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Introduction
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Contents
1. What you can do
2. Water
3. Ecology
4. Amphibians
5. Environmental Issues
6. Keystone species
7. Get Wet!- Field Study Ideas
8. The Zoo Experience
9. Frogs & Friends
10. Case Studies
11. Resources
12. Glossary
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2.1. TOO SALTY FOR ME
(Level: 1 : 2 : 8 :: Water Resources)
Purpose: To illustrate the relative abundance of saltwater
and freshwater on the earth.
What You Need:10 litre aquarium :: jar :: water :: 2
glasses :: salt :: tablespoon :: measuring cup :: 2 plants
What You Do:
- Ask students to name the different places that water exists
on the earth and make a list. Emphasize that water on the earth
moves around and is found in different places (i.e. underground
aquifers), and forms, (i.e. saltwater, freshwater, glaciers, ice
caps and snow).
- Fill a 10-litre aquarium. This water represents all the water
on earth. Remove 250ml of water and place it in a jar. This
represents all the freshwater in the world, and the aquarium now
represents all the saltwater in the world.
- From the jar of freshwater, 60ml (4 tablespoons), and place
it in a glass. This represents all the water that is available
for humans, plants, and animals. The remaining freshwater in the
jar represents all the freshwater that is stored in icecaps and
glaciers and not available for use.
- Remove 30ml of freshwater from the glass and place it in
another glass. This represents all the freshwater that is stored
underground. The remaining 30ml represents the water found in the
atmosphere, soil, plants, animals, lakes, and rivers.
Questions:
- With the values given for the amounts of freshwater and
saltwater on the earth, construct a pie diagram to illustrate the
percentages.
- How are fish adapted for living in saltwater conditions?
- How is an amphibian adapted for living out of water?
Click here to see the answers to these questions.
Click here to go back to the list
of activities for this unit.
Extensions:
- a) Select two plants that are that as similar to each other
as possible (i.e. same species, same size, same type of
container, etc.).
b) Stir some salt into a small glass of water. Explain that this
water represents the oceans, and that many plants and animals, as
well as humans cannot use water in this form. Use this salt water
to water one of the plants and use fresh water for the other (the
control).
c) After two weeks compare the two plants.
- Discuss water pollution. Because there is relatively little
freshwater available, what happens to our freshwater when it
becomes polluted? What happens to plants and animals that depend
on freshwater for survival? Where do animals that live in water,
such as amphibians go when the water becomes polluted?
- Do a water conservation and water use study in the class.
Have students record family water use and aim to reduce overall
class use over consecutive months by following one or more
water-saving techniques at home. Record water conservation
success on a posted chart, calculating the overall volume of
water saved. A sample observation sheet can be
viewed here (available
here if you cannot view pop-up windows).
- Have students measure the depth of water used in a bath, and
compare it to the depth of water used during a shower (put the
plug in). Which one uses more water?
Click here to go back to the list
of activities for this unit.
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