Reading passage Grade 9 Social Studies & Civics

The Selby Aquifer and the Rockvale Groundwater District

Grade 9 social studies passage on a fictional farming region that forms a groundwater conservation district to govern a shrinking shared aquifer.

Objectives

  1. Students will explain how a shared groundwater supply can be drained when each user pumps without limits.
  2. Students will describe how landowners created a groundwater conservation district and gave it authority to set pumping rules.
  3. Students will evaluate the intended benefits and unintended costs of the district's metering and allowance rules for different groups.

Vocabulary

Aquifer
An aquifer is an underground layer of rock, sand, or gravel that holds water in the tiny spaces between its grains. Wells reach down into aquifers to bring water up to the surface.

Also: groundwater conservation district, common-pool resource, pumping allowance

Teacher overview

This passage follows a fictional farming region, the Camas Plain, and the shared underground water supply beneath it, the Selby Aquifer. It shows how landowners who each pumped as much water as they wanted slowly drained a resource they all depended on, and how they built a local government, a groundwater conservation district, to set shared rules. Teachers can use it to introduce how a community governs a common resource and why doing so is difficult.

Answer Key

  1. Answer: Almost all of the plain's water comes from underground, from the Selby Aquifer, because very little rain falls on the dry region, as the first paragraph states.
  2. Answer: The water level began dropping, slowly at first and then by about two feet every year, which forced farmers to lower their pumps and drill deeper, as the third paragraph describes.
  3. Answer: Large farms could afford the higher cost of drilling deeper wells and running pumps that lift water from farther down, while many small farms could not, so their shallow wells ran dry first.
  4. Answer: Answers will vary but should explain that each farmer had a private reason to pump first before a neighbor did, and that all of those legal choices added together drained the shared aquifer faster than it could refill.
  5. Answer: It is a small local government with the power to manage pumping. The plain's landowners voted in an election to create the Rockvale Groundwater Conservation District, run by an elected board of directors, as the fifth paragraph explains.
  6. Answer: The board required a meter on every well so it could measure each farm's use, and it gave each farm a yearly pumping allowance based on its acreage, charging a steep fee for pumping beyond the allowance. Both rules were meant to limit total pumping and slow the aquifer's decline. Farmers who had already planted large, thirsty crops bore a cost, because the acreage-based allowance was smaller than their use and could cut their incomes, as the seventh paragraph describes.
  7. Answer: Answers will vary but should explain that the unmanaged system let the aquifer drop about two feet a year, while the district's shared rules slowed the decline and stabilized some areas, giving the community more time even though the water was still falling.

Differentiation

Support (below grade level)

Provide a labeled diagram of an aquifer with wells of different depths, and a simple two-column chart headed "Before the district" and "After the district" for students to fill in with details from the passage before answering questions 6 and 7. Allow question 4 to be discussed with a partner before writing.

Extension (above grade level)

Ask students to write a short paragraph, using only the passage, predicting one reason a farmer might run for a seat on the Rockvale district's board, and one change that farmer might try to make to the pumping allowance. Students should explain which group of farmers would support that change and which would oppose it.

ELL supports

Pre-teach "aquifer," "pumping allowance," and "groundwater conservation district" with the labeled diagram described in Support, and add short home-language glosses where possible. Allow questions 1, 2, and 5 to be answered with short phrases rather than full sentences.