The Arizona STEM Acceleration Project

Plumbing the Colorado

Plumbing the Colorado

A 11th grade STEM lesson

Maggie Mott

12/14/23

Notes for teachers

Background Information

There is a Reading Jigsaw that will allow students to gather background information on the Colorado River and the Central Arizona Project. This can be done as a pre-lab.

I am Red video- There are two versions of this, one to show as a class presentation or as an Edpuzzle, there are different versions with differing amounts of questions. This is an overview of the Colorado River.

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List of Materials

• Digital or Printed Maps (Customary or Metric)
• Data collection sheet (printed or digital)
• Containers Labeled “River” and “Addition/Removal”
• The number is dependent on which option you choose
• Measuring cups or graduated cylinders/ pipettes

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There are two options to complete this lab:

1. Demonstration style/ Full Class: Using the customary system with cups of water.
1. Materials: Measuring cups, pitchers of water a total of 16 cups of water.
2. Small Group style: Using the metric system with mL of water.
• Materials: Graduated cylinders (10, 25, and 50mL) pipettes, a total of 160 mL of water for each group.

*Alternate materials can include poker chips of different colors, legos, or counting blocks.

Standards

HS.E1U1.12: Develop and use models of the Earth that explains the role of energy and matter in Earth’s constantly changing internal and external systems (geosphere, hydrosphere, atmosphere, biosphere).

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E.E1U3.9: Construct an explanation, based on evidence, for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

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Standards

A1.S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of outliers if present.

A1.S-ID.C.9 Distinguish between correlation and causation.

Objective:

Today we will learn about the Colorado River and the Central Arizona Project and how water rights impacts our drinking water.

Agenda

Day 1:

Video Clip: I am Red

Watershed Map and Modeling Activity

Reading Jigsaw on Water Rights for the Colorado River

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Day 2:

Modeling of The Colorado River

Student Directions

• Whole group/Demo style
• Small group

Analysis Questions

Discussion Questions

Extension Options

I am Red

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• How is the water used, removed, and wasted in the Colorado River watershed?
• What are two potential consequences for the environment and human communities?
• What is the sustainability of current water usage practices in the Colorado River watershed based on the data provided?
• Propose potential solutions to address challenges discussed in the video.

Colorado River Watershed

• How many countries does the Colorado River touch?
• How many states are impacted by the Colorado River?
• What are the names of three rivers that feed into the Colorado River?

Watershed Video and Model

What is a watershed?

Build your own model of a watershed!

Sharing Colorado River Water

Jigsaw Activity:

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Please click below to learn more about:

History, Public Policy, and the Colorado River Compact

• The Compact: History & Public Policy
• History of the Compact
• Arizona Stands Firm
• Colorado River Use Today
• Indian Water Rights
• Water Marketing
• Colorado River Environmental Concerns
• Future Uncertainties
• Conclusion

Sharing the Colorado River Water

Small Group Student Lab Directions

1. Label- two containers one for “River” one for water “Addition/Removal”
2. Materials for Groups are: Mats, marker, Data Collection sheet, Graduated Cylinders and Pipettes.
3. With cards provided, follow the river from the Headwaters to the Gulf of California. Use the meniscus of the graduated cylinder to get at Eye Level to determine the correct amount of water. Use the pipette to make very accurate measurements.
1. If it is + an amount of water in mL add it to the river container.
2. If it is - an amount of water in mL add it to the “Addition/Removal” container.
4. At the end of the lab, use a pipette to measure the amount of water remaining, use the correct size graduated cylinder to ensure you get the most accurate results.

Full Group/ Demo Lab Directions

1. Label- two containers one for “River” one for water “Addition/Removal”
2. Materials for Groups are: Mats, marker, Data Collection sheet, Cups and Tarp for the floor.
3. With Student cards provided, follow the river from the Headwaters to the Gulf of California. Determine the correct amount of water. Use the correct measuring cup to make very accurate measurements.
1. If it is + an amount of water in mL add it to the river container.
2. If it is - an amount of water in mL add it to the “Addition/Removal” container.
4. At the end of the lab, use a pipette to measure the amount of water remaining, use the correct size graduated cylinder to ensure you get the most accurate results.

Hands-on Activity Small Group Instructions

Set up for Data Collection

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1. Label- two containers one for “River” one for water “Addition/Removal”
2. Materials for Groups are: Mats, Data Collection sheet, Measuring cups or Graduated Cylinders and Pipettes.
3. Data collection should start from the headwaters, be cautious as measurements are meant to be accurate.
4. At the end of the lab, pour the remaining water into water bottles for scale.

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Hands-on Activity Demonstration Instructions

Set up for Data Collection

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1. Label- two containers one for “River” one for water “Addition/Removal”
2. Materials for Groups are: Mats, Data Collection sheet, Measuring cups or Graduated Cylinders and Pipettes.
3. Data collection should start from the headwaters, be cautious as measurements are meant to be accurate.
4. At the end of the lab, pour the remaining water into water bottles for scale.

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Assessment

Give each student independent time to answer questions 1-5.

• Be sure to add evidence from our reading, the lab, the video, or our data tables to support your answers :)

Discussion Questions

• Discuss what might happen as populations in the Colorado Watershed and the cities that rely on its water continue to grow.
• Ask students to discuss what would happen in wet or dry years.
• What are some of the ways that Colorado River water is used?
• What are the effects of plumbing of the Colorado River on fish and wildlife?

Differentiation

• Use this activity in full group, small group.
• The cards can be given to students that missed the activity so they are still able to practice with data analysis.

Remediation

Extension/Enrichment

1. In the Lab you may include the optional Risk cards throughout groups, this will impact the water in different ways including: flooding, dry years, contamination, and increased population.
2. Job cards: Assign each student a job card to help determine their role along the river including: Game and Fish Officer, Hydrologist, Park Ranger, Tour Guide, EPA, Land Developers, Miner, Farmer.
3. Sharing our Water this connects personal water use to the impacts of runoff and pollution.