Hydrology and science & society
Students will study water resources in Colorado and water conservation. Then they will focus on researching the history of Colorado water rights and local ditches, and how these have changed and remained the same over time. Students will evaluate current situations in terms of water rights, water sources, and ditches, as well as how municipalities, cultural groups, and individuals have been and continue to be directly affected by these water sources and laws.
9 - 12
The activity highlighted below is explained in detail. Click on the link to access it! Note that periods are assumed to be 80 minutes long.
| Day | Topic/Activity | Key Concepts |
| 1 | Introduce the unit. Where do we get water? Who uses it? What is it used for? What if it runs out? What is "First in time, first in right?" Explain the unit concepts or have students look up definitions (online resources). Prepare the Trivia Card activity and explain it. Create a chart with 11 columns: put student names down the left column; in the top row, from column 2 on, add dates (starting from the first day of the activity). Have each student take one note card home each day, onto which they write a question about the unit. Before they leave class, have them write their topic on the chart (to keep duplication to a minimum). The questions can be about terms, topics, issues, problems, and data, etc. Example: Sections of the Colorado Constitution, Article XVI |
Water terms: Aquifer, basin, surface and ground water, and adjudicated, etc. Briefly explain water law origins.
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| 2 | Study water use in Colorado and the home. Have students do a website “scavenger hunt” to learn about water use in Colorado and how they are directly involved and responsible. HaVe students access www.h2ouse.org and use the student worksheets. Discuss the answers with students following the activity. |
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| 3 | Get a guest speaker from the City of Boulder Public Works/Utilities (watershed outreach coordinator & staff). Sample topics - watersheds in Colorado and the Boulder area; human impact on water resources; and how to limit or reduce pollution. Take a field trip to a local creek and look for signs of human impact. Give out tip booklets, magnets, toilet test tablets, etc. |
Watersheds in Colorado and the Boulder area; human impact on water resources; how to limit or reduce pollution |
| 4 | Give a lecture on water rights: Their meaning and origin, the laws themselves, and the 7 commissioners. Sample questions. Introduce the Colorado Constitution, 1969 Water Right Determination and Administration Act. Have students take notes. Have them write questions about the value of water for different groups: ranchers, townspeople, rights owners, and commissioners, etc. Research specific ditches in the area for their history, building, uses, data, and ownership, etc. |
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| 5 | Ditch and Reservoir Map Activity. Introduce map drawing & legends, data charts, and timelines. Explain the resources to students. Create groups of 3 to 4 students and have them choose a ditch or topic to research. (Add days if necessary.) |
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| 6 | Do the Research and Map Project, using groups of 3 to 4 students. (Do not divide tasks - students should work together.) If necessary, interview local commissioners and water rights holders via phone. The Ditch & Reservoir Map Directory booklet contains contact info. Have students formulate specific questions that they need answered before the interviews. |
Map drawing & legends, data charts, and timelines. |
| 7 | Finish the Research and Map Project. Have the groups plan their presentations. Have them write several (3 - 5) discussion questions to hand out to the class. Make a presentation outline for students to follow. Review, edit and copy questions for groups to pass out. |
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| 8 | Group presentations: History, timeline, map, and chart. Answer any questions. Have the class write answers to questions during or after each presentation. Save the questions for debate activity. |
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| 9 | Debate: Divide class into groups. Have each review the questions from the presentations. Assign each group a cultural background (farmers/ranchers, a new-to-the-area family buying a home, a city government official, a Boulder County Open Space representative, a water right owner, and a developer, etc. Write scenarios for each group. Hold the debate, rotating commissioners to decide the outcome. Organize the debate as if in a water court. Students respond to scenarios based on their groups' cultural values and present their arguments. |
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| 10 | Continue the debate if more time is needed. Assess for participation and cooperation, etc. |
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| 11 | Trivia game. Create questions about ditches and water rights, etc.; put one per card or piece of paper. Design a point system. Put students in groups of 4, and have each group choose a reader and score keeper for each round (for example, 10 questions). Rotate who gives the answer for each group. Allow consultation if desired. Groups collect water, pollution and money points. If your school has a light system for team competitions, use it. Assess for participation and cooperation, etc. |
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| 12 | Option: Discussion questions or exam |
See student sheets/guidelines. |