Soil & Water
Water: A Necessity for Life
Science
Materials
2-liter bottles, empty and
clean (2 per group)
Soil
Plastic utensils, broken into
Pieces
Cotton balls
Paper plates
Coffee grounds
Scissors or utility knife
Styrofoam
Vegetable oil
Fruit
Vegetables
Coffee filters
Banana peels
Aluminum foil
Grade Level: 4-5
Time: 45 minutes +
5-10 minutes each
day for 10 days
Standards:
Science
Overview
Students will become familiar with unconfined and confined aquifers and identify different aquifers in Kansas. In addition, students will also construct a model landfill.
Objectives
1. Students will explain the difference between an unconfined aquifer and a confined aquifer.
2. Students will develop a map that shows a Kansas aquifer and list the major characteristics of
this aquifer.
3. Students will construct a model landfill.
4. Students will study the model landfill and determine the effects it has on the water supply.
Instant Expert
Exploring Kansas Natural Resources Educator’s Guide. Unit 10 – Aquifers (159-170). Kansas
Foundation for Agriculture in the Classroom. To order, visit www.ksagclassroom.org.
Background Information
Many of Kansas’ water resources are underground, so they can’t be seen by people. These
naturally-stored underground water resources are known aquifers. There are two major types of
aquifers beneath most of the land in the United States, and they are called unconfined aquifers
or confined aquifers.
An unconfined aquifer is an aquifer that does not have rock layers over the top of it that trap or
confine water under pressure. Unconfined aquifers are usually covered by sand, gravel or
sediment, and they are most common type of aquifer in the United States. Water found in
unconfined aquifers is often considered very young, in geological time, because it may have
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Water: A Necessity for Life
arrived recently by percolating through the sand and aquifer layers. Water in an unconfined
aquifer is free to flow and establishes an equilibrium level affected by gravity and atmospheric
pressure.
A confined aquifer exists where groundwater is trapped beneath layers of impermeable
materials, and these aquifers are also known as artesian aquifers. Water in confined aquifers
may be under pressure, and it is considered very old, having arrived millions of years ago. When
an opening is created in the aquifer, pressure causes the water to rise above the top of the
aquifer.
There are hundreds of aquifers in Kansas, depending on how the specific aquifers are identified
and described. Aquifers in which wells can produce a few gallons of water per minute (gpm) may
be adequate for domestic or livestock water supplies, but they would be inadequate for irrigation
or municipal supply use where well yields of thousands of gallons per minute may be required.
In addition, aquifers that discharge water over long periods of time may see the water table fall
so that some wells stop producing water for a short period of time.
There are three types of Kansas aquifers: alluvial, bedrock and glacial drift. Alluvial aquifers
are the largest and most productive aquifers in Kansas. They were formed during recent
geological time, and they are found in clay, silt, sand or gravel deposited by running water in the
bed of a stream or on its floodplain. The High Plains aquifer is a major regional aquifer, which
can be broken down into separate aquifer units. Alluvial aquifers included in the Kansas portion
of the High Plains aquifer include the Ogallala aquifer, Great Bend Prairie aquifer, and the Equus
Beds aquifer.
Bedrock aquifers are aquifers that contain water trapped in layers of solid rock, and most serve
as local source of water. The water quality of bedrock aquifers may vary. In Kansas, the Flint
Hills aquifer, Osage aquifer, and Ozark aquifer are bedrock aquifers.
Glacial drift aquifers are found in glacial debris that traps and holds water or in ancient river
valleys buried by debris left behind when the continental glaciers melted and receded from
northeastern Kansas. Glacial drift aquifers do not cover large areas.
The High Plains aquifer is a major regional hydrologic unit that underlies parts of eight states,
including Kansas, and it can be broken down into different geologic aquifer units formed at
different times in various locations. This aquifer is a main source of groundwater, and more than
90 percent of the water is pumped from it for irrigation of crops. The aquifer provides about 30
percent of the groundwater used for irrigation in the United States.
Information adapted from Exploring Kansas Natural Resources Educator’s Guide, Unit 10 –
Aquifers, pages 159-170. Additional information on aquifers can be obtained from Kansas
Foundation for Agriculture in the Classroom’s Exploring Kansas Natural Resources Educator’s
Guide, Unit 10 – Aquifers, pages 159-170.
small animals away, and it
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Water: A Necessity for Life
A landfill is a place where wastes, such as trash and garbage, are dumped and covered with a
layer of soil each day. The soil layer keeps pests like insects and small animals away, and it
prevents pollutants from washing off the site when rains or when snow melts. Open dumps are
locations where people place trashes in places like ravines or roadside ditches. Although
landfills look neater than open dumps, both can cause pollution problems.
Landfills appear neat because the wastes are contained to one location; however they can leak
pollutants into underground water systems. When rainwater percolates through decomposing
garbage, it forms leachate, which can contain harmful microorganisms and chemicals. U.S. laws
now require landfills to possess liners that prevent leachate from seeping into the ground and
polluting groundwater. If the liner because ineffective (i.e. break or tear), the leachate can seep
through the opening. To determine if leaks are present in the liners, groundwater around landfills
in tested on a regular basis. If unwanted microorganisms or chemicals are detected, then the
liner is believed to have a leak and the authorities take the necessary steps to correct the
problem.
Because water is able to percolate through the sand, sediment or gravel layers, unconfined
aquifers are susceptible to harmful pollutants that may result from landfills or open dumps.
Therefore, Kansans must take the necessary measures to prevent contaminants from moving
into the state’s aquifers.
Preparation
This landfill portion of this lesson may be done as class exercise or students may work in groups.
Two 2-liters bottles, A and B, will need to be cut as shown on the diagram on page 4 using a
utility knife or scissors. Cutting may be done prior to class, and jagged edges of plastic should
be taped to prevent cuts. Also, plastic utensils may be broken before class to prevent any injury.
Instructional Format
1. Share background information with students.
2. Students may work as a class or in small groups to complete the portion of the lesson on
landfills.
3. Upon completing the lesson, students will answer conclusion question, discuss the activity,
and complete a 10-day log of their observations. Procedures
Aquifers
1. Using Student Worksheet A, students will choose a Kansas aquifer and color this aquifer on a
map of Kansas. Students will identify which counties contain their chosen aquifer, and they
will list the characteristics of each Kansas aquifer. The map located in the Exploring Kansas
Natural Resources Educator’s Guide, Unit 10 – Aquifers, on page 160 may be helpful.
Landfills
1. Students will construct a model landfill. Instructions and diagrams can be found on pages 4
and 5 of this lesson plan.
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Water: A Necessity for Life
2. After constructing the model landfill, students will study the landfill for 10 days to determine the
effects a landfill will have on the water supply.
3. Have each student observe the landfill for 10 days, recording observations on the Student
Worksheet B. Some will notice the vegetable oil seeping out of the soil; tell them that the oil
represents harmful chemicals or oil which could seep into underground water supplies.
4. During the observation period, moisten each landfill with some water every other day to keep it
damp.
5. After 10 days, allow students to dump the contents of their landfills onto newspapers. It is
suggested this is done outside. Using a stick to prod around in the landfill components, have
students look at each pollutant and discuss the changes. The foil, plastic, and Styrofoam will
not have changed (decomposed), but the fruits and vegetables will probably have begun to
decompose.
Constructing a model landfill:
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Water: A Necessity for Life
Conclusion Questions (Assessments)
1. What is the difference between an unconfined aquifer and a confined aquifer?
Unconfined aquifer: an aquifer that does not have rock layers over the top of it that trap or
confine water under pressure
Confined aquifer: exists where groundwater is trapped beneath layers of impermeable materials
2. Why is it important that we know about our state’s aquifers.
Water is a necessity for life, which is why it is important to know where our water comes
from in Kansas. Aquifers provide water for domestic and livestock water supplies, as well
as for crops irrigation and municipal supply. Also, recognizing where water comes from
encourages Kansans to become aware and take the necessary precautions to prevent
contamination of the state’s aquifers.
3. Discuss your observations of the model landfill. Based on your observations, what materials
began to decompose and what materials did not?
Organic matter, such a fruit, vegetables and banana peel likely began to decompose,
while Styrofoam and plastic utensils did not.
4. In the landfill model that leaked, what is the name of this liquid?
The liquid is called leachate.
5. Why is leachate significant and how can it be prevented in landfills?
Leachate may contain harmful microorganisms and chemicals. U.S. laws now require
landfills to possess liners that prevent leachate from seeping into the ground and polluting
groundwater. If unwanted microorganisms or chemicals are detected in nearby water
sources, then the liner is believed to have a leak and the authorities take the necessary
steps to correct the problem.
6. We didn’t have anything in our landfills that are harmful, but what would’ve happened if we
included some harmful chemicals or solvents in our landfills? Would that have been included
in the leachate?
It is likely that the harmful chemicals or solvents would be present in the leachate.
Resources
Air and Waste Management Association (2009). http://www.awma.org
Exploring Kansas Natural Resources Educator’s Guide. Unit 10 – Aquifers (159-170). Kansas
Foundation for Agriculture in the Classroom. To order, visit www.ksagclassroom.org.
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Water: A Necessity for Life
Want More? Extensions
Do this experiment with two additional model landfills, and record observations for Bottles C and
D for 20 days. Compare the observations to the observations of Bottles A and B.
Plan a visit to a nearby aquifer or local landfill.
Plan a visit to the local water station.
Invite someone from your local NRCS office or water office to speak to the class.
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Student Worksheet A
Name:
Water: A Necessity for Life
Kansas Aquifers
Choose a Kansas aquifer and color this aquifer on the map below. Identify which counties
contain your chosen aquifer, and list the characteristics of each Kansas aquifer.
1. What aquifer did you choose to draw on the map? ___________________________
2. List all of the counties that contain the aquifer you have chosen:
______________________________________________________________________
3. Describe an alluvial aquifer. _____________________________________________
______________________________________________________________________
4. Describe a bedrock aquifer. _____________________________________________
______________________________________________________________________
5. Describe a glacial drift aquifer. ___________________________________________
______________________________________________________________________
6. Describe the High Plains aquifer. _________________________________________
______________________________________________________________________
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Student Worksheet B
Name:
Water: A Necessity for Life
Landfill Model Daily Observations
Day
1
Leaky Landfill
Sealed Landfill
2
3
4
5
6
7
8
9
10
After 10 days, describe what occurred in the landfill models: _________________________________________
_________________________________________________________________________________________
If a liquid was collected from the leaky landfill model, describe the liquid: _______________________________
_________________________________________________________________________________________
Which items in the model landfill changed? Which didn’t? Why? _____________________________________
__________________________________________________________________________
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