As a society, we use land in many different ways. The way we use land has a tremendous impact on how water flows over and through land as it makes it way to streams, rivers, and the Great Lakes. When rainwater falls on land, it gradually makes its way downhill. In developed areas, including both farms and urban areas, there is much less vegetation to slow the water down. As a result, the water moves quickly over the surface of the ground, picking up dirt and other materials and carrying it along with the flow of water. This process is known as "erosion." The suspended material, called "sediment," is carried through the watershed to the streams, rivers, and lakes. Success with this lesson will happen when students are able to explore the land use around sample Michigan sites, and use that information to analyze which sites have the highest average sediment levels and which have the lowest.

In this two-day lesson, students will be introduced to several water sustainability issues, including access to clean freshwater, groundwater depletion, agricultural water use, and water waste.

Students explore ethical issues related to farming and environmental pollution. They learn about the science involved and the range of perspectives among stakeholders.

In this lesson, students will work collboratively to tackle a water conservation issue at home or in their school.

This classroom activity will teach students about the value of Earth's freshwater resources and how important it is to study how water is transferred and stored.

Students will research water crisis conditions for one of the following countries: Bangladesh, Ethiopia, Honduras, India, or Kenya and then report their findings to the class.

Students build an aquifer model to look at point source and non-point source pollution.

In this unit, students develop an appreciation of the global, dynamic, and complex nature of the water cycle and explain how human activities can impact the functioning of the water cycle.

This video explores key water issues, the water cycle, and some of the technology and techniques used to conserve water. A set of discussion questions and post-viewing activities are provided.

In this activity, learners draw conclusions about where on a planetary body scientists might look for ice and why. They use a clay ball, ice cubes, and a heat lamp to model the permanently-shadowed polar regions of planets and moons that may harbor ice. They learn that our Moon, and even Mercury, may have areas with ice. This activity is part of Explore! To the Moon and Beyond! - a resource developed specifically for use in libraries.

Students learn the components of a watershed, identify examples of point and nonpoint source pollution, and then build a 3-D watershed model.

In this field activity, students will map a neighborhood wetland and generate various watershed questions. Students will identify engineered structures in or around this wetland and consider how flood water can be controlled.

Students will investigate the types of underground conditions that make the best aquifer. Please note that the referenced link is to the student activity only. Details regarding instructional implementation can be found on page 9 of the Kids' Crossing Guide for Educators found at: http://www.eo.ucar.edu/educators/UsingKC_class_all.pdf

Students will make a model that shows how lakes and rivers are connected in a watershed.

Students will understand the differences between saltwater and fresh water, and observe what happens when they come together in a delta or estuary.

In this series of activities, students will design and build models of nine life support systems which are crucial to a successful settlement of the Moon. They will make plans based on their knowledge of how these systems work on Earth.

Students learn about the relationships among water quality, water pollution (point and nonpoint sources), personal lifestyle, and the ecological health of a river basin. Although this module focuses on the Lake Pontchartrain Basin, the activities and content can be applied to any river basin.

In this lesson, students will review the hydrologic cycle and will identify its stages in their communities and will speculate on possible uses for hydrokinetic energy in their communities.