LESSON PLANS FOR PA SEA GRANT/NIE PAGE 1/29/13 - WATER DIVERSION AND CONSUMPTION

GRADE LEVEL: K-12

PLEASE  NOTE:  For  the  Common  Good  

Activity  
The accompanying lessons are In  the  introduction  the  authors  say  water  is  
dated but still exceptional. Please a  renewable  resource.  It  is  very  important  
note that the size of the Aral Sea to  note  that  there  is  a  set  amount  of  water  
has continued to shrink on  the  planet  so  it  is  Sinite.  Because  water  
considerably more than stated in is  recycled  indeSinitely  in  the  water  cycle  it  
these lessons. Have students has  often  been  thought  to  be  renewable.  
research the current size of the Aral However  human  overconsumption  and  
Sea and the Great Lakes and diversion  can  deplete  water  from  a  
compare their values with those watershed.  This  is  happening  around  the  
stated in these lessons. world.  The  Aral  Sea  is  just  one  example.  
Saudi  Arabia  has  depleted  their  
1. Lessons include: groundwater  and  it  won’t  be  back  because  
Hemispheres The International it  was  stored  water  that  has  been  there  for  
Outreach Consortium at the millions  of  years.  Many  rivers  and  lakes  
University of Texas at Austin - around  the  world  have  dried  up  due  to  
People and Place Curriculum overconsumption  and  diversion.  To  ensure  
Resources on Human- water  will  be  available  for  future  
Environmental Interactions generations,  it  is  important  for  people  to  
Assessment  Evidence use  it  cooperatively  and  not  to  sacriSice  
1. Fish  or  cotton?  Role-­‐playing   long-­‐term  gain  for  short-­‐term  proSits.  
activity  in  which  students  take  on  
the  roles  of  citizens  whose  lives   These  lessons  will  help  your  students  
have  been  affected  by  the  Aral  Sea   understand  the  interrelationships  between  
and  discuss  the  impact  the  changes   lakes  and  rivers.  By  studying  the  changes  in  
in  the  sea  level  have  had  on  them. the  Aral  Sea,  they  will  understand  that:
2. For  the  Common  Good 1. Lakes  are  affected  by  both  the  
3. Introduction  to  the  Aral  Sea  reading   quantity  and  quality  of  water  that  
and  comprehension Slows  into  them  from  rivers;
4. The  Disappearing  Sea:  Maps  of  the   2. Damming  or  diverting  rivers,  for  
Aral  Sea  1960  and  2000 irrigation  and  other  purposes  can  
5. How  Great  Are  the  Great  Lakes have  a  signiSicant  impact  on  the  size  
6. Where  Has  All  the  Water  Gone? and  water  quality  of  lakes
Water lessons from 3. The  negative  effects  (including  
National Geographic environmental,  social,  economic  and  
• What Happened to the Aral Sea? health  of  disappearing  natural  
• The Aral Sea Then and Now resources  are  varied  and  complex
4. Water  is  not  an  inSinite  resource  and  
• Earth’s Water Cycle
must  be  consumed  sustainably
Also included are NASA
illustrations showing maps compiled
from GRACE data.

PAGE 1 OF 1

SELECTED BY PA SE A GRANT
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 LESSON PLANS FOR PA SEA GRANT/NIE PAGE 1/29/13
GRADE LEVEL: K-12

• As water has been drained from the

Water lessons from
National Geographic
Key Concepts
1. seas
2. ocean
3. Sea Levels
4. climate change
5. Aral Sea
6. region
What happened to the Aral Sea
Your Mission
The Aral Sea is in trouble, as are the people
who live nearby. Help figure out why people
in the Aral Sea region have so many
complaints.
Briefing
The Aral Sea, located in the former Soviet
Union (today's Kazakhstan and Uzbekistan)
has shrunk by more than 60% in over 30
years! Look at these satellite images of the
sea to see how much it has changed.
What happened to the Aral Sea? The Aral Sea
region is big cotton farming country. The
Amu Darya and Syr Darya rivers flow
through cotton farmland into the sea. In the
1950s, the Soviet government decided to
divert some of the water from these rivers to
irrigate the cotton fields. As more water was
diverted for agriculture, less and less river
water flowed into the sea.
Changes to one part of a region often lead to
other changes. Here are some of the results of
the shrinking of the Aral Sea:
rivers for cotton farming, the sea's
water has become much saltier.
• As more water has been taken from
the rivers, the sea's water level has
decreased by over 60%.
• Drinking water supplies have
dwindled, and the water is
contaminated with pesticides and
other agricultural chemicals as well as
bacteria and viruses.
• The farms in the area use some highly
toxic pesticides and other harmful
chemicals. For decades, these
chemicals have been deposited into
the Aral Sea. When the wind blows
across the dried-up sea, it carries dust
containing these toxic chemicals.
• Lakes and seas tend to have a
moderating effect on the climate. In
other words, the land right next to a
body of water tends to be warmer in
the winter and cooler in the summer
than land that's not near the water. As
the Aral Sea has lost water, the climate
has become more extreme.
What would it be like to live near the Aral
Sea? Below are some things the local people
might say about their experiences since the
sea began to shrink. Read the quotes, and
match them up with the causes above. Each
quote can be matched to more than one cause.
When you're finished, you will be able to help
the people of the Aral Sea region figure out
why they are having so many problems.
"I live in the town of Nukus. My father and
grandfather were fishermen in this town, but
as you can see, the boats are now sitting in the
middle of a desert."
"I am 30 years old. Last year, I started having
trouble breathing, and I always have a bad

PAGE 1 OF 9

SELECTED BY PA SE A GRANT
 SUBJECTS:SCIENCE/SOCIAL STUDIES/LANGUAGE ARTS

GRADE LEVEL: 6-12

cough. I live 20 miles downwind of the Aral
Sea."
"I am a fisherman, but these days there's not
much money in fishing. The fish who used to
live in the Aral Sea don't seem to like the
water conditions any more, and they're dying
out quickly. Perhaps we should reintroduce
some saltwater fish into the sea."
Also discuss the importance of having a clean
drinking water supply. Inform your children
or work with them to find out where your
local drinking water comes from. Then help
them brainstorm ways that they and other
people in the community can help keep the
water supply safe and clean.

"I can't believe I have to wear so many layers

of clothes these days! I guess I'll have to knit
a new sweater, if I can get some wool."

"I am a doctor in the town of Muynak. In the

past decade, I've treated many people with
throat cancer, diseases caused by
microorganisms, and other serious
conditions."

F A M I L Y - X  F I L E S
Younger Xpeditioners: Think of a lake or
another body of water near your home. What
do you think would happen if the water level
started to go down? How might it affect
people, animals, and plants? In what ways
might your town or region look different?

Older Xpeditioners: Imagine you have been

sent to the Aral Sea as a specialist to help
solve the problems there. Describe the major
problems you would be tackling, and
brainstorm the things you could suggest to
help the situation.

Parents: Discuss with your children the

problem of water scarcity. Is water plentiful
in your region or are there water-related
conservation issues? Explain that, since water
is essential for life but is not abundant
everywhere, people sometimes argue or even
fight over rights to water. For example, the
dry western states are currently trying to
figure out how they are going to provide
water for all the new people who are moving
there.

PAGE 2 OF 9

DURATION: THREE CLASSROOM PERIODS
 LESSON PLANS FOR PA SEA GRANT/NIE PAGE 1/29/13
GRADE LEVEL: K-12

Lesson 2 - Materials Required:

The Aral Sea - Then and Now • Computer with Internet access
• Wall map of the world
• Measuring cups
• Measuring spoons
Key Concepts • Salt
• Shallow bowls (preferably colored
1. Evaporated Sea ones so students can observe salt after
2. evaporation water evaporates)
3. Salt Deposit Objectives:
4. Aral Sea Region Students will
5. Saltwater • conduct an experiment to see whether
6. water salt evaporates with water;
7. Physical Environment • hypothesize what might happen to
8. Environmental Issue people, animals, and plants living near
9. Aral Sea a shrinking sea;
10. Inland Sea • compare satellite images of the Aral
11. Shrinking Sea Sea from 1973 and 1999;
• do the Aral Sea family activity,
matching problems in the Aral Sea
region with people's statements about
Grades 3-5 these problems;
Overview: • discuss changes that are occurring in
The shrinking of Asia's Aral Sea has led to a the Aral Sea region; and
number of problems for people in the region. • draw pictures depicting the lives of
This lesson asks students to consider what people in the Aral Sea region before
happens when a sea shrinks and to compare and after the sea began to shrink.
pictures of the Aral Sea at different times. Geographic Skills:
They will conclude by pretending to be
residents of the Aral Sea region, drawing Acquiring Geographic Information
"before" and "after" pictures of how changes Organizing Geographic Information
to the sea have affected their lives. Analyzing Geographic Information
Connections to the Curriculum:
Geography, earth science, environmental S u g g e s t e d   P r o c e d u r e
studies Opening:
Connections to the National Geography Begin the lesson by conducting a simple
Standards: evaporation experiment. Have students place
Standard 14: "How human actions modify the two tablespoons (30 ml) of salt into a
physical environment" measuring cup and then add warm water until
Standard 15: "How physical systems affect the water level is at one cup (240 ml). They
human systems" should stir until the salt is completely
Time: dissolved. Have them pour the mixture into a
Two hours (not including observing the shallow bowl, and ask them to imagine that
evaporation experiment for one week) they have created an inland sea. [Note: Real
seas do not have nearly this much salt in
relation to water, but the exaggeration in this

PAGE 3 OF 9



SELECTED BY PA SE A GRANT
 SUBJECTS:SCIENCE/SOCIAL STUDIES/LANGUAGE ARTS
GRADE LEVEL: 6-12
experiment will help students see the results
more clearly.]
Have students place their "seas" near a
window, if possible, and look at the water
level every day for one week. Ask them to
record the changes to the water's appearance.
Development:
Ask students what their experiments show
might occur if the water level in a real sea
were to gradually drop. They should
understand that the salt doesn't evaporate with
the water. Some of the salt is deposited on the
ground around the perimeter of the
evaporated sea, some settles on the bottom,
and much remains in the water.
Ask students to explain what they think might
happen to people, animals, and plants that
depend on a sea that is shrinking. How would
a reduction of the water level affect people's
ability to drink, bathe, and irrigate their
farms? How would people, animals, and
plants like the saltier water?
Introduce students to the Aral Sea by pointing
out its location on a world map (between
Kazakhstan and Uzbekistan in the former
Soviet Union). Explain that the Aral Sea has
shrunk by more than 60 percent in over 30
years because water flowing into the sea has
been diverted for cotton farming. As residents
there have discovered, when salt water is
removed from its original area (through
evaporation or diversion), it leaves salty
deposits and the water itself becomes more
salty.
Have students look at satellite images of the
Aral Sea. Ask them to view the images for
1973 and 1999, making sure they view from
the six-mile range (the small box on the lower
left will say "24 mi"). Ask them to compare
what they see in the two images and answer
these questions:
PAGE 4 OF 9
DURATION: THREE CLASSROOM PERIODS
• Looking at the 1973 photo, imagine
that this part of the sea looks like a
dog (with ears at the top and an
upraised paw). What has happened to
the "dog's" head in the 1999 photo?
Why would this have happened?
• What other things do you notice in the
1999 image to suggest that the sea has
become smaller?
Have students complete the Aral Sea activity
and read the briefing information to learn
more about how the Aral Sea has changed and
how it affects the people who live near it.
They should record their answers to the
matching activity on their own paper. Before
they go through this activity, point out that
increased salinity is just one of the problems
the Aral Sea is facing; they will see this as
they do the activity.
Closing:
Discuss students' answers to the matching
activity on the Aral Sea activity. Then review
what students have learned by discussing the
following questions:
• Why has the water become more and
more salty?
• Why are more people getting sick?
• How is the climate changing?
• What has happened to the fishing
industry, and why?
Suggested Student Assessment:
Ask students to pretend that they are older
and have lived near the Aral Sea for at least
30 years. Have them draw two pictures—one
depicting their lives before water was
diverted from the sea, and the other showing
what their lives are like today.
Have students look at their drawings and
consider the things they have learned in this
lesson. Ask them to write paragraphs
answering the question "What are some of the
reasons that it's a good idea to take care of
seas, lakes, and rivers?"
 LESSON PLANS FOR PA SEA GRANT/NIE PAGE 1/29/13

GRADE LEVEL: K-12

Extending the Lesson: The resources are also available at the top of
Ask students to imagine that a body of water the page.
near them, such as a lake or river, is
shrinking. Have them script and stage a play
portraying what people in their community Images
might say and do about this situation. Their
characters can include schoolchildren, • Water Cycle
parents, local politicians, local Interactives
businesspeople, animals (or people who work
to protect animals), and other individuals who • National Geographic Education:
might be affected by this situation. MapMaker Interactive
Related Links: Maps
http://earthshots.usgs.gov/Aral/Aral
The Water Cycle at Work - Lesson on ground • NG MapMaker Interactive: Population
and surface water EPA Density—World
Required Technology

• Internet Access: Required

• Tech Setup: 1 computer per
Lesson 3 - Earth’s water cycle classroom, Projector
Physical Space
Key Concepts
• Classroom
1. water cycle Grouping
2. ocean
3. precipitation • Large-group instruction
4. evaporation
5. condensation
Directions
• Directions
Tips & Modifications
• Objectives
• Preparation
• Background & Vocabulary ◀▶
1 of 1
What You’ll Need Modification

Materials You Provide Pre-teach some of the vocabulary—including

evaporation, condensation, and precipitation
• Chart paper —to help students, especially English
• Markers language learners, identify words, place them
• Pencils in context, and remember them.
• Transparent tape
• Writing paper 1. Discuss how much water the ocean
Resources Provided contains.

PAGE 5 OF 9



SELECTED BY PA SE A GRANT
 SUBJECTS:SCIENCE/SOCIAL STUDIES/LANGUAGE ARTS
GRADE LEVEL: 6-12
Display the MapMaker Interactive and make
sure students can all identify which areas are
land and which are ocean. Ask: Does the
Earth have more land, or more ocean?
Students should notice that there is more
ocean than land. Explain that the ocean
covers almost three-quarters of Earth’s
surface and is very deep. It contains almost all
the water on Earth—about 97%. That’s a lot
of water!
2. Introduce the water cycle.
Ask: Do you think all that water stays in the
ocean? Where do you think rain comes from?
After students' share their ideas, explain that
they are going to draw an illustration that
shows how Earth’s water is always on the
move in a kind of circle called the water
cycle.
3. Have the class draw the water cycle as
they learn about its three stages.
Tape a large sheet of chart paper to the board.
Have one student use a marker to draw the
ocean. Have another student draw the sun
shining above.
• Stage 1: Evaporation—Explain that
the sun heating up the ocean causes
tiny drops of water to rise into the air
and turn from a liquid into a gas called
water vapor. This process is called
evaporation. Have a student illustrate
this, draw an arrow representing water
evaporating, and label it.
• Stage 2: Condensation—Explain that
as water vapor rises higher, the air
gets cooler. This causes the gas to turn
back into water drops, which form
clouds. Have a student draw a cloud
over the ocean. Explain that this
process is called condensation, and
add that label.
• Stage 3: Precipitation—Ask: Do
clouds stay in one place? When
students answer no, explain that
PAGE 6 OF 9
DURATION: THREE CLASSROOM PERIODS
clouds move with the winds. Have one
student draw an area next to the ocean
representing land, and have another
draw an arrow showing the cloud
moving over the land. Explain that as
the water drops in clouds get cooler
and heavier, they fall to Earth as rain
—or, if it’s very cold, as sleet, hail, or
snow. Explain that this is called
precipitation and add that label. Have
students draw different forms of
precipitation falling from the cloud.
Discuss what happens to rain and snow on
Earth. Most falls back into the ocean. Some
falls into rivers that flow into the ocean. Some
falls on land, sinks into the ground, and drains
slowly back into the ocean. It may take
thousands of years, but eventually all water
returns to the ocean. Have students draw a
river emptying into the ocean and water
sinking underground and draining into the
ocean. Tell students their illustration of the
water cycle is now complete. Project the
USGS water cycle diagram and have the class
compare the two and add additional details to
their illustration, if needed.
 
4. Ask students to make connections to
their location.
Have students personalize the water cycle by
connecting it to where they live. Project the
provided MapMaker Interactive: World—
Population Density. Zoom in on your city or
town. Slowly zoom out and have students
look for nearby mountains, lakes, and rivers.
Have students explain how these features
connect to the nearest ocean. Point out to
students how most large cities are located
near sources of water, and explain that
humans have historically settled near water
sources.
 LESSON PLANS FOR PA SEA GRANT/NIE PAGE 1/29/13
GRADE LEVEL: K-12
5. Have students work independently to
each write a story about one water drop’s
journey.
Tell students that they are now going to write
a story about the experiences of one water
drop as it travels through the water cycle.
Have them write from the drop’s point of
view. You may want to assign students water
drops that began their journeys in different
places, such as a puddle on a farm, a
mountain lake, a stream in a meadow, or a
large ocean. Encourage students to use what
they just learned, as well as their
imaginations, to tell an interesting story. To
spark imaginations, prompt students with
these questions:
• Where did the water drop go on its
journey?
• What did it see? What adventures did
the drop have?
• How did it feel at different times?
• Did the drop meet any plants, animals,
or people? If so, how did the water
drop help them?
• How long did the drop’s trip take?
• Where does the water drop want to go
on its next journey?
6. Discuss students' stories and the
importance of oceans.
Invite volunteers to share some of the
adventures they wrote about in their stories.
Ask: Why are oceans important? Discuss how
they are not only the source of most of the
water we use, but also a place where many
animals live. If we want to keep our planet
healthy, we must take good care of the
oceans.
Informal Assessment
Assess students' comprehension by evaluating
the stories students wrote and their discussion
contributions afterward.
PAGE 7 OF 9
SELECTED BY PA SE A GRANT
Extending the Learning
Conduct a simple science experiment so
students can see firsthand how water
evaporates, condenses, and precipitates. Fill a
plastic cup halfway with water, place it inside
a re-sealable plastic bag, close the bag, and
set it on a sunny windowsill. Ask students to
imagine that the water in the cup is the ocean,
and have them check it daily to observe what
happens. As students make observations,
connect their observations to the processes of
evaporation, condensation, and precipitation.
Explain to students that each day the water
level gets lower as water evaporates. The top
of the bag gets cloudy as water condenses.
And eventually water drops appear on the
side of the bag and at the bottom as the water
precipitates.
Background Information
Our ocean contains 97% of the Earth's water,
most of which has been on Earth since the
ocean formed more than four billion years
ago. This water is in constant motion—
evaporating into the air, condensing and
precipitating onto land or water, and traveling
back to the ocean where the never-ending
water cycle begins again. Understanding the
water cycle and the ocean’s role in it can help
increase students' appreciation for the planet’s
ocean.
Prior Knowledge
• None
Subjects & Disciplines
• Geography
◦ Physical Geography
 SUBJECTS:SCIENCE/SOCIAL STUDIES/LANGUAGE ARTS



GRADE LEVEL: 6-12

• Language Arts ◦ Creating

◦ Storytelling ◦ Remembering
◦ Writing (composition) ◦ Understanding
• Science • Geographic Skills
◦ General science ◦ Organizing Geographic
◦ Oceanography Information
Learning Objectives
Connections to National Standards
Students will be able to:
IRA/NCTE Standards for the English
• state that most of the Earth’s water is
Language Arts
in the ocean
• describe how drops of water move in
an ongoing cycle through the • Standard 12: 
processes of evaporation, Students use spoken, written, and visual
condensation, and precipitation language to accomplish their own purposes
• list some ways in which humans (e.g., for learning, enjoyment, persuasion, and
benefit from the water cycle the exchange of information).
• explain why humans have tended to National Council for Social Studies
settle near sources of water Curriculum Standards
• express a desire to help preserve the
ocean and its water • Theme 7: 
Production, Distribution, and Consumption
Teaching Approach National Geography Standards
• Learning-for-use
• Standard 1: 
Teaching Methods How to use maps and other geographic
representations, geospatial technologies, and
• Brainstorming spatial thinking to understand and
• Discovery learning communicate information
• Discussions • Standard 3: 
• Writing How to analyze the spatial organization of
Skills Summary people, places, and environments on Earth's
surface
This activity targets the following skills: National Science Education Standards

• (5-8) Standard B-1: 

• 21st Century Skills Properties and changes of properties in matter
◦ Information, Media, and • (K-4) Standard D-1: 
Technology Skills Properties of earth materials
■ Information Literacy • (K-4) Standard D-2: 
◦ Learning and Innovation Skills Objects in the sky
■ Creativity and • (K-4) Standard D-3: 
Innovation Changes in earth and sky
• Critical Thinking Skills Recommended Prior Activities
◦ Analyzing

PAGE 8 OF 9

DURATION: THREE CLASSROOM PERIODS
 LESSON PLANS FOR PA SEA GRANT/NIE PAGE 1/29/13
GRADE LEVEL: K-12

• None noun
large body of salt water that covers most of
the Earth.
Vocabulary
Encyclopedic Entry: ocean
▼Term precipitation
▼Part of Speech
Definition noun
▼Encyclopedic Entry all forms in which water falls to Earth from
cloud the atmosphere.

noun Encyclopedic Entry: precipitation

visible mass of tiny water droplets or ice vapor
crystals in Earth's atmosphere.
noun
Encyclopedic Entry: cloud visible liquid suspended in the air, such as
condensation fog.

noun
process by which water vapor becomes liquid. water cycle

Encyclopedic Entry: condensation noun

evaporation movement of water between atmosphere,
land, and ocean.
noun
process by which liquid water becomes water Encyclopedic Entry: water cycle
vapor. For Further Exploration
Encyclopedic Entry: evaporation Websites
gas
• National Geographic Kids: Green
noun Scene—I Am the Ocean
state of matter with no fixed shape that will • National Geographic Environment:
fill any container uniformly. Gas molecules The Ocean
are in constant, random motion. • NOAA: Water Cycle

liquid

noun
state of matter with no fixed shape and
molecules that remain loosely bound with
each other.

ocean

PAGE 9 OF 9

SELECTED BY PA SE A GRANT
National Aeronautics and Space Administration

SCIENCE SERVING SOCIETY: WATER MANAGEMENT

January 2004 February 2004 March 2004 April 2004

May 2004 June 2004 July 2004 August 2004

September 2004 October 2004 November 2004 December 2004

Water Layer Height (Departure from Average) in centimeters

-20 -15 -10 -5 0 5 10 15 20

The amount of water flowing through the Amazon Basin varies from month-to-month, and
can be monitored from space by looking at how it alters the Earth’s gravity field. This series
of images was produced using data from NASA’s Gravity Recovery and Climate Experiment
(GRACE) and shows month-by-month water mass changes (relative to a 3-year average) over
the Amazon and neighboring regions. Oranges, reds, and pinks show where gravity is lower than
average; greens, blues, and purples show where gravity is higher than average. The Amazon has
distinct rainy and dry seasons, and the seasons show up clearly in the monthly maps. Notice
also that the smaller Orinoco Basin to the north of the Amazon has a distinctly different seasonal
pattern. (Image credit: University of Texas Center for Space Research)

www.nasa.gov
National Aeronautics and Space Administration
SCIENCE SERVING SOCIETY: WATER MANAGEMENT
Overview of the Program
At present, an array of Earth observing satellites are in orbit, and additional
launches both by NASA and others will continue throughout the next decade.
Our ability to observe our home planet from space has never been greater.
Increasingly, studies of the Earth focus on understanding the Earth’s land,
atmosphere, oceans, and life as a whole integrated system rather than as
individual independent elements. NASA is an important contributor in this
systems approach to Earth science studies.
In addition to providing Earth observing capabilities, NASA forms strategic
partnerships with other government, academic, private, and international
organizations. Through these partnerships, NASA’s Earth science observations
and measurements are linked to practical applications. NASA data, information,
and predictive models help NASA’s partners, and nontraditional users of
Earth science, make timely and accurate decisions regarding management
of resources and development of policy. The agency’s goal is to maximize the
benefit of science and technology to stakeholders by smoothly flowing Earth
science data and information from NASA satellites to society.
Water Management
The Earth is easily distinguishable from other planets in our solar system
by the abundance of water on its surface. Water covers approximately
70% of our world’s surface, so it would seem that finding enough water
suitable for human consumption, commerce, and ecosystems is a
trivial task. However, only 2.5% of the Earth’s water is fresh and, of that
amount, more than two-thirds is locked away in glaciers and polar ice
caps and is not available for use by society. Therefore, fresh water is
actually a limited resource, and increased demand from an ever-growing
population threatens to deplete precious water resources.
Not only is having water in sufficient quantity a concern, but there is also
a need to ensure the quality of the available water supply. The nation
must protect the quality of water flowing above ground in oceans, lakes,
rivers, and streams, as well as water stored deep beneath the surface in
aquifers. Decision makers need accurate and dependable information on
water availability (e.g., from surface reservoirs, snowpack, underground
aquifers, etc.) and on water quality to help them respond to the needs of
society.
The water management program element in the Applied Sciences
Program of the Earth Science Division in NASA’s Science Mission
Directorate responds to society’s need for accurate information on fresh
water availability and quality. It extends products that result from NASA’s
Earth science research models, technology, etc., into tools that decision
makers can use to help with water management issues such as:
• Estimating water storage—e.g., snowpack, soil moisture,
aquifers, lakes.
• Assessing, modeling and predicting water fluxes—e.g., evapo-
transpiration, precipitation, river runoff.
• Remote sensing of water quality—e.g., turbidity, dissolved oxygen.
NASA’s Earth observing satellites contribute important environmental
information concerning the availability of fresh water. The Moderate
Resolution Imaging Spectroradiometer (MODIS) and Clouds and the
Earth’s Radiant Energy System (CERES) instruments on the Terra and
Aqua satellites are helping to refine our estimates of the Earth’s surface
energy balance, which helps improve our understanding of evaporation
over the Earth’s surface. The Advanced Microwave Scanning Radiometer-
EOS (AMSR-E) instrument on Aqua measures surface soil moisture and
snow-liquid water equivalent. This information should help scientists better
understand the processes that affect soil moisture, so that they can be
accurately represented in models.
Data from the Gravity Recovery and Climate Experiment (GRACE) helps
scientists monitor changes in water storage over large areas as illustrated
on the front of this lithograph. Gravity changes correspond to mass
changes and scientists can isolate the portion of the total mass change
caused by the movement of water. Hydrologists go a step further and
combine information from GRACE with soil moisture and other data to
isolate changes in groundwater storage, allowing them to monitor monthly
water storage changes in aquifers. The Tropical Rainfall Measuring Mission
(TRMM) satellite monitors tropical/subtropical precipitation and provides
important new information on rainfall properties and their variation. The
Global Precipitation Measurement (GPM) mission is planned as a follow-on
to TRMM and will provide much-improved spatial coverage and round-the-
clock observations of precipitation.
With regard to monitoring the quality of water from space, MODIS is useful
for monitoring water quality in larger lakes, sediments both along the coast
and in larger rivers, and pollutants (e.g., red tide). In addition, the Enhanced
Thematic Mapper Plus (ETM+) on Landsat 7 and the Hyperion instrument
on the Earth Observing-1 satellite obtain visual images of the surface of
the Earth at a higher spatial resolution than MODIS that can be analyzed to
track changes in water quality over time. Future observations, planned as a
continuation of Landsat, should further enhance our ability to monitor water
quality from space.
NASA Earth observing satellites thus provide a unique viewpoint for
collecting information that is useful for water management decision
making. The real value of this information is realized when data collected
by these NASA missions are input into models that simulate the actual
conditions and the results are used to serve society. Incorporating this
information into computer simulations used to aid water management
decision making as described above will lead to improved capability to
predict water availability, protect water quality, and plan water conservation.
NASA partners with Federal agencies such as the Environmental Protection
Agency and the Bureau of Reclamation and with other organizations
that have water management responsibilities and mandates to support
water resource managers. The program also includes activities with
international organizations, particularly through involvement of U.S. partner
organizations. LG-2005-7-093-GSFC (rev. May 2006)