Exploring Water in North Carolina

1
Exploring Water in North Carolina

• Sarah Carrier

2
Research Focus

• How does precipitation impact both surface water
  and groundwater in various areas of the state?
• I want preservice teachers to explore the
  connections between the precipitation levels that
  impact the surface water and groundwater levels.

3
Context

• This is a timely question in North Carolina
  because of the recent drought conditions in the
  state. North Carolinas drinking water is mostly
  surface water but ground water stores are also a
  crucial source of water in the state.

4
Method

• Precipitation data, surface water flow, and
  ground water levels over a recent 3 year period
  used to compare relationships.
• I will guide preservice teachers to the data
  locations and provide a base question to find
  patterns that explore relationships between
  rainfall, surface, and ground water levels. I
  will ask them to examine the data and draw
  data-supported conclusions.

5
Data Summary

• http//tinyurl.com/9b6gcq
• http//nc.water.usgs.gov/realtime/real_time_tar_pa
  mlico.html
• Mar 2007 744 (100) 8.5
• Apr 2007 719 (99.9) 9.4
• May 2007 742 (99.7) 6.9
• Jun 2007 718 (99.7) 6.5
• Jul 2007 744 (100) 4.8
• Aug 2007 744 (100) 1.9
• Sep 2007 720 (100) 2.8
• Oct 2007 744 (100) 12.4
• Nov 2007 720 (100) 1.8
• Dec 2007 744 (100) 10.6
• Jan 2008 743 (99.9) 2.3
• Jan 2009 139 (18.7) 2.7

6
Data Summary

• The results will allow preservice teachers to
  find evidence of drought conditions based on
  rainfall and the impact of drought and
  precipitation on surface water and ground water.

7
Conclusion

• The data will illustrate the clear relationships
  between rainfall and water, relating to water
  supply in the state. Water has been described as
  the most valuable and threatened natural resource
  in the world.

8
Implications

• With more time I would correlate the geology of
  the various regions of the state with the
  groundwater flow levels.

9
Assessment

• My assessment will evaluate preservice teachers
  use of the data to analyze the patterns and
  correlations of the rainfall, surface water, and
  ground water levels.
• I expect them to prepare a data-supported
  relationship (or not) between the three,
  connecting with drought conditions of the last 3
  years.

10
Educator Implications

• This Data-Mining activity would be frustrating
  for my students because of their limited
  experience with surface and ground water data.
• My modifications will include providing locations
  for data sources and sparking interest with water
  cycle activities in class.