergraduate (Lower Division),Aquifer properties,Vocational/Professional Development Education,oai:nsdl.org:2200/20100502195245850T,NSDL



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