Objectives:
Using this adaptation of a Project WET activity, students will:
- describe historical and current aspects of water rights.
- illustrate how water rights are used to allocate water.
- evaluate water rights allocation systems.
Materials:
- Paper cups or glasses (one per student)
- Water jug (gallon milk container, etc)
- Water Users Descriptions (cut into strips)
- Funnel
Background:
Water rights provide an organized and systematic manner for allocating water. A water right allows a person, business, community, or other group to use a specified amount of water. People receive only the right to use the water, they do not own the water.
The history of water rights is related closely to settlement and land ownership. Settlers in the east adapted a water rights policy similar to what was in England. The Common-Law Doctrine or Riparian Rights gives people who own land bordering a water source the right to use that water however they choose. A more recent version of the doctrine requires people to justify their uses as reasonable. They must also ensure that landowners down stream have their fair share of water.
The scarcity of water in the western states generated different policies. These evolved from the customs and practices of miners in the mid-1800's and were developed for protecting claims to land and minerals. In many parts of the west, the Prior Appropriation Doctrine regulates water rights. This doctrine maintains "first come, first served" - whoever uses the water first has the prior or first right to the supply of available water. If all the water in a stream is allocated, no new users are allowed.
In the last 20 years, many changes have added new dimensions to water rights and water allocation programs. Irrigation systems to grow crops and support livestock have developed. Cities need water for residents, businesses, and industries. Water for recreation and fish and wildlife is receiving more attention. Many communities depend on water resources for energy production. The challenge of meeting today's growing demand for water will involve non-traditional allocation strategies. Several methods, such as water rights transfers, water rights changes, water marketing, and water leasing, have evolved to satisfy twenty-first century needs.
Procedure:
Part I
- Arrange the students' seats in a row or around a table and give each a cup. Starting at one end, have the first student put as much water in their cup as they want. Pass the jug to the next person. Do this until the jug is empty.
- Ask students to express how they feel about the amount of water they received. Tell them that sometimes there is not enough water to meet everyone's needs even though some people have more than enough.
- Ask students what they could do to make sure they all have enough water if you were to do the experiment again. Have them repeat their activity using that plan.
- Provide students with a description of riparian rights. Ask them to explain how passing the jug relates to riparian rights.
Part II:
- Have students write down their birth months and then distribute the Water Users (Descriptions) (feel free to have some students create their own) based on the order of the birth months. Using the numbers on the descriptions, have student with #1 take the amount of water necessary. Pass the jug and have them read the descriptions. There are some cards such as fisheries and hydroelectric plants that do not reduce the quantity of water. Have these students pour the water back into the jug.
- When the water runs out, have the students explain their opinions about this system. What are the benefits? (Protects the investments and rights of first water users) What are the shortcomings? (Restricts new or different water users) How would they change the system?
Extensions:
- To simulate changing water levels, adjust the amount of water in the jug.
- To demonstrate the effects of pollution, add food coloring or a tea bag into their cups, simulating their "use" of water. Some of this altered water will be returned to the jug (showing runoff and discharge). Add a sugar lump to symbolize invisible chemicals carried in water. Have students list how water quality can affect water quantity.
- Simulate a drought by taking a hike before the activity or having the students not drink for an hour before the activity.
Fun Facts:
It all started with the Latin rivus, or "stream" and rivalis, which "pertains to streams and rivers." When neighbors on the banks of a river wanted to build a dam, set up a fish hatchery, or go fishing, they would almost always end up fighting over whose land or water was whose and who had what right to do what! It was then that these combative river people became rivals! The Latin word for "bank of a river" or "shore" is ripa, and the adjective riparius, "pertaining to the bank of a river..." English took this word and created riparian.
This activity is available as an Adobe PDF.
Wrap Up