| SPLASH
(Student-centered
Program for Learning About Semi-arid Hydrology)
GOALS
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SAHRA's
Student-centered Program for Learning About Semi-arid
Hydrology (SPLASH) is a collaborative effort among
high school science and social science teachers,
scientists, and science educators to create and
implement a regionally focused water curriculum.
The curriculum is multidisciplinary, integrating
the sciences and other academic fields.
Key
Elements of Hydrologic Literacy:
- Know
and be able to discuss various processes and
components of the water cycle.
- Know that water is essential
to life.
- Know that there are natural
effects of water on the environment.
- Know the sources of water
available in the local community, how the sources
are accessed and what the limitations are.
- Know how water contributes
to the quality of human life.
- Know how humans can impact
the quantity and quality of water resources.
Educational
Goals:
- Mechanism
of water cycle
- Physical
and chemical properties of water: solute, role
in energy transfer
- Natural
effect of water on the environment
- Role
of water in human life: health, recreation,
social patterns
- Economics
and infrastructure: electricity production,
industry, agriculture, water distribution systems,
water law, international relations
- All
of the above in the context of semi-arid regions.
MODULES
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(download
PDF - 1 Mb)
- Module 1: Introducing
Southwestern Water Literacy: Society, Cycles
and Sustainability
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PDF - 1 Mb)
Pre-assessment
-Why do we need to know more about water?
p. 6
Personal
Water Use Log – How much water
do we use? p. 22
Practicing
Residential Conservation – How
can SAHRA’s Residential
Conservation
House teach us ways to conserve water in our
homes? p. 27
Lifestyles
- How have different culture groups used water
resources in the
Southwest
to meet their needs? p. 31
Constructed
Water Systems - How is our society
able to deliver water to where
people
in the Southwest want to live? p. 35
Southwest
Water Cycle Diagram - How does the
Southwest Water Cycle
establish
the parameters of life in this region?
p. 38
Personal
Monsoon Experiences – How do
our personal monsoon experiences
connect
to an understanding of water cycling in the Southwest?
p. 43
North
American Monsoon - How does the North
American monsoon affect
water
resources? p. 46
The
Global Water Cycle - What are the
essential features that help explain how
the global
water cycle functions? p. 49
Properties
of Water – What are the unique
properties of water? p. 53
Summerhaven
Role-playing Debate– The complexities
of urban development in
sensitive
ecosystems. p. 62
- Module 2A: Historical,
Legal, and Cultural Concepts of Water (Student
Guide)
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PDF - 4 Mb)
Santa Cruz Water History, Question One:
When and how did the Santa Cruz
River form? p. 5
Santa
Cruz Water History Inquiry, Question Two:
What area encompasses
the Santa Cruz River Basin? p.
9
Santa Cruz Water History Inquiry, Question
Three: How have the various
cultures through the centuries affected water
resources in the Santa Cruz River
Basin? p. 18
Santa Cruz Water History Inquiry, Question
Four: Who determines who gets
water and how much they can use? p.35
Santa Cruz Water History Inquiry, Question
Five: How will CAP impact the area's
water resources? p. 41
Santa Cruz Water History Inquiry, Question
Six : Is it possible to achieve a
sustainable water supply in southern Arizona?
p. 50
- Module
2B: Historical, Legal, and Cultural Concepts
of Water (Instructor's Guide)
(download
PDF - 3 Mb)
Santa
Cruz Water History Inquiry, Question One:
When and how did the Santa
Cruz River form? p. 8
Santa
Cruz Water History Inquiry, Question Two:
What area encompasses the
Santa Cruz River Basin? p. 14
Santa
Cruz Water History Inquiry, Question Three:
How have the various
cultures through the centuries affected water
resources in the Santa Cruz River
Basin? p. 26
Santa
Cruz Water History Inquiry, Question Four: Who
determines who gets
water and how much they can use? p. 41
Santa
Cruz Water History Inquiry, Question Five:
How will CAP impact the
area's water resources? p. 49
Santa
Cruz Water History Inquiry, Question Six:
Is it possible to achieve a
sustainable water supply in southern Arizona?
p. 62
- Module 3: Water
Quality and Quantity: Water Use in Tucson, AZ
WebQuest Inquiry
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Inquiry
1: Something for Everyone p. 4
Inquiry
2: Looking Deeper from Different Perspectives
p. 7
Inquiry
3: Debating, Discussing, and Reaching
Consensus p. 10
Inquiry
1: Create a Cloud p. 4
Inquiry
2: Create a Cloud, Part II p. 8
Inquiry
3: Models of Atmospheric Processes p.
11
Inquiry
4: Investigation of Plant Transpiration
p. 14
Inquiry
5: Infiltration p. 19
Inquiry
6: Groundwater p. 23
Inquiry
1: Plant Adaptations to Sonoran Desert
Environments p. 3
Inquiry
2: Habitat PowerPoint Project p. 12
Inquiry
3: Humans and Water p. 18
Additional
Activities - The following activities were developed
by CATTS fellows Dan Potts and Luke Fletcher in
collaboration with SPLASH teachers. They are provided
as PDF files. Click the activity title to download.
CONTACT
INFORMATION (return
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If
you would like more information about implementing
SPLASH with your students, please contact us:
John Madden
Phone: 520-626-8683
maddenj1@sahra.arizona.edu
Updated
12-27-07
|
©2003
Arizona Board of Regents.