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Understanding Water Use and Environmental Impact: A Classroom Discussion Guide

Dive into the critical issues surrounding water use and its environmental ramifications with this essential guide for discussions. Analyze the role of the National Environmental Policy Act (NEPA), freshwater systems, and the implications of resource management. Explore historical examples, such as the Aral Sea catastrophe, and evaluate how present-day scenarios, including the Colorado River's water allocation, shape our ecosystem. Engage with vocabulary related to global change biology, and reflect on your findings through thoughtful table discussions.

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Understanding Water Use and Environmental Impact: A Classroom Discussion Guide

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  1. Do now • Jack Nicholson’s first major movie was Chinatown. Why is this clip important? What is the time frame? Could this issue occur today?

  2. Homework • As of tomorrow, you must go to the Wiki Site to get your homework. Specific questions will be incorporated and / or you will be asked to email me that you obtained the homework from the web site. • I want you utilize the web site since I spend a great deal of time updating it. • Vocab Words: • 96. NEPA – National Environmental Policy Act - • 97. Global Change Biology • 98. TB – Tuberculosis • 99. Fish Kills • 100. Walter Reed – the person, not the Army Hospital • Due Friday • Reading pages 400 – stop at 408 How we use water

  3. New Material • Read pages 401 to 402 stopping at Freshwater Systems. After reading we will discuss it. • After reading the section on the Colorado River water use. Should Las Vegas be able to take more water than they were allotted from a contact. • If you were one of the Senators from Nevada, would you go to Congress asking for the contract to be lifted? Discuss at your tables • What are the impacts of breaking the contract (include pro as well as con)? • Could it lead to a situation such as what happened to the Aral Sea?

  4. What are these pictures of? How and why did this happen?

  5. New Material • The amount of water available on the planet.

  6. New Material • Water moves by traveling through the course of least resistance. Often forming things such as an oxbow.

  7. At your tables, discuss the following topics: • Is this picture below real? • What is the negative impact of building a dam for hydroelectric power? • Why was Hurricane Katrina so devastating?

  8. New Material • What is the negative impact of building a dam for hydroelectric power? • Prevents water from carrying nutrients down stream. Also, re-directs water at the cost of the ecosystem • Why was Hurricane Katrina so devastating? • Below water already, once Levees were breached the water went to the path of least resistance. Difficult to get rid of the water. • Is this picture below real? Yes, the Saudis were trying to get freshwater to the desert. • http://www.time.com/time/magazine/article/0,9171,915637-1,00.html

  9. New Material • Floodplain –

  10. New material • Wetlands three types: • 1. Freshwater bogs

  11. New material • Freshwater bogs formation

  12. New material • Wetlands three types: • 2. Freshwater marsh

  13. New Material • Wetlands three types: • 3. Freshwater swamp

  14. New Material • Explain the purpose of wetlands? • Limnetic Zone – sunlight penetrates, great deal of life and photosynthesis • Profundal zone – Darker (but not pitch black) where sunlight cannot get through. Little plant life here, plants would have to reach up through to the Limnetic Zone to survive • Benthic zone – bottom of the pond / lake. Feels silty from decomposing leaves, sticks,… high nutrient, but low O2

  15. Zone of the pond / lake

  16. New material • Discuss and define the following with the use of your notes as a table: • Water table • Artesian Well • Unconfined Aquifer • Ogallala Aquifer (where is it located?) • Impact of available water due to Global Climate Change

  17. New material • Consumptive versus non-consumptive use • Diagram on page 409 – explain what is happening by only

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