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Property of the University of Iowa:
Mobile Museum: Water Underground
Table of Contents
Standards Addressed ....................................................................................................................... 1
Mobile Museum Activities Summary ............................................................................................. 2
MOMU Scavenger Hunt Questions ................................................................................................ 3
Teacher Notes: MOMU Scavenger Hunt Answers ......................................................................... 4
Water Underground Word Search .................................................................................................. 6
Water Underground Matching ........................................................................................................ 7
Teacher Key: Word Search ............................................................................................................. 8
Teacher Key: Matching................................................................................................................... 9
Water Underground Jeopardy ....................................................................................................... 10
Student Activity: Where Does Your Water Come From? ............................................................ 12
Where Does Your Water Come From In the Country? ................................................................ 16
Where Does Your Water Come From In the City?....................................................................... 18
The Chemistry of Water Lesson Plan ........................................................................................... 20
Student Activity: Particles and Porosity ....................................................................................... 23
Teacher Guide: Particles and Porosity .......................................................................................... 27
Where Does Your Drinking Water Come From? Student Probe.................................................. 30
Drinking Water Probe Teacher Notes ........................................................................................... 31
Building Your Own Aquifer! ........................................................................................................ 34
Teacher Guide: Building an Aquifer............................................................................................. 36
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Property of the University of Iowa:
Standards Addressed
Standards
(NGSS)
2-ESS2-3: Earth
Systems
5-ESS3-1: Earth
and Human
Activity
2-PS1-1: Matter
and Its
Interactions
5-PS1: Matter
and Its
Interactions
5-ESS2-1:
Earth’s Systems
4-ESS3-2:
Earth’s Systems
5-ESS2-2:
Earth’s Systems
Activity
Student Activity:
Where Does
Your Water
Come From?
X
The Chemistry of
Water Lesson
Plan
Teacher Notes:
Building an
Aquifer
X
X
X
X
X
X
X
X
X
Standards
(Iowa Core)
S.3-5.SI.6
S.K-2.SI.6
S.K-2.PS.2
S.3-5.PS.1
S.K-2.ES.1
S.3-5.ES.1
S.6-8.ES.1
S.6-8.ES.2
S.9-12.ES.3
Teacher Guide:
Particles and
Porosity
X
Activity
Student
Activity:
Where Does
Your Water
Come From?
X
X
The Chemistry
of Water
Lesson Plan
Teacher
Guide:
Particles and
Porosity
Drinking
Water Probe
Teacher Notes
X
X
X
X
X
X
Teacher
Guide:
Building
an Aquifer
X
X
X
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Property of the University of Iowa:
Mobile Museum Activities Summary
The University of Iowa’s Mobile Museum is a bus that travels across Iowa, visiting schools,
events, and other locations to educate the public about different research going on at the
University of Iowa each year. For 2015, the Mobile Museum contains three main exhibits,
“Water Underground,” “Hawkeyes in Space,” and “Over Here From Over There: Iowans in
World War II.” The Water Underground exhibit features information about the chemistry of
water, Iowa’s bedrock aquifer systems, and arsenic pollution in drinking water. The Water
Underground exhibit highlights contributions and research from the UI Department of
Chemistry/Water Sustainability Initiative, Iowa Geological Survey, and Center for Health Effects
of Environmental Contamination (CHEEC).
A main focus audience for the Mobile Museum is school-aged children across Iowa when the
bus visits schools. The Mobile Museum partnered with University of Iowa science education
students in the College of Education in order to make the Mobile Museum visits and tours more
guided and meaningful for students. Science education students worked with various teachers,
students, peers, and the industry partners listed above to create learning materials to provide for
the Mobile Museum and for classrooms that visit the Mobile Museum.
The materials and resources for classrooms visiting the Mobile Museum are included in the
booklet. This booklet includes activities and teacher notes that summarize the Water
Underground exhibit as a whole, as well as highlight the specific components of “Arsenic
Pollution in Drinking Water,” “The Chemistry of Water,” and “Iowa’s Bedrock Aquifer
Systems.”
Water Underground (Combined Exhibit Activities): This section contains combined activities
highlighting information from all three components of the Water Underground exhibit. Activities
include: a) a scavenger hunt, b) a word search, c) a definitions and matching page, and d) a
Jeopardy game. There are activities for every grade level.
Arsenic Pollution in Drinking Water: This section contains materials specifically to highlight
information in the Arsenic Pollution in Drinking Water component of the Water Underground
exhibit. Materials include a lesson plan containing color pages and adult interview sheets to
focus on elementary-aged children.
The Chemistry of Water: This section contains materials specifically to highlight information
in the Chemistry of Water component of the Water Underground exhibit. Materials include a
lesson plan activity to teach basis properties of water to focus on elementary-aged children.
Iowa’s Bedrock Aquifer Systems: This section contains materials specifically to highlight
information in the Iowa’s Bedrock Aquifer Systems component of the Water Underground
exhibit. Materials include: a) a Particles and Porosity activity, b) an aquifer misconception probe
with teacher notes, and c) Build Your Own Aquifer activity. Activities focus on upperelementary age students, while the misconception sheet can be used for all levels.
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Property of the University of Iowa:
MOMU Scavenger Hunt Questions
Elementary:
1. Give an example of water as a solid, a liquid, and a gas.
2. The water in our bodies helps to keep us from getting too hot or too cold. What happens
to the water in your body when the temperature outside is too hot?
3. What are aquifers made of?
4. How do we get water out of aquifers?
5. Look for the clear tubes of water on the wall. Which tubes have water that is safe to drink?
6. Can you find the county that you live in and see how many wells were tested?
Middle:
1. Some insects can “walk” along the surface of a liquid lake. The property of water that
makes this possible is called
.
2. What are the two types of elements that make up a water molecule?
3. How does water move through aquifers?
4. Which side of the “Percolation Unit” (the sand, or the rock) do you predict will allow
water to flow through easier?
5. Find the county you live in on the touch screen. How many wells had more than 10ppb?
6. Who regulates how much arsenic is safe to have in drinking water?
High school:
1. What is the type of bond that is formed between water molecules called?
2. The microscopic property of water that allows it to stick to itself is called
.
The microscopic property of water that allows it to stick to objects is called
.
3. What is the youngest aquifer on the “Bedrock Aquifer Systems of Iowa” diagram?
4. What property of rocks allows water to flow through them?
5. According to the EPA, what is the drinking water standard for arsenic, in parts per billion
(ppb)?
6. What is the name of the fluid used to remove hazardous chemicals from water? Hint:
Look for a vial and magnets.
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Property of the University of Iowa:
Teacher Notes: MOMU Scavenger Hunt Answers
Elementary:
1. Give an example of water as a solid, a liquid, and a gas.
 Ice cubes are an example of water as a solid. Rain drops are an example of a liquid. The
water vapor that you see when you boil water or take a steamy shower are examples of
gases.
2. The water in our bodies helps to keep us from getting too hot or too cold. What happens to
the water in your body when the temperature outside is too hot?
 Your body produces sweat to release water and the stored heat. The water in sweat then
evaporates off of your skin.
3. What are aquifers made of?
 Aquifers are made up of layers of saturated rock and soil that are permeable, allowing
water to flow easily through them. Rocks such as sandstone, limestone, sand and gravel
are commonly found throughout aquifers. These layers must be porous and permeable in
order for water to be held within the aquifer.
4. How do we get water out of aquifers?
 Water is removed from aquifers most commonly through man-made pumping systems
but can also be collected from natural springs that naturally push water to the surface.
5. Look for the clear tubes of water on the wall. Which tubes have water that is safe to drink?
 The bottom three tubes contain contaminants (Nitrate and Arsenic) that are not safe to
drink. Even though all the water samples are clear, they are not all safe to drink.
6. Can you find the county that you live in and see how many wells were tested?
 Answers will vary depending on the county. The touchscreen in the Museum will have
the answers. The touchscreen contains information from the Iowa Community Private
Well Study from 2002. 236 private wells were tested and 19% were found to have over
10ppb of Arsenic, which would be considered dangerous.
Middle:
1. Some insects can “walk” along the surface of a liquid lake. The property of water that
makes this possible is called
.
 Surface tension. Hydrogen bonds between water molecules are particularly strong on the
surface of water, making surface tension higher. This means that objects like insects
cannot penetrate the surface as easily.
2. What are the two types of elements that make up a water molecule?
 Hydrogen and oxygen
3. How does water move through aquifers?
 Water does not move underground through hidden lakes and rivers, which is a common
misconception that students may have. Instead it flows through tiny spaces between rock
particles. The more porous and permeable the rocks are, the easier water will flow
through them. Water movement can range from a few meters a day to a few centimeters a
century.
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Property of the University of Iowa:
4. Which side of the “Percolation Unit” (the sand, or the rock) do you predict will allow water
to flow through easier?
 The side of the “percolation unit” (Demonstration available in the Mobile Museum) that
is made up of sand particles will demonstrate to students that water flows more easily
through the sand, rather than the fracture that is observed on the opposite side. While the
rock fracture may look like it has more room for water to flow, the rest of the material is
non-permeable, which limits the amount of water able to seep through. Sand, on the other
hand, has numerous spaces between each sand particle that will allow water to seep in
and flow through it much easier.
5. Find the county you live in on the touch screen. How many wells had more 10ppb?
 Talk about the results of the wells tested in the county you live in, how many wells were
tested, how many wells tested for more than 10 parts per billion of arsenic, etc. The
touchscreen contains information from the Iowa Community Private Well Study from
2002. 236 private wells were tested and 19% were found to have over 10ppb of Arsenic,
which would be considered dangerous.
6. Who regulates how much arsenic is safe to have in drinking water?
 Environmental Protection Agency (EPA). This agency regulates public water testing but
not private wells--those are up to the owner.
High School:
1. What is the type of bond that is formed between water molecules called?
 Hydrogen bond
2. The microscopic property of water that allows it to stick to itself is called
. The
microscopic property of water that allows it to stick to objects is called
.
 Cohesion, adhesion
3. What is the youngest aquifer on the “Bedrock Aquifer Systems of Iowa” diagram?
 Alluvial aquifers are thought to be the youngest by geological standards. This is because
the sand and gravel layers can be as young as materials deposited along current rivers or
as old as materials deposited by melting glaciers thousands of years ago.
4. What property of rocks allows water to flow through them?
 Permeability is the property of rocks that allows water to flow through it. The more
permeable a substance is the easier water will be able to flow through that substance.
Porosity, which is the amount of open space in a given rock, also affects how water flows
however it is possible to have a porous rock that is not very permeable.
5. According to the EPA, what is the drinking water standard for arsenic, in parts per billion
(ppb)?
 The drinking water standard according to the EPA is 10ppb. However, it is suggested that
if a well contains more than 5ppb, it should potentially be treated to prevent health
problems.
6. What is the name of the fluid used to remove hazardous chemicals from water? Hint: Look
for a vial and magnets.
 Ferro-fluid: This fluid contains iron nanoparticles binds to heavy metal
contaminants such as Arsenic. The metallic compound is attracted to magnetic
forces and can then be removed
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Property of the University of Iowa:
Name:___________________________________
Water Underground Word Search
Find and circle the words in the box below related to water and your environment. The first one
has been done for you.
ARSENIC
PRIVATE WELL
PUBLIC WATER SYSTEM
PERMEABILITY
EPA
POROSITY
BOND
AQUIFER
CONTAMINANT
MOLECULE
Word search generated by www.puzzlemaker.discoveryeducation.com. Photos courtesy of Shutter Stock and Can
Stock Photo.
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Property of the University of Iowa:
Name:___________________________________
Water Underground
Matching
A.
B.
C.
D.
E.
Match the letter with the definition you think is correct.
Arsenic
F. Molecule
Water Contaminant
G. Bond
Environmental Protection Agency (EPA)
H. Porosity
Public Water System (PWS)
I. Permeability
Private Well
J. Aquifer
1.______________: a government agency that works to protect the
environment
2.______________: the ability of water to flow through rocks
3.______________: a process that cleans water and brings the water to
people who live in a town or city
4.______________: an element, that looks like a rock, found in nature
that can be harmful
5.______________: tiny parts of a substance that you cannot see with
just your eyes
6.______________: the open spaces between rocks
7.______________: an invisible pull between or within molecules
8.______________: germs, bacteria, arsenic and other things that can
make your water unclean and unhealthy
9.______________: a process that cleans water from underground for
people who live in the country
10.______________: layers of rock that hold water under the ground
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Property of the University of Iowa:
TEACHER KEY:
Water Underground
Find and circle the words in the box below related to water and your environment.
The first one has been done for you.
ARSENIC
PRIVATE WELL
PUBLIC WATER SYSTEM
PERMEABILITY
EPA
POROSITY
BOND
AQUIFER
CONTAMINANT
MOLECULE
Word search generated by www.puzzlemaker.discoveryeducation.com.
Photos courtesy of Shutter Stock and Can Stock Photo.
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Property of the University of Iowa:
TEACHER KEY:
Water Underground
Matching
A.
B.
C.
D.
E.
Match the letter with the definition you think is correct.
Arsenic
F. Molecule
Water Contaminant
G. Bond
Environmental Protection Agency (EPA)
H. Porosity
Public Water System (PWS)
I. Permeability
Private Well
J. Aquifer
1. C- Environmental Protection Agency (EPA)
that works to protect the environment
2. I- Permeability
: a government agency
: the ability of water to flow through rocks
3. D- Public Water System (PWS)
: a process that cleans water and
brings the water to people who live in a town or city
4. A- Arsenic
: an element, that looks like a rock, found in nature
that can be harmful
5. F- Molecule
just your eyes
: tiny parts of a substance that you cannot see with
6. H- Porosity
: the open spaces between rocks
7. G- Bond
: an invisible pull between or within molecules
8. B- Water Contaminant : germs, bacteria, arsenic and other things
that can make your water unclean and unhealthy
9. E- Private Well : a process that cleans water from underground for
people who live in the country
10. J- Aquifer
: layers of rock that hold water under the ground
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Property of the University of Iowa:
Water Underground – Jeopardy
Overview:
Water Underground Jeopardy is intended as a review game following student’s visit to
the University of Iowa Mobile Museum. The questions specifically address content from the
Water Underground exhibit of the museum, and are intended to be used in a middle or high
school classroom. Unlike traditional Jeopardy, the majority of the questions are multiple choice
or fill-in-the-blank. Additionally, the content addressed by the review questions reinforces many
of the main ideas presented in the Water Underground Scavenger Hunt activity. Therefore, this
Jeopardy game is best utilized in coordination with the Scavenger Hunt activity.
Getting Started:
Load the Water Underground Jeopardy game in Microsoft PowerPoint and enter Slide Show
mode.
Divide the class into groups of 4-6 students per group.
Decide the order in which groups will have the opportunity to select a question.
Have each group designate one individual who will be the spokesperson. This student is
responsible for communicating the group’s answer.
Make a column on the board to track each group score. Score is kept by adding or subtracting
from the group’s total- negative scores are possible.
How to play:

In Slide Show mode, clicking on a score amount (ex: Chemistry of Water, $300) takes
the PowerPoint to that specific question. The answer to each question is displayed by
clicking on the “answer” button on the bottom right of the screen. After returning to the
main menu questions previously selected disappear, and cannot be chosen by subsequent
groups. (Slide 42 has additional information on how to run the PowerPoint, if needed)

It is recommended that students start with the $100 questions and work their way down to
the more advanced $500 items.
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Property of the University of Iowa:


Have the first group select a question. Allow group members to converse with one
another, and give an answer to their spokesperson. If they answer correctly, add the
corresponding question score to the groups scoring column on the board.
If the students provide an incorrect answer, give the remaining groups an opportunity to
“steal” the question. Continue this process until a correct answer is given.

Move through the determined order in which groups select questions. In traditional
Jeopardy, if a group answers correctly they get to continue playing and select another
question. However, in order to keep all groups participating it may be best to have each
group attempt to answer one question and then move on through the order.

Continue until all questions are used. The group with the highest score at the end of the
game is the winner.
Taking it further:

Students can do journal writing or an exit slip that addresses a particular question they
knew or did not know how to answer.

Students can write their own Jeopardy question(s) as a form of review of take home
assignment.

Students can design additional Jeopardy review games for other units covered throughout
the school year.
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Property of the University of Iowa:
Student Activity: Where Does Your Water Come From?
Grade Level: Elementary
Focus Question: How is drinking water brought to your home, and how might these methods
affect components in drinking water?
Summary: Have you ever wondered where you drinking water comes from? The water we drink
comes from different sources depending on your location. However, here in Iowa, most of our
water exists in an aquifer underground and is brought up to the surface. For most homes in the
countryside, water is brought up through a private well. For homes in a town or city, water is
brought up through a municipal well by a water treatment plant that tests and treats the water
before it travels into a holding facility and is distributed to homes in the area. The process just
described brings water to urban homes via a Public Water System (PWS).
Because much of our drinking water comes from underground, contaminants can easily
seep into our water supply. The Environmental Protection Agency (EPA) is responsible for
regulating water in Public Water Systems, but the EPA does not regulate private wells. The EPA
set standards for about 90 different contaminants that a PWS tests and treats for, E. coli, bromate,
chlorine, fluoride, lead, benzene, radium, and so on. Some components are added to drinking
water, such as fluoride to promote dental health in some communities. Chromium-3 is also not a
huge health risk in drinking water, unless at a very high concentration, because it is an essential
human dietary element. Many of the contaminants listed on the EPA site have many health risks
at the listed concentration. The Mobile Museum highlights the element Arsenic as a dangerous
contaminant that can be found in private wells, so it is important for rural homes to test their
private wells for Arsenic and any other bad contaminants.
Key Ideas: Students will complete color pages, with a diagram of both a private well and a PWS.
Then, students will interview a parent or a guardian about the origin of their drinking water at
home. Students will then discuss what they learned from their interviews and where their water
at home originates. Using the color pages and interviews activities, students will gain knowledge
about their drinking water, while practicing important skills.
Learner Objective(s):
The learner will:





Differentiate between the two processes involved in the delivery of clean drinking water:
(1) private wells and (2) public water systems (PWS).
Discover exactly where their drinking water comes from at their own home.
Practice his/her investigating and questioning skills.
Inquire the components of their drinking water, and how they can impact his/her health.
Investigate the importance of testing for potentially dangerous substances/components in
his/her drinking water.
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Property of the University of Iowa:
Related standards:
NGSS Standard(s): 2-ESS2-3: Earth Systems; 5-ESS3-1 Earth and Human Activity
IA Core Standard(s): S.3–5.SI.6: Students should check their explanations against
scientific knowledge, their own experiences, and observations of others; S.K–
2.SI.6: Communicate investigations and explanations
Vocabulary:
The teacher should highlight the following words throughout the lesson:
Private Well
Public Water System (PWS)
Contaminants
Environmental Protection Agency (EPA)
*Note: We highly recommend checking out the Word Search and Definitions page for the whole
Water Underground Exhibit (found online) for a pre-lesson or for better understanding of this
vocabulary.
Materials:
Coloring activity/ or Coloring packet includes:
Private Well Color Page with Private Well Interview on Back
Public Water System Color Page with Public Water System Interview on Back
Coloring Utensils (Markers, crayons, etc.)
Safety/Special/Academic Language Considerations:
Safety Considerations:
Choking hazard for crayons
Special Considerations:
This activity may require special considerations for any color blind students or students with a
physical limitation to coloring. The activity requires students to color by number, and the act of
color helps differentiate the processes of both the 1) private well and 2) public water system.
Academic language considerations:
Students may not understand the words listed under the vocabulary section above, so it may be
important for students to learn the definitions. Some students from the urban setting might not
understand what “the country is,” so describing a country or city setting could be beneficial.
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Property of the University of Iowa:
Lesson Sequences:
Pre-lesson: We strongly encourage the teacher to utilize the Word Search and Definitions pages,
located with the other Mobile Museum materials online, before completing this activity.
Activity
(Engage)
(Explore)
(Explain)
Description of Activity
Ask students if they know where their drinking water
comes from, or how it gets to their faucet.
If a student talks about a well or treatment plant, ask
them about that process.
The teacher may also ask questions like:
-How does the water at the drinking fountain get to
the drinking fountain?
-Is your drinking water cleaned before it comes
through the drinking fountain? How do you know?
Handout both color pages to each student. Students
should color the pages according to the instructions
on the worksheets.
2) Have students take home their worksheets and
interview their parents. *Note: Student only has to
complete ONE interview; they should only complete
the interview for their water system they have at
home.
Time
5-10 minutes
While students are coloring, the teacher should
explain each of the systems.
For the Private Well Color page, the teacher should
highlight that normally people who live in the
countryside will receive their water from a private
well. Water exists underground between rocks or
sand (layers make up an aquifer), and a well system
brings up water from underground to a house and
purifies the water.
For the Public Water System Worksheet, the teacher
should highlight that people who live in a city or
town usually receive their drinking water through a
public water system (PWS). In a PWS, a water
treatment plant takes water from a water source, such
as an ocean, river, lake, or underground aquifer, and
tests the water for contaminants. The water is then
treated or cleaned to get rid of contaminants. The
clean water is then stored in a water tower or other
holding facility and distributed to homes around the
area.
(10 minutes
during the 30
minutes listed
above)
30 minutes
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Property of the University of Iowa:
(Elaborate)
(Evaluate)
*Note: For the challenge question on the Private Well
worksheet, the cows should not be placed right above
or near a private well. The cows’ waste could seep
through the ground and contaminate the drinking
water. Instances like these highlight the importance
of water testing.
The next day when students have brought back their
10-15 minutes
completed interview sheets, the teacher should
discuss their findings with them.
Example prompts include:
Who has a private well? (or PWS)
Who gets their well tested?
What did you parent or guardian say about what was
in your water?
What agency regulates your drinking water?
What is an example of a water contaminant?
The teacher should have students explain the
difference between a private well and public water
system again. The students should also highlight the
importance of getting private wells tested because
contaminants can enter your water underground.
Public water systems are regulated by the EPA and
test for contaminants.
Assessments
The teacher may assess students on the accuracy of coloring the right sections with the correct
color according to the number. The teacher could also assess the students based on their
completeness of the interview and their participation in the class activity and discussion.
Closure
Ask students how drinking water is delivered to the school? (What process: Private Well or
PWS?) and why they think the process they do? Also ask students to give one reason why they
should test their drinking water.
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Property of the University of Iowa:
Name: ____________________________________
Where Does Your Water Come From In the Country?
~Private Well~
This is a Private Well. People who live in the country use this to get their drinking water.
Use the color key below to color the picture of a private well.
Color Key:
1-Dark Brown
2-Grey
3-Tan
4-Red
5-Green
6-Blue
4
6
5
1
Soil
2
Rock
3
Sandstone
2
Rock
Challenge Question: What is wrong with this picture?
Images used on this page were taken from www.geochaching.com and www.akitarescueoftulsa.com
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Property of the University of Iowa:
Name: ____________________________________
Interview an Adult
~Private Well~
If you live in the country, or outside of a city, ask your parent or guardian the following
questions.
1. Do we get our drinking water from a private well?
2. Do we get our well water tested for contaminants? If yes, what do we
test for?
3. When was the last time we got our well water tested?
4. What is in our well water, besides water? (Example: Iron)
Share with your parent or guardian:
If you and your parent or guardian would like to learn more about drinking water and testing, go to:
http://www.shl.uiowa.edu/env/privatewell/ordering.xml or
http://www.iowadnr.gov/InsideDNR/RegulatoryWater/PrivateWellProgram.aspx
17
Property of the University of Iowa:
Name:____________________________________
Where Does Your Water Come From In the City?
~Public Water System ~
This is a Public Water System. Water is taken from the environment and made safe to
drink. People who live in a town or city get their water through this process.
Use the color key below to color the picture of a public water system.
Color Key:
1-Blue
3-Brown
2-Green
4-Your Favorite Color
A-Water Source
B-Treatment Plant
cleans water
2
2
3 3
2
2
1
D-Clean water is brought
to people in a city.
1
C-Clean water is stored.
1
2
4
Images on this page have been taken from www.illustrationsof.com, www.dragoart.com, www.cityofames.org,
and pixshark.com.
18
Property of the University of Iowa:
Name:____________________________________
Interview an Adult
~Public Water System ~
If you live in a city, ask your parent or guardian the following questions.
1. Do we get our drinking water from a public water system?
2. Do we test our water for contaminants? Explain why or why not.
3. What is in our drinking water, besides water? (Example: Flouride)
4. Who regulates our drinking water? (Hint: a government agency)
Share with your parent or guardian:
If you and your parent or guardian would like to learn more about drinking water and testing, go to:
http://www.shl.uiowa.edu/env/privatewell/ordering.xml or
http://www.iowadnr.gov/InsideDNR/RegulatoryWater/PrivateWellProgram.aspx or
Check your city’s Consumer Confidence Report, which can be found on your City’s Public Works website
19
Property of the University of Iowa:
The Chemistry of Water
Grade Level: Elementary
Focus Question: How does water’s structure contribute to its unique properties?
Learner Objective(s): 1) The student will be able to identify unique properties of water like
surface tension. 2) The students will be able to observe that water sticks to itself and objects like
pennies.
NGSS Standard(s): 2-PS1-1: Matter and Its Interactions; 2-ESS2-3: Earth’s Systems
IA Core Standard(s): S.K-2.PS.2: Understand and apply knowledge of characteristics of liquids
and solids; S.3-5.PS.1: Understand and apply knowledge of how to describe and identify
substances based on characteristic properties.
Main Ideas: Students observe and describe properties of water. Water sticks to itself and to
objects, forming a unique dome shape.
Materials:
Model or image of water
Activity 1: (Per group) Eye dropper, water in container, penny
Activity 2: (Per group) Eye dropper, penny, another substance (e.g. vegetable oil)
Safety/Special/Academic Language Considerations: No safety issues. Penny should be clean.
Academic language considerations include the use of vocabulary like molecules, cohesion,
adhesion, and surface tension.
Lesson Sequence:
Activity (5E) Description of activity
(Engage)
Draw a picture of a water molecule on board or show picture.
Ask students if they have seen this before. Where? What is it?
What is it made out of? Ask students to predict how many
drops of water will fit on a penny before it overflows. Record
the class’ prediction on the board.
(Explore)
Activity 1: Water Drop on a Penny
1. In each group of students, students will carefully drop
water, one drop at a time, onto the penny. Students will
count each drop.
2. Students will record the results of their activity on the
classroom board.
Time
5-10
minutes
(Explain)
10-15
minutes
Ask students how their prediction compared to the results of
their activity. Ask students why water acts like this; ask
7-10
minutes
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Property of the University of Iowa:
(Elaborate)
(Evaluate)
students to justify their reasoning.
Because of the property of water called surface tension, water
forms a tight arrangement with other water, making the drops
of water stick together and pile on the penny. The surface
tension of water causes the drops of water to stick together on
the penny instead of rolling off. The molecules of water on the
surface of the penny are attracted to each other, so they tend to
combine into one large drop rather than overflowing. The
property of water called cohesion allows water to stick to
itself. The property of water called adhesion allows water to
stick to objects like the penny. Do all liquids act this way?
Ask students to think about where else they have seen these
properties of water take place in real life. For instance, think
about some insects like mosquitos being able to “walk” along
the surface of a liquid lake. The surface tension of water
makes water at the surface of the lake strong and harder for the
insects to penetrate, allowing them to stay on the surface. An
example of the property of adhesion is shown when water can
travel up a tree trunk. The water sticks to the inside of the tree,
allowing it to travel up from the roots of the tree.
Activity 2: Comparing Substances
1. In each group of students, students will use the eye
droppers to carefully drop a different liquid, one drop
at a time, onto a penny. Students will count each drop.
2. Students will record the results of their activity on the
classroom board.
Ask students to compare the results of Activity 2 with their
prediction. Why do you think this liquid acted differently than
water? Do all liquids act similarly to water? Why is this? Ask
students to explain their reasoning.
Water has unique properties that allow it to stick to itself
(called cohesion) and other objects (called adhesion).
7-10
minutes
5-10
minutes
Assessment(s): Students will explain how water and another substance differ and what
properties make this possible.
Closure: Students name two concepts learned in today’s class about water.
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Property of the University of Iowa:
Resources
From http://sciencefairwater.com/wordpress/wpcontent/uploads/2011/01/WaterMoleculeH2Ox72.jpg
22
Property of the University of Iowa:
Student Activity: Particles and Porosity
Summary:
Have you ever looked at a volcanic rock? Did you notice all the holes and air pockets? Rocks in
general are made up of tiny particles that when packed together leave tiny air pockets. The
amount of air or space in a rock is called its porosity. In this activity you will use marbles, BBs,
beans, plastic cups and a measuring cup to help model how the size and shape of particles affect
rock’s porosity.
Vocabulary:
Porosity: How much air space is inside an object compared to the total amount of space
the object uses
Particles: Small pieces of matter
Rocks: Hard materials made up of tiny particles packed together. In between the
particles are spaces filled with air, other types of gases, or liquid. The porosity of a rock
(how much space is between its particles) can be used to describe the rock and identify
its type.
Materials:
For this activity you will need:






Clear plastic cup filled with marbles (of the same size)
Clear plastic cup filled with dry split peas or lentils
Clear plastic cup filled with plastic BBs
(optional) Clear plastic cup filled with a mixture of marbles, BBs, and dry split peas or
lentils
Metric measuring cup
Water (at least 250 mL or approximately 8.5oz per cup used)
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Property of the University of Iowa:
Directions:
1. Make sure the cups are filled completely, it’s ok if the particles are slightly above the
cup’s rim however make sure they are not below it or your measurements will be off.
Observe the four cups filled with marbles, BBs, peas and/or lentils. How do the sizes
and shapes of these particles compare to one another? Make a prediction for which
cup has more air pockets based on the different particles. Make sure to record your
prediction in table 1.
Figure 1: Make sure the particles are
filled level to the rim of the cup or just
slightly above it
2. Carefully pour water into the measuring cup until it is at the 250 mL mark. Double check
to make sure the water is exactly at the 250 mL line by placing the measuring cup on a
flat surface, and looking at it straight-on so that the bottom of the meniscus (the curved
surface of the water) is touching the 250 mL mark. (if using larger than 9oz cups you may
need to use extra water)
Record the starting amount of water in Table 1.
Figure 2: Measure out 250 mL of water
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Property of the University of Iowa:
3. Very carefully pour the water from the measuring cup into one of the plastic cups filled
with marbles, BBs, peas and/or lentils. Make sure not to spill any water outside of the cup
because it will cause your measurement to be off. Pour the water into the cup until the
water is at the same level as the rim of the cup, but be careful not to let the cup overflow.
Figure 3: Fill water to the rim of the cup,
do not let it overflow.
4. Now that the cup is filled to the top with water, measure how much water is left in the
measuring cup. Try to be as accurate as you can. Record your measurement in Table 1.
5. Next you will need to calculate the amount of empty space from all the air pockets in the
cup. To do this, subtract the amount of water that is left in the measuring cup from the
original amount that you started with. For example, if the measuring cup had 135 mL left
in it after filling the cup, then the empty space would be equal to 115 mL (250 mL – 135
mL equals 115 mL) How much empty space is in your cup? Be sure to record your
answers in Table 1.
6. Repeat these steps with each cup. Be sure to carefully measure the correct amount of
water each time so that you can be as accurate as possible. Then carefully pour the water
into each cup making sure not to spill. How much water is left this time? Record how
much empty space is in each cup in Table 1.
7. Which held more water? Which cup had the most amount of empty space? Does this
reveal any relationship between the types of particles in the cup and the cup's
porosity? Can you relate your findings to how the size and shape of particles in a
rock affect its porosity?
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Property of the University of Iowa:
Table 1:
Cup
Starting mL
in Measuring
cup
Final mL left in
measuring cup
mL of water in
air pockets
% Porosity
(optional)
Marbles
BBs
Beans/lentils
Mixed cup
(optional)
8. Optional activity: Calculate the percent porosity of each cup.
To do this, divide the volume of water the cup holds with the particles in it (marbles,
BBs, beans/lentils) by the total volume the cup could hold without any particles in it. For
example, an empty 9oz cup can hold a total of 266 mL of water (which corresponds to the
total volume of a rock). If one cup filled with marbles held 135 mL of water (which
corresponds to the volume of empty space within a rock) then its percent porosity would
be 135/266 or .508, which is equal to 50.8 %.
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Property of the University of Iowa:
Teacher Guide: Particles and Porosity
Focus Question: How does the size and shape of particles affect the porosity of rocks?
Background Information: If you compared a volcanic rock to a piece of sandstone you would
notice how the volcanic rock is riddled with holes while the sandstone is crumbly and comprised
of tightly compressed sand particles. If the pieces are of the same size then you would also notice
that the volcanic rock is much lighter than the sandstone rock. This is because of the large air
pockets that make a volcanic rock much less dense than other types of rocks. Yet all rocks are
comprised of particles that when packed together, leave tiny spaces for air to seep in. How these
particles are packed together affect the porosity of any given rock.
This activity will demonstrate to students how the different sizes and shapes of particles affect
the porosity by making a model using marbles, BBs, and split peas or lentils.
NGSS Standards:
5-PS1 Matter and Its Interactions
2-PS1 Matter and Its Interactions
5-ESS2 Earth's Systems
Iowa Core Standards:
S.K-2.ES.1 : Understand and apply knowledge of properties of earth materials.
Materials Needed (Per Group):
 Clear plastic cup filled with marbles
 Clear plastic cup filled with dry split peas or lentils
 Clear plastic cup filled with BBs
 (optional) Clear plastic cup filled with a mixture of marbles, BBs, and dry split peas or
lentils
 Metric measuring cup
 Water (at least 200 mL per cup used)
 Calculators (may be needed for optional activity)
Safety/Special/Academic Language Considerations: Lab uses small pieces that could present a
choking hazard. Academic Language Considerations include the use of vocabulary such as
porosity, particles, and meniscus.
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Property of the University of Iowa:
Lesson Sequence:
Activity (5E) Description of Activity
(Engage)
Start a discussion to get kids thinking about porosity: Ask them
questions like: What is porosity? How is porosity related to
particle size? Do you think particle size affects porosity? Can
you think of rocks that are more porous than others? Show them
the picture of the volcanic rock provided below.
(Explore)
Have students do Particles and Porosity activity
(Explain)
Ask students to look back at their predictions and see how they
compare to their results. What they should have discovered is
that the split peas or lentils hold less water than the cups filled
with marbles or BBs, and the mixed cup holds the least amount
of water. This is because the split peas and lentils pack together
more tightly leaving less air space for water to fill. When mixed
together the BBs and split peas should fill the spaces in between
the marbles. This concept is known as porosity and in reality;
rock particles are much smaller yet still exhibit this important
property. Students may notice that the marbles and BBs hold
almost exactly the same amount of water, how can this be if
they are different sizes? The key is that they share the same
shape (spheres) and occupy the same volume in a cup. Marbles
have larger spaces in between particles while the BBs have
smaller spaces, but a significantly more amount of air pockets.
In theory this is why they both share the same amount of
porosity.
(Elaborate)
Have the students give examples of where else in their lives
they experience the property of porosity (Examples such as a
sponge, raining outside on dry ground vs saturated ground or
cereal with milk). Then explain why porosity is important for
the functioning of aquifers. If rocks were not porous then water
would not be able to seep into the ground. Ground water makes
up 30% of earths fresh water supply making aquifers an
essential part of our environment.
(Evaluate)
Ask students to explain in their own words what porosity is and
to provide a drawing to aid in their explanation. Can they think
of any substances that are not porous and will not allow water
through?
Time
5-10 minutes
15-20 minutes
5-10 minutes
5 minutes
5 minutes
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Property of the University of Iowa:
Resources
Retrieved from: http://www.madagascar-library.com/images/700x700/volcanic-rockankarana.jpg
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Property of the University of Iowa:
Where Does Your Drinking Water Come From?
One day at school, five students stop at the water fountain to get a drink before class starts. Once
they all had a drink, they got into an argument about where they thought their drinking water
came from. Here is what each student said:
1. Dante: I think the water we drink is from the river.
2. Curtis: I think water is collected in big buckets when it rains and we drink that water.
3. Olivia: I think we drink water that is trapped underground.
4. Kenji: I think our drinking water comes from rivers that flow in big underground rivers.
5. Rena: I think our water comes from the sink.
Circle the name(s) of the students who you agree with. Explain why you believe that this is the best
answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Property of the University of Iowa:
Drinking Water Probe Teacher Notes
Purpose: The purpose of this activity probe is to identify and clarify the different
misconceptions that students have about where their drinking water comes from.
Definitions:
Aquifer- Layers of rock that hold water under the ground.
Porosity- the open spaces between rocks
Permeability- the ability of water to flow through rocks
Explanation:
The best answers are from Dante and Olivia. Aquifers are the water source for many cities and
farms. Dante’s answer of “from the river” is true because some cities pump water from rivers,
and Olivia’s answer of “trapped underground” is an accurate description of what an aquifer is. A
major misconception regarding the water in aquifers is that the water is flowing underground in a
“river” or “lake.” This may be true occasionally, however the vast majority of underground water
in aquifers is trapped in-between the small open pores and cracks that are found in rock
formations (porosity and permeability). This is the misconception behind Kenji’s answer. In
Curtis’s answer you can tell that he is thinking about the water cycle and the origin of drinking
water, but the problem with his statement is that he thinks we drink rain water as it is. Finally,
the problem with Rena’s answer is that she is focusing on the end result of the drinking water
process, not the origin.
Instructional Uses:
Elementary Level:
This misconception probe is mainly for students that are in the elementary grades. The main take
away point of this probe is that there are two main places that we get our drinking water from;
rivers and aquifers. It is also meant to be used to clear up the misconception that groundwater
exists in subterranean rivers.
Middle and High School Level:
If the misconception of groundwater existing as subterranean rivers was not cleared up during
elementary school it can persist through middle school and even high school. Due to the more
developed scientific knowledge that middle and high school students have and because this
misconception is categorized as one of the “‘Easier to Address’ earth science misconceptions”,
clarifying this misconception should not be difficult.
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Property of the University of Iowa:
Iowa Core Standards:
Earth and Space:
K-2:
S. ES 1: Understand and apply knowledge of properties of earth materials. Earth
materials are solid rocks and soils, water and the gases of the atmosphere. The varied
materials have different physical and chemical properties.
Soils have properties of color and texture, capacity to retain water, and ability to support
the growth of many kinds of plants, including those in our food supply.
3-5:
S. ES 1: Understand and apply knowledge of properties and uses of earth materials.
The different physical and chemical properties of earth materials make them useful in
different ways, for example, as building materials, as sources of fuel, or for growing the
plants we use as foods.
6-8:
S. ES. 1:Understand and apply knowledge of the structure and processes of the earth
system and the processes that change the earth and its surface. The solid earth consists
of layers including a lithosphere; a hot, convecting mantle and a dense metallic core.
Some changes in the earth can be described as the “rock cycle.” Rocks at the earth’s
surface weather, forming sediments that are buried, then compacted, heated, and often re–
crystallized into new rock. Eventually, those new rocks may be brought to the surface by
the forces that drive plate motions, and the rock cycle continues. Soil consists of
weathered rocks and decomposed organic matter from dead plants, animals, and bacteria.
Soils are often found in layers, with each having a different chemical composition and
texture. Living organisms have played many roles in the earth system, including affecting
the composition of the atmosphere, producing some types of rocks, and contributing to
the weathering of rocks.
S. ES 2: Understand and apply knowledge of the water cycle, including consideration
of events that impact groundwater quality.
Water, which covers the majority of the earth’s surface, circulates through the crust,
oceans, and atmosphere in what is known as the “water cycle.” Water evaporates from
the earth’s surface, rises and cools as it rises to higher elevations, condenses as rain or
snow, and falls to the surface where it collects in lakes, oceans, soil and in soil and rocks
underground.
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Property of the University of Iowa:
Water is a solvent. As it passes through the water cycle, especially as it moves on the
earth’s surface and underground, it dissolves minerals and gases and carries them to the
oceans, rivers, and other surface water.
Natural and human forces can contribute to contamination of surface water and
groundwater.
9-12:
S. ES 3: Understand and apply knowledge of origin and evolution of the earth system.
Geologic time can be estimated by observing rock sequences and using fossils to
correlate the sequences at various locations. Current methods for measuring geologic
time include using the known decay rates of radioactive isotopes present in rocks to
measure the time since the rock was formed.
Related Concepts:
Water treatment, well systems, water contaminates, rock formation and cycle, water cycle
References:
"Iowa Core." Iowa Core. N.p., n.d. Web. 29 Apr. 2015. <https://iowacore.gov/>.
Kirkby, Kent. "Misconception List." Introductory Courses. NAGT, n.d. Web. 1 May 2015.
<http://serc.carleton.edu/NAGTWorkshops/intro/misconception_list.html>.
Pictures were retrieved from: http://bestclipartblog.com/clipart-pics/river-clip-art-17.gif.
http://www.shutterstock.com/pic-139737118/stock-photo-girl-with-bucket-catching-rain-dropsillustration.html. http://rollingknollsestates.com/aquifers_&_groundwater_files/image004.jpg .
http://water.me.vccs.edu/courses/ENV115/clipart/cave.gif.
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Property of the University of Iowa:
Building Your Own Aquifer!
Background: How often do you think about where your drinking water comes from? Most of us
don’t think about it very often as we only have to walk to the kitchen to get water from our sink.
In reality many communities get their water from underground sources called aquifers which are
able to hold large amounts of water. This ground water can then be tapped into by a well which
will allow people to pump out their water for later use. Unfortunately, it is possible for this
ground water to become contaminated with things such as lawn care products and household
cleaning supplies if they are not disposed of properly. These types of chemicals can seep through
the soil and rocks into aquifers and eventually contaminate our drinking water.
Learning Objective: In this activity you will learn about groundwater and how an aquifer is
able to hold water between particles in the soil. This activity will also show you how easily
contaminates can get into aquifers and pollute the drinking water.
What will you need?
A. Rocks/pebbles
B. Clay
C. White sand
D. Water
E. Food coloring
F. Small clear plastic cup
Procedure:
Step 1: Add sand to fill ¼ of your cup. Pack it lightly and make it even across the bottom of the
cup. Add enough water so that the sand is wet, but there is no water sitting above the sand.
Observe how the sand is able to hold the water between the grains of sand.
Figure 4: Fill sand to fill about 1/4
of the cup
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Property of the University of Iowa:
Step 2: Use a small ball of clay and flatten it so that it covers approximately ½ of the top of the
sand. Then place the flattened clay in the cup. After placing the clay in the cup, pour a small
amount of water onto the clay and observe what happens. Does clay absorb water like sand does?
Figure 5: Add flattened ball of clay so
that it covers about half of the sand.
Step 3: Next, place the small rocks so that they cover both the sand and the clay. Continue filling
the cup with small rocks so that they form a hill and a valley in your cup. (Look at picture for
help) Then fill the cup with water so that the water in the valley is level with the hill.
Figure 6: Form the hill and valley so that it looks
similar to above
Step 4: Make a prediction as to what might happen if we were to add food coloring to the
aquifer? Will it stay in the top layer of the cup or will it seep into the sand down on the bottom?
Next, add a few drops of food coloring to the side of the cup that has the hill, this represents
contaminates that can get into aquifers. Watch what happens and compare it to your prediction.
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Property of the University of Iowa:
Teacher Guide: Building an Aquifer
Learning Objective: In this activity students will learn how groundwater is stored in an aquifer,
how aquifers are made up of multiple layers, and how contamination is able to pollute
groundwater.
Background: Many communities throughout the world obtain their drinking water from
aquifers, which store large amounts of water in the ground. People have constructed public and
private well systems that extract the water so that it can be treated and made ready for human
consumption. These well systems can become contaminated; however, when proper care is not
taken. Such pollutants as lawn care products and cleaning chemicals can cause significant risk to
human health if not dealt with appropriately. When these contaminants are improperly disposed
of, they can seep into the rocks and soil, eventually getting into the aquifer and then the well.
NGSS Standards:
4-ESS3-2 –Earth’s Systems: Processes that shape the Earth
5-ESS2-1 –Earth’s Systems
5-ESS2-2 –Earth’s Systems
Iowa Core Standards:
S.6–8.ES.2 -Understand and apply knowledge of the water cycle, including consideration
of events that impact groundwater quality.
This activity can be set up in stations or in small group settings:
Materials Needed:







1 Clear plastic cup for each student
White sand, enough to fill each cup ¼ the way full
Modeling clay, about 1-inch ball of clay for each cup
Small rocks or aquarium gravel, 10-15lbs, or enough to fill each cup
Bucket of water
Red food coloring (gel type will not work)
Saran Wrap and Rubber bands (So students can seal the cup and take it home)
Safety/Special/Academic Language Considerations: Lab uses small pieces that could present a
choking hazard.
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Property of the University of Iowa:
Procedure:
1. Set up materials either in an assembly line fashion or for use in small groups.
2. Give each student a cup and tell them to label it with their name. Explain to them that
they are about to make their own aquifer in a cup. (About 5 minutes)
3. Explain each of the materials that are going to be used in the experiment (About 15 to 20
minutes)
a. First show them the sand, and explain that sand is a common layer found in
aquifers and that it is very permeable, which means it allows water to flow
through it easily.
i. Students should fill their cups about ¼ of the way with sand.
b. Next show them the water, and explain that the sand becomes saturated once the
water is added. This is known as the saturation zone in an aquifer.
i. Have the students observe the sand as they add just enough water to
completely saturate the sand. This shows how water becomes trapped
between particles and is stored within an aquifer.
c. Show the students the clay, and explain that there are often impermeable layers
within an aquifer such as clay or bedrock that water cannot penetrate. These
layers are known as confining layers.
i. Have students flatten 1-inch balls of clay so that they are able to cover
about half of the sand with clay. Then have the students pour a small
amount of water on top of the clay so that they can see water does not
absorb into it but runs off into the sand.
d. Next, show the students the gravel and explain that this is also a common material
found within aquifers. Water easily is able to flow through all the cracks and
crevices making gravel very permeable.
i. Have the students fill the rest of their cups with gravel so that it covers the
entire container. Have the students make a slope with the gravel so that
there is a hill and a valley look to it. Then fill the cup gently with water up
to the top of the hill, making sure to leave a bit of the hill’s gravel
exposed. Explain to students that their aquifers now show groundwater
that is trapped in the particles of gravel and sand, as well as surface water
that has formed in the valley on top of the gravel.
e. Lastly, explain to students that the red food coloring is meant to represent
contaminants that can enter the water supply through improper disposal of
chemicals such as pesticides and oils.
i. Have the students place a few drops (3-4) on top of the gravel hill and as
close to the side of the cup as possible. If necessary, add the drops of food
coloring yourself to each student’s cup so that you make sure it is placed
in the correct spot. Then have the students observe for 5-10 minutes as the
red food coloring seeps through the aquifer. You may add water on top of
the aquifer to speed up the food coloring which represents precipitation.
ii. Have students drain the water carefully so that the gravel does not spill
out, and then cover with saran wrap and 1-2 rubber bands. Explain to
students that they can then take their aquifers home and demonstrate the
experiment to their parents.
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Property of the University of Iowa:
Follow-Up Questions/Assessment:
1. Have the students explain in their own words what an aquifer is.
a. Can they explain the different layers that are in their cups? (Example, the clay
layer in the cup represents a confining layer because it is not very permeable)
2. Ask them to explain the difference between surface water and ground water.
3. Ask how contamination at the surface (such as lawn care products and oils) affects
groundwater.
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Property of the University of Iowa: