Water, Water Everywhere
Peggy Smith, ASGI 19, Sunset Middle School, Coos Bay, Oregon.

Overview:

This activity is to enhance the student's awareness of the complexities of water resources and the uneven distribution of water resources. The geographic themes include relative location, human-environment interaction and region.

Students will reinforce their basic mapping skills, understand the uneven distribution of water resources and develop problem-solving techniques.

Teaching Level: 6th to 9th grades

Connections to Oregon State Content Standards:
    1. Read, interpret and make maps, charts and graphs to explain spatial relationships.
    2. Identify the physical and human (cultural) characteristics of places and regions and how they change through time.
    1. Describe the distribution and migration of human populations, ideas and product and predict future trends.
    2. Explain how humans and the physical environment impact and influence each other.

 

Connections to National Geography Standards:
    1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective
    1. How to use mental maps to organize information about people, places, and environments in a spatial context
    2. How to analyze the spatial organization of people, places, and environments on Earth's surface
    1. How human actions modify the physical environment
    2. How physical systems affect human systems
    3. How to apply geography to interpret the present and plan for the future

Materials:
 

Procedures:
    1. Lay rope or string in a grassy area near the school or use a large classroom area.
    2. Divide the area into sections, one section for every group of students.
    3. Spread colored toothpicks unevenly throughout the outlined area.
    4. Divide the students into groups of four.
    5. Assign each group to a section of the "island" and hand out the description of the countries.
    6. Ask the students to map out the location of each of the water sources.
    7. Then have the students complete the objectives listed on their description sheets. They may barter, sell or conquer other countries to get the water resource they need. They may also relocate people or industries to meet their needs.
    8. After the exercise is completed, ask the students to discuss the activity.
What parts were easy?
What was difficult?
How did population affect water resources?
What role did industry or agriculture play in the management, allocation and demands on water resources?

(FOR STUDENTS)

Descriptions of Countries:

Country A –

Your country needs 15 sources of water. You have a large population that mainly lives in large cities. Light industry and manufacturing are the main source of employment.

Country B –

Your country needs 35 sources of water. You have a small population located mainly in rural areas with only a few small towns. Most of your residents are involved in farming or related industries.

Country C –

Your country needs 20 sources of water. You have a large population located mainly in small cities. Most of the population is employed in high-tech industries.

Country D –

Your country needs 30 sources of water. You have a large population that is mainly located in cities. The residents are mostly involved in the tourism industry. There is also a large portion of land being used for agriculture.

Your objectives are to:
  1. Determine the number and type of water sources in your country.
  2. Decide where cities/towns will be located. Place them on your map. (Don't forget to add the symbols to the map key.)
  3. Decide how you will get the water you need and distribute the water to where it is needed.
  4. If you have an excess of water sources, decide what you will do with the water. If you do not have enough water sources, you need to come up with a plan to obtain more water.

Climate

Description

Vegetation

Location

Human Use