2nd Grade Science, Unit 3 & 4 Properties of Water / Earths Surface

Features Water Sources and the Natural Flow of Water

GLCEs:

E.FE.02.21 - Describe how rain collects on the surface of the Earth and flows
downhill into bodies of water (streams, rivers, lakes, oceans) or into the
ground.
E.FE.02.22 - Describe the major bodies of water on the Earths surface (lakes,
ponds, oceans, rivers, streams).
E.FE.02.11 - Identify water sources (wells, springs, lakes, rivers, oceans).
Vocabulary:
Brook
Stream
River
Lake
Ocean
Reservoir
Spring
Source
Materials
Follow the Water From Brook To Ocean By. Arthur Dorros
Discovery Education Video: Geographical Features: Bodies of Water
Stream Table (if available)
8x10 cards with sources of water
Rubric for water models
Key Questions
What is the most natural method that water will travel?
Does all water end in an ocean?
What are the key differences in the various water sources on the earth?
Procedures/Activities (approx. 1-1.5 hours)
1. The teacher will post various water source pictures around the room
(lakes, rivers, pond, reservoirs, etc.). Give the students a few minutes
to walk around and look at the pictures. Engage in a discussion
regarding prior knowledge of sources of water found on the earth.

2.
3.

4.

5.

Experiences some have had? How are they interconnected? Can new
sources be created?
Watch the Discovery Education Video: Geographical Features: Bodies
of Water. Following the video, discuss any new sources of water viewed.
Read the story Follow the Water From Brook To Ocean By. Arthur
Dorros. Discuss how the water began from a source and moved onto
larger sources as it moved downhill along a path. Is the path always
the same? What are some different varieties that water can travel
depending on other landforms located in the region (mountains, hills,
plains, etc.)
(Optional) Using a stream table, demonstrate how water flows downhill
and does not always follow a specific path. You can cause variations in
the flow to create reservoirs, lakes etc. How does the tilt or angle of the
table affect the flow? What happens to the flow of water when the land
changes?
Using the Sources of Water (color and laminate if possible prior),
introduce each source and have a student stand in front of the room
and hold the card. When all cards are introduced, work as a group to
put them in a logical order. Students must decide if and when a specific
source is included or excluded in the given path (lake or no lake). Some
varieties teacher could pose:
a. Shortest path to the ocean
b. Longest path to the ocean
c. Path that begins with a spring
d. Path that begins in the mountains
e. Must include these specific sources (reservoir, stream, lake, etc.)

6. (Optional) Development of a water flow model using choice of materials

(modeling clay, paper mache, model magic, etc.). Label the sources of water.
Score models based on rubric included. See examples below: