Water Cycle Instructional Unit

Crystal DeVette Rachel Giesler Jamie Reith Aimee Veenstra December 1, 2006

ub!ect"#o$ic %ur to$ic is the &ater cycle' tu(ents &ill stu(y the )arious com$onents o* the &ater cycle

an( ho& they all &or+ to,ether to *orm a continuous cycle' #he unit on the &ater cycle &ill inclu(e an intro(uction o* &here &ater is *oun( on earth an( )arious states o* &ater, e)a$oration, con(ensation, clou(s, $reci$itation, trans$iration, in*iltration"conser)ation, an( an assessment' tu(ents &ill be in *ourth or *i*th ,ra(e an( &ill ha)e basic bac+,roun( +no&le(,e o* the (i**erent states o* &ater' #his unit &ill ta+e ten -. minute class $erio(s' #he intro(uction lesson an( the assessment lesson each &ill ta+e t&o -. minute class $erio(s' #he trans$iration lesson &ill nee( to be re*erre( bac+ to (aily *or a *e& &ee+s as stu(ents continue to ma+e obser)ations' #his unit is best tau,ht in s$rin,, summer, or early *all &hen it is &arm enou,h *or e)a$oration to ta+e $lace /uic+ly an( stu(ents can ,o outsi(e to obser)e the clou(s' Rationale"0ur$ose #he continuous mo)ement o* &ater on earth +ee$s our &ater *resh' 1resh &ater is essential *or li*e on earth 2 &ithout it li*e coul( not e3ist' ince the &ater cycle is a close( system

no ne& &ater can enter it' #here*ore it is )ery im$ortant that stu(ents un(erstan( ho& the &ater cycle &or+s an( &hat a**ect choices they ma+e concernin, the en)ironment ha)e on &hether there &ill be enou,h *resh &ater a)ailable *or *uture ,enerations to sur)i)e' #his unit is in/uiry base( an( allo&s *or stu(ent (isco)ery an( interaction &ith (i**erent as$ects o* the &ater cycle' tu(ents &ill be acti)ely in)ol)e( in their learnin, &hich &ill +ee$

them intereste( an( hel$ in the retention o* ne& in*ormation' Chil(ren are naturally curious an( learn in a )ariety o* &ays' #he in/uiry4base( a$$roach to science e(ucation ta$s into this natural curiosity an( allo&s *or many (i**erent styles o* learnin, to be a((resse('

I(enti*ication o* Goals"%b!ecti)es5 General %b!ecti)es 6Co,niti)e75 #he stu(ent &ill ,ras$ the conce$t that the &ater on earth is in a close( system an( is bein, constantly recycle( in the earth8s ecosystem' #hey &ill be able to (escribe this conce$t' #he stu(ent &ill be able to (escribe the ma!or elements o* the &ater cycle9 con(ensation, e)a$oration, an( $reci$itation' #hey &ill be able to (escribe ho& these elements are interrelate( an( (e$en(ent u$on one another' #he stu(ent &ill be able to e3$lain ho& $lants are connecte( to the &ater cycle throu,h trans$iration' #he stu(ent &ill be able to (escribe ho& animals an( the earth are connecte( to the &ater cycle usin, the terms a/ui*er, ,roun( &ater, an( absor$tion' A**ecti)e : 0sychomotor %b!ecti)es5 ;;;#he *inal lesson is a culti)ation o* all o* the ,oals in this section an( all o* the General an( tate ,oals;;; #he stu(ent &ill (e)elo$ an a$$reciation *or the role o* &ater in our ecosystem' #he stu(ent &ill (e)elo$ +een obser)ation s+ills' #he stu(ent &ill (e)elo$ an a$$reciation *or the $rocess o* the &ater cycle an( &ill be able to i(enti*y s$eci*ic e3am$les o* the &ater cycle ta+in, $lace in the &orl( aroun( them' tate %b!ecti)es5 <I =enchmar+s5 II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in, (ecisions scienti*ically II'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl(' IV'2'el'15 Describe common $hysical chan,es in matter4 si>e, sha$e, meltin,, *ree>in, 6?4279 (issol)in,, e)a$oratin, 6@4.7 V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *alls V'2'el'@5 I(enti*y sources o* &ater an( its uses Aocal %b!ecti)es5 ?C- 6?ent County Collaborati)e Core Curriculum7 .5@ #AW in)esti,ate )arious *orms an( mo)ement o* &ater on the earth8s sur*ace inclu(in, the Great Aa+es re,ion' In(i)i(ual Aesson %b!ecti)es5 Aesson 15 Where on Barth is Water 1oun(C #AW tell the three states o* &ater an( ,i)e an e3am$le &here each is *oun( on earth #AW (emonstrate that &ater mo)es *rom $lace to $lace Aesson 25 Where (oes the Water GoC5 B)a$oration #AW be able to e3$lain the $rocess o* e)a$oration' #AW (escribe the $rocess o* the &ater cycle'

Aesson @5 Where (oes that Water come *romC Aesson in Con(ensation #AW (escribe &hat con(ensation is' #AW (escribe &here con(ensation comes *rom an( ho& it ha$$ens' #AW i(enti*y the relationshi$ bet&een tem$erature an( the amount o* &ater )a$or in the air' Aesson -5 Clou( 1ormation #AW be able to (escribe the clou( *ormation $rocess' #AW be able to use $ro$er terms &hen (escribin, clou( *ormation 6e)a$oration, con(ensation, &ater )a$or, etc'7' Aesson .5 0reci$itation #AW be able to e3$lain &hy $reci$itation occurs' #AW be able to name (i**erent ty$es o* $reci$itation Aesson 65 0o$ =ottle #errarium5 A Aesson in #rans$iration #AW (escribe &hat trans$iration is an( ho& it &or+s' #AW (escribe the mo)ement o* a &ater molecule &ithin the #errarium, an( there*ore be able to e3$lain that same mo)ement in the atmos$here' Aesson D5 oa+ It U$5 In*iltration #AW illustrate ho& in*iltration is a $art o* the &ater cycle usin, $ro$er labels #AW i(enti*y soils that are more $orous an( less $orous #AW e3$lain ho& ty$es o* soil e**ect the *lo& o* &ater #AW (escribe the im$ortance o* ,roun(&ater to all li)in, thin,s Aesson E5 #he Ai*e o* a Dro$ o* Water5 Assessment #AW (escribe the $rocess o* the &ater cycle' #AW relate the &ater cycle to their (aily li*e' #AW use a multi4sensory a$$roach to $ortray the in*ormation o* the &ater cycle' #AW inte,rate the &ater cycle &ith other content areas'

#he Water Cycle Unit %utline an( 0lan Aesson 1 2 Intro(uction Aesson 2 4 B)a$oration Aesson @ 2 Con(ensation Aesson - 2 Clou(s Aesson . 2 0reci$itation Aesson 6 2 #rans$iration Aesson D 2 In*iltration Aesson E 2 Assessment tu(ents &ill learn that the &ater cycle is a close( system an( is (ri)en by solar ra(iation' It is a continuous cyclin, o* &ater aroun(, o)er, an( throu,h the earth' #he unit &ill be,in &ith a lesson on the location o* &ater on earth an( the state o* &ater in each location' In the intro(uctory lesson stu(ents &ill be intro(uce( to the i(ea that &ater is in the atmos$here' #he ne3t three lessons in our unit co)er the three ma!or $rocesses o* the &ater cycle' #he lesson &ill be on e)a$oration an( &ill (emonstrate ho& the &ater ,ets *rom earth into the air in the *orm o* &ater )a$or' #he con(ensation e3$loration &ill (emonstrate &hat ha$$ens to &arm &ater &hen it meets &ith col( air' #his &ill hel$ the stu(ents un(erstan( the $rocess that occurs in nature &hen the &arm &ater )a$or that e)a$orate( meets &ith the col(er air hi,her u$ in the atmos$here' #he lesson on clou(s &ill buil( o** the lesson on con(ensation by e3$lainin, &hat ha$$ens to the &ater (ro$lets that are *orme( 4 they !oin to,ether to ma+e clou(s' When the clou(s become too hea)y or *ull o* &ater (ro$lets, the (ro$lets *all to the ,roun( in the *orm o* $reci$itation' #he lesson on $reci$itation intro(uces the stu(ents to &hat ha$$ens to the &ater that *alls to earth an( lesson se)en &ill e3$oun( on that conce$t throu,h the e3$loration o* in*iltration' =e*ore the lesson on in*iltration &e (o a lesson on trans$iration &here the stu(ents ma+e a close( ecosystem &hich clearly sho&s all the $rocesses to,ether' tu(ents &ill then learn about another $rocess o* e)a$oration that occurs

in the &ater cycle 2 trans$iration' #his lesson ta+es &hat stu(ents ha)e alrea(y been tau,ht

about e)a$oration an( (emonstrates ho& $lant lea)es are another source o* e)a$oration' tu(ents &ill (isco)er in ,reater (etail &hat ha$$ens to the &ater that *alls to the ,roun( an( ho& it com$letes the &ater cycle $rocess' tu(ents &ill be ,i)en a (ia,ram at the be,innin, o*

the unit that they &ill *ill in as each $rocess is tau,ht' #his &ill also hel$ to sho& ho& the (i**erent sta,es o* the &ater cycle &or+ to,ether' #he *inal lesson is an assessment that &ill allo& stu(ents to choose a metho( to (emonstrate ho& the &ater cycle &or+s' #hey &ill be e3$ecte( to use all the terminolo,y tau,ht o)er the course o* the unit' #he stu(ents &ill also re4ans&er the /uestion as+e( in the intro(uction about &hether the &ater they (rin+ coul( be the same &ater (inosaurs &al+e( in'

Title: Where on Earth is Water Found? Subject/Grade level: Water can be *oun( in (i**erent *orms in (i**erent $laces on Barth an( is continuously mo)in, Gra(es -". Rationale/Purpose: #he $ur$ose o* this lesson is to intro(uce stu(ents to the conce$t o* the &ater cycle' Without &ater there &oul( be no li*e on Barth' Water is one o* our most )aluable resources an( is use( in many (i**erent &ays to sustain li*e' ?no&in, &here &ater is locate( an( &hat state o* matter it is in &ill ai( in the un(erstan(in, o* the cyclin, o* &ater on earth' #his &ill ,i)e the *oun(ation on &hich to buil( ne& in*ormation' Benchmar : CI'V'2 All stu(ents &ill5 1' (escribe characteristics o* &ater an( (emonstrate &here &ater is *oun( on earth9 2' (escribe ho& &ater mo)es !bjectives: #he learner &ill5 tell the three states o* &ater an( ,i)e an e3am$le &here each is *oun( on earth (emonstrate that &ater mo)es *rom $lace to $lace "ontent: e)enty $ercent o* the Barth8s sur*ace is oceans or seas' #hey hol( about FD"100 o* all o* Barth8s &ater' %cean &ater is salty an( is not able to sustain most *orms o* li*e' #he salt *oun( in oceans an( seas is *rom runo** that carries salt *rom lan(' alt is not able to e)a$orate or *ree>e so it (oes not ,et into the atmos$here or the rest o* the &ater cycle' #he rest o* Barth8s &ater is *resh' 2"100 o* the *resh &ater is *oun( in ,laciers or ice ca$s an( 1"100 is *oun( in soil &ater, ,roun( &ater, la+es, $on(s, streams, ri)ers, atmos$here, $lants an( animals' #here is almost 20 times more ,roun( &ater than all o* the &ater in la+es an( ri)ers' Water is *oun( in the atmos$here &hich is ma(e u$ o* ,ases that surroun( the earth' In the atmos$here &ater is in a ,as state an( is calle( &ater )a$or' ome $laces ha)e more &ater )a$or in the atmos$here than others (o' ome $laces ha)e more &ater than others also' #here is more &ater )a$or in the atmos$here o)er lar,e bo(ies o* &ater an( less o)er a (esert' Water is *oun( in li/ui( *orm in oceans, la+es, ri)ers, ,roun( &ater, rain, clou(s, $lants, animals, $u((les, an( soil &ater' #he &ater in the ,roun( is calle( ,roun( &ater an( the $lace it is store( is calle( an a/ui*er' Water ,ets to these $laces by soa+in, into the soil &here it is use( by $lants' #he rest o* the *resh &ater that *alls to the ,roun( mo)es throu,h the soil into the un(er,roun( roc+s' #hese roc+s ha)e crac+s &here &ater can see$ throu,h an( collect' A small amount o* Barth8s &ater can also be *oun( in $lants an( animals' #he &ater *rom $lants cycles bac+ into the atmos$here throu,h a $rocess calle( trans$iration' It also can enter the &ater cycle throu,h the $lant bein, eaten an( the animal ,i)in, o** the &ater throu,h $ers$iration or elimination' #he &ater cycle is a close( system an( &ater is continuously cyclin, throu,h it' Water can be *oun( in its soli( state on an ice ca$",lacier, a la+e or ri)er *ree>in, o)er, or throu,h $reci$itation in the *orm o* hail, sno&, or sleet'

Conce$ts bein, tau,ht are5 o Water can be *oun( in li/ui( state in $lants, animals, ri)ers, la+es, oceans, rain, clou(s or &ater (ro$lets *orme( in the atmos$here' o Water can be *oun( in soli( state as hail, sleet, *ro>en la+es"ri)ers, in ,laciers, ice ca$s, or sno& o Water can be *oun( in ,as state as &ater )a$or in the atmos$here or &ater )a$or comin, *rom $lants lea)es or $ers$iration o* animals &hich starts out (ro$lets an( turns to ,as' o Water is continuously mo)in, throu,hout the Barth in a )ariety o* &ays an( $atterns #aterials: i,ns &ith (i**erent $laces &ater can be *oun(, blue, ,reen, an( yello& colore( mar+ers, trans$arency o* (inosaur &ith o$enin, /uestion, one co$y o* /uestions to ans&er at each station, cli$boar(s, $a$er an( $encil, lar,e chun+s o* ice, . tubs, ,lobe, com$uter 2 ,o to htt$5"",&ma$'rs,is'msu'e(u, a ma$ o* <ichi,an la+es an( ri)ers, a ,ri( trans$arency o* <ichi,an, a ma$ &ith <ichi,an &ells, mirror, !u, o* &ater an( a cu$, san(&ich ba, &ith (ehy(rate( a$$le slices, san(&ich ba, &ith *resh a$$le slices, enou,h a$$le slices *or e)ery $erson to ha)e one to eat' $% inside5 a tub o* &et soil, tub o* salt &ater, tub o* *resh &ater, smaller chun+s o* ice, $lastic !ar &ith li(, hot &ater 6to *orm a clou(7 Strate&ies and 'ctivities En&a&e: Ga)e trans$arency u$ as+in, i* the stu(ents thin+ it is $ossible they coul( be (rin+in, &ater the (inosaur8s &al+e( in thousan(s o* years a,o' Do not ha)e them ans&er this /uestion' Instea( as+ them to (escribe all the $laces they ha)e seen &ater' What about &ater that you can8t seeC Is there more &ater in some $laces on Barth than in othersC I* you li)e( in the (esert, &here mi,ht you *in( &aterC Do you thin+ it is $ossible *or $eo$le to breathe &aterC Why or &hy notC E(plore: tu(ents &ill be ,i)en a sheet o* $a$er on &hich they &ill create a *lo& chart o* $laces &ater is *oun( an( &hat *orm &ater is *oun( in that area' #hey &ill also ha)e re*lection /uestions to ans&er at each station' i3 stations &ill be set u$ outsi(e i* the &eather $ermits' %ne station &ill be oceans"seas' tation t&o &ill be atmos$here"clou(s' tation three &ill be ri)ers an( la+es' tation *our &ill be soil an( ,roun(&ater' tation *i)e &ill be ice ca$s an( ,laciers' 1inally, station si3 is $lants an( animals' tu(ents &ill be ,i)en /uestions to ans&er at each station an( . minutes to e3$lore the /uestions an( areas &here &ater can be *oun(' Bach ,rou$ &ill be assi,ne( numbers *or rotatin, an( the teacher &ill blo& a &histle to in(icate time to rotate' 1irst &histle is at *our minutes so stu(ents +no& they nee( to &ra$ u$ an( ,et rea(y to mo)e to the ne3t station'

E(plain: Bach ,rou$ &ill tell &hat they *oun( at their *irst station an( &hat their cycle &as that they *ollo&e(' A*ter each ,rou$ is *inishe( sharin,, stu(ents *rom other ,rou$s may as+ /uestions or a(( to the in*ormation ,i)en be*ore the ne3t ,rou$ shares' tu(ents &ill be encoura,e( to &rite (o&n any ne& in*ormation they learn as the class is sharin,' #he teacher &ill &rite on the boar( +ey &or(s or i(eas that come u$ to re*er bac+ to (urin, time o* elaboration' #he last three /uestions &ill be o$en to the class as a &hole to ans&er' ee the tation &or+sheets *or the (etails' Evaluate: tu(ents &ill be ,i)en . minutes to res$on( to the /uestion5 Usin, the in*ormation an( $ro$er terms you learne(, e3$lain ho& it is $ossible that the &ater *rom the (inosaur a,e coul( still be aroun( to(ay' Plan %or $ndividual di%%erences: #he stu(ents &ill be mi3e( ability ,rou$e(' #here &ill be a list o* (uties an( each stu(ent &ill be ,i)en a chance to si,n u$ *or a !ob' #he area &e &ill be &or+in, in is barrier *ree an( stu(ents *rom the ,rou$ &ill be as+e( to assist those &ith mobility issues' At each station there &ill be $ictures as &ell as li)e e3am$les to loo+ at' #he stu(ents &ill also create a ,ra$hic or,ani>er"*lo& chart to )isually re$resent &hat they &ill be obser)in,'

Oceans and Seas

Toss the globe back and forth between your group members. Each time a person catches the globe notice where their fingers are and record this information on the chart. Place each name next to a row then record how many fingers are touching land, ocean, lake, or river. Each person should go twice. Name Land cean Lake !iver

Totals "hich column had the most points# $$$$$$$$$$$$$$$$$$$ "hat does that tell you about the amount of water found on earth compared to the amount of land#$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ %. &ow does water get out of the ocean# $$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ '. &ow does water get back into the ocean# $$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ (. "hat form or state is the water in# )olid, Li*uid, +as ,. -s the water salty or fresh# $$$$$$$$$$$$$$

Atmosphere and Clouds

-s the water in this location visible or invisible# $$$$$$$$$$$$$$$
%.

.o you think breathing water is possible# $$$$$

'. /re you breathing water right now# $$$$$$$ &ow could you support your answer# 0se materials at this station to come up with support for the idea that you could be breathing water. Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ (. 1orm or state of water is the water you are breathing# )olid, Li*uid, +as ,. "here is the water located# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 2. "hat does breathing water have to do with clouds# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3. "hat are clouds made of# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 4. &ow do you know this# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 5. "hat state or form of water is in the clouds# )olid, Li*uid, +as

6. /re clouds fresh or salt water# $$$$$$$$$$ Explain$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

Lakes and !ivers

Look at the map of 7ichigan Lakes. 0se the transparency to figure out how much of 7ichigan is covered with lakes and rivers. The rivers are the dark lines on the transparency. 8lue9 how many s*uares of the grid are covered with blue# 8ompare that to the number of s*uares there are total. .ivide the total s*uares by the number of s*uares covered this will give you the decimal amount. 7ultiply that by %:: and you will get the percent. %. &ow much of 7ichigan is covered in water# $$$$$$$$$ '. -s this water fresh water or salt water# $$$$$$$$$$ &ow do you know that# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ (. -s there more than one state of water found in 7ichigan;s lakes and rivers# $$$$$$$$$$$8ircle9 solid, li*uid, gas ,. Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 2. "here does the water in lakes and rivers come from# $$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3. &ow does water move out of lakes and rivers# $$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

Soil water and ground water

%. Pick up some soil. .oes it feel wet or dry# $$$$$$$$ '. "hy do you think it feels this way# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ (. -s there more than one source that could make the soil wet# $$$$$$ Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ ,. 1ill the cup with water and pour it on the soil. "here do you think the water is going# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 2. .oes the water from the ground ever get back up onto the surface# $$$$$$$$$$&ow# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

4. -s soil<ground water salty or fresh# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Take a look at the map of 7ichigan. -t shows where wells are located. The dark s*uares mean the wells are deep and water is down a long ways. The light colored s*uares mean the wells are shallow and water is closer to the surface. 8an you find the general area where you live# /re the wells near you deep or shallow# $$$$$$$$$$$$$$$$$$$ "hy do you think that is# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ -f there is time go to the computer and touch the mouse pad to bring the screen back up. This program shows where water under the ground is found in 7ichigan. 1ollow the directions9

n the right, right click +! 0N. "/TE! -N=ENT !> click +! 0N. "/TE! LE=EL) then "/TE! T/?LE .EPT&. This will give you a color coded map. 1or the key click the @#A next to the place where you clicked "/TE! T/?LE .EPT&. +o to the top of the page and click Boom -n. Then go to the map and click the area that is close to where you live. Ceep clicking that area until you can read the words and find Cent 8ounty. Then go to that area of the map and Doom in more until you can read street signs. 1ind the area where you live. "hat does it tell you about how far down the water is near you# $$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ This is an awesome site that you might want to explore more at home. -f so here is the web address9 http9<<gwmap.rsgis.msu.edu -t is freeEE There are places that tell you how far down the a*uifers are in your area, where the bedrock is and what type of bedrock it is. /fter you 8lick BACK TO START PAGE 8lick START THE V E!ER on the left of the screen "hat do the maps tell you about where the water in the ground goes# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

ce caps and glaciers

-n the cooler is a mountain of ice other wise known as a baby glacier Take out one of the glaciers and place it on the tray %. &ow long do you think it would take for this to melt if we put it outside today# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ '. Think about where glaciers are located. -s it cold or warm# $$$$$$ (. Take a look at the picture on the poster. /re glaciers big or small# $$$$$$$$$$$$$ &ow long would it take for a glacier to melt# $$$$$$$$$ "ould it melt at all# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ ,. "hat state is the water# )olid, li*uid, gas

2. .oes this water ever get into the water cycle# $$$$$$$ &ow# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3. -s the water in the glacier fresh or salt# $$$$$$$$ &ow do you know this# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Take a look at your glacier. &as it melted at all# &ow can you tell# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ -magine if it was a real glacier and in the freeDing cold of the north and south poles. .o you think this is a water source that provides lots of water to the earth or a little# $$$$$$$$$$ "hy# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

PL/NT) /N. /N-7/L) Take an apple slice from the pile and bite into it. "hat do you think the li*uid that fills your mouth is made of# $$$$$$$$$$$$$$$$$$$$$$$$ Now look at the two bags of apples slices. They are the same siDe
apple.

.oes one feel heavier than the other#$$$$$$ "hy# $$$$$$$$$$$$$$$$$$ pen up bag F' and feel the apple slices. &ow do they feel different from the slice you Gust ate# $$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

"hat do you think happened to the water that was in the apple slices in bag '# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ ?reak off a leaf from the plant. "hat does it feel like inside# $$$$$$$$$$ "hat state is this water in# )olid, li*uid, gas -s it fresh water or salt water# $$$$$$$$$$$$$$ &ow does the amount of water in a plant compare to the amount of water in a lake or puddle# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow does water get into the plants# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow does it get back into the atmosphere# $$$$$$$$$$$$$$$$$$$$$$$$ Explain $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow does this show that plants are a source of water# $$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ /nimals are a source of water too. "here is water found in animals# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow does it get there#$$$$$$$$$$$$$$$$$$$$$$$$$$HLook at the pictureI &ow does the water found in animals get back into the atmosphere# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ H&int what happens to you when you get really hot#I

Choose "our group #o$% &&&&&&&&&&&&&&&&&REA'ER% you will read all the instructions for
each station. >ou will also be responsible for keeping things moving.

&&&&&&&&&&&&&&&&SPEAKER% you will be the person who

presents your group information to the class ( -f you have time for the computer at station , you will be the one to navigate.

&&&&&&&&&&&&&&&&RECOR'ER% you will write the answers to the

*uestions and enter data on the graphs .

&&&&&&&&&&&&&&&&TOO) *A+,!O*A+% get the supplies and

return them. Hpick up supplies for your first station and put the supplies away from your last stationI >ou will also be responsible for making sure the group knows where to go next.

Choose "our group #o$% &&&&&&&&&&&&&&&&&REA'ER% you will read all the instructions for
each station. >ou will also be responsible for keeping things moving.

&&&&&&&&&&&&&&&&SPEAKER% you will be the person who

presents your group information to the class ( -f you have time for the computer at station , you will be the one to navigate.

&&&&&&&&&&&&&&&&RECOR'ER% you will write the answers to the

*uestions and enter data on the graphs .

&&&&&&&&&&&&&&&&TOO) *A+,!O*A+% get the supplies and

return them. Hpick up supplies for your first station and put the supplies away from your last stationI >ou will also be responsible for making sure the group knows where to go next. !eflection *uestions9 &ow did the state of water differ from place to place# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ "here might water stay in one place for a long time# $$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ / short time# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ "hy#$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ "hat might have caused the change of state from one location to the next# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ .id you know#9 "ithout water there would be no life on earth /ll the food you eat needs water to grow 64J of Earth;s water is located in the ocean K salt water 'J of Earth;s fresh water is located in glaciers

 %J of Earth;s fresh water is located in all the other areas combined.

"rite the names of the different stations in each s*uare. 0se arrows to show the station where you started and where you went next. /t each station add what state the water was in that location.

Aesson 1 Intro(uction 2 %utline #itle5 Where on Barth is Water 1oun(C I' Bn,a,e a' #rans$arency 2 is it $ossible you coul( be (rin+in, the same &ater (inosaurs ste$$e( inC b' Describe all the $laces you ha)e seen &ater' What about $laces you can8t see &ater but you +no& it is there' c' I* you li)e( in the (esert &here &oul( you *in( &aterC (' Is it $ossible *or humans to breath &aterC B3$lore 2 si3 stations a' tation 1 2 oceans an( seas 6toss a ,lobe an( recor( number o* *in,ers on lan(, ri)er or ocean7 i' Go& much o* the earth is oceanC ii' Is this *resh &ater or salt &aterC iii' What is the state o* the &aterC b' tation 2 2 atmos$here an( clou(s 6use materials at station to sho& there is &ater in the atmos$here7 i' Is the &ater )isible or in)isibleC ii' What state is the &ater inC iii' Do you thin+ it is $ossible to breathe &aterC Are you breathin, it ri,ht no&C i)' What (oes breathin, &ater ha)e to (o &ith clou(sC c' tation @ 2 la+es an( ri)ers 6 usin, a ma$ o* <ichi,an la+es an( ri)ers, *i,ure out ho& much o* <ichi,an is co)ere( &ith &ater7 i' Go& much o* <ichi,an is co)ere( &ith &aterC ii' Is it *resh &ater or salt &aterC iii' What states can the &ater in location beC (' tation - 2 soil &ater an( ,roun( &ater 6outsi(e interactin, &ith soil, a(( &ater7 i' Does the soil *eel &et or (ryC WhyC ii' Is there more than one source that coul( ma+e the soil &etC WhatC iii' Where is the &ater ,oin, that you $oure( on the soilC i)' Is the &ater in the ,roun( salty or *reshC Go& (o you +no&C e' tation . 2 ice ca$s an( ,laciers 6mountain o* ice in a cooler7 i' Go& lon, (o you thin+ it &oul( ta+e *or this to melt i* &e $ut it outsi(e to(ayC B3$lain ii' Where ,laciers are locate( is it col( or &armC Are they bi, or smallC iii' Woul( it melt at allC Go& lon, &oul( it ta+eC i)' What state o* &ater is the ,lacierC )' Is the &ater *resh or salt &aterC Go& (o you +no&C *' tation 6 2 $lants an( animals 6a$$le slices both *resh an( (ehy(rate(7 i' #a+e a bite o* a$$le' What (o you thin+ the li/ui( that *ills your mouth isC

II'

ii' Aoo+ at the t&o ba,s o* a$$le slices' #hey are both the same si>e a$$le' Does one *eel hea)ier than the otherC WhyC iii' Go& (o they *eelC What (o you thin+ ha$$ene( to the &ater that &as in the (rie( out slicesC i)' What is the state o* &aterC Is it *resh or saltC )' Go& (oes the &ater *rom the $lant ,et into the airC )i' Where is &ater *oun( in animalsC )ii' Go& (oes &ater *oun( in animals ,et bac+ into the airC III' B3$lore a' Bach ,rou$ &ill share &hat they *oun(' b' Discuss *ollo&4u$ /uestions5 i' Go& (i( the state o* &ater (i**er *rom $lace to $laceC ii' Where mi,ht &ater stay in one $lace *or a lon, timeC A short timeC WhyC iii' What mi,ht cause the state o* &ater to chan,e *rom one location to the ne3tC c' tu(ents &ill com$lete a *lo& chart sho&in, the or(er o* the stations they &ent to' Bach *lo& chart is (i**erent !ust li+e the cycle &ater *ollo&s is (i**erent' #here is no set $attern' B)aluate a' #a+e a *e& minutes to !ot (o&n the three states o* &ater an( &here that state o* &ater &as *oun( on earth' Aist all the locations that a$$ly *or each state o* &ater' b' #he teacher &ill (o an in*ormal assessment o* stu(ents un(erstan(in, that &ater mo)es aroun( by listenin, to their e3$lanation o* their *lo& charts'

IV'

Where )oes the Water Go? Subject/Grade *evel Curriculum area5 Water Cycle 1or &hat ,ra(e le)el is this a$$ro$riate5 -th4.th Gra(e Rationale/Purpose: tu(ents shoul( learn this material because it is im$ortant to +no& ho& *resh &ater (oes not run out' tu(ents nee( to +no& that &hen &ater is on the Barth8s sur*ace it (oes not !ust (isa$$ear' #he )alue to the stu(ent is to see ho& the &ater cycle a**ects our e)ery(ay li)es an( ho& the &ater is constantly chan,in, states an( mo)in, *rom one $art o* the en)ironment to the other' When the stu(ents ha)e an un(erstan(in, o* the &ater cycle it &ill allo& the stu(ents to ha)e a better un(erstan(in, o* ho& the en)ironment &or+s' <ichi,an Curriculum 1rame&or+ =enchmar+ o cience tran( II' Content tan(ar( 1' Blementary' =enchmar+ -5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl(' o cience tran( IV' Content tan(ar( 2' Blementary' =enchmar+ 15 Describe common $hysical chan,es in matter4 si>e, sha$e, meltin,, *ree>in, 6?4279 (issol)in,, e)a$oratin, 6@4.7' !bjectives: #AW be able to e3$lain the $rocess o* e)a$oration' #AW (escribe the $rocess o* the &ater cycle' "ontent: #he bac+,roun( content the teacher nee(s to un(erstan( to teach this lesson is to be *amiliar &ith the &ater cycle, s$eci*ically e)a$oration' Water mo)es *rom one $art o* the en)ironment to another' B)a$oration is a )ital com$onent o* the &ater cycle' B)a$oration is the $rocess in &hich a li/ui( chan,es to a ,as' B)a$oration is the $rimary &ay that &ater mo)es *rom a li/ui( state bac+ into the &ater cycle as atmos$heric &ater )a$or' #he &ater cycle is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &ater resources *resh because it8s continuously mo)in,' #he hy(ros$here inclu(es all the &ater on earth' B)a$oration occurs &hen the heat o* the sun hits the sur*ace o* the &ater turnin, the li/ui( &ater into a ,as calle( &ater )a$or' #he &ater )a$or rises an( meets &ith col(er air causin, it to con(ense' #he con(ense( &ater becomes &ater (ro$lets &hich attach themsel)es to $articles in the air, *ormin, clou(s' Win( blo&s the clou(s s$rea(in, the con(ense( &ater to other $laces on the ,lobe' When the clou(s become too *ull o* (ro$lets they are release( in the *orm o* $reci$itation' #he $reci$itation *alls to the ,roun( &here some o* it becomes runo**, some lan(s in bo(ies o* &ater, some is absorbe( by $lants, an( some in*iltrates the soil' 0lants sen( &ater bac+ into the air in a $rocess calle( trans$iration' ome o* the &ater the $lants absorb

they use an( some is e)a$orate(' Water (oes not cycle throu,h each com$artment in or(er' #hese $rocesses occur simultaneously' #he conce$t that I am tryin, to teach is ho& the &ater cycle occurs an( ho& it a**ects our e)ery(ay li)es' I am also tryin, to teach &hat role e)a$oration $lays in the &ater cycle an( ho& e)a$oration ta+es $lace'

#aterials: =lac+boar( Wet s$on,e Gair(ryer 0ieces o* $a$er to recor( obser)ations Dishes o* &ater mall $ot or tea +ettle Geatin, (e)ice 6sto)e7 cales Strate&ies and 'ctivities: Engage: I &ill tell the stu(ents that &et clothes ,o into a (ryer &et, but come out (ry an( as+ them &here the &ater ,oes' I &ill ,i)e the stu(ents a chance to (iscuss $ossible ans&ers &ith their $artners an( then &e &ill ,o o)er the ans&ers they came u$ &ith as a class' As a class &e &ill &rite (o&n the ans&ers the stu(ents come u$ &ith' Explore: I &ill be,in the lesson by &i$in, the blac+boar( &ith a &et s$on,e an( as+in, them i* the &ater is still there the ne3t (ay' We &ill &atch as the &ater (isa$$ears' I &ill ha)e the stu(ents thin+ about &here the &ater may ha)e ,one' I &ill ha)e the stu(ents e3$lore the /uestion H&here (oes the &ater ,oCI I &ill as+ $robin, /uestions li+e can you thin+ o* anythin, you can (o to ma+e it ,o a&ay any *aster' I &ill allo& the stu(ents to use any e/ui$ment they &ant that they thin+ may a**ect the e)a$oration $rocess' I &ill instruct the stu(ents to recor( their obser)ations as they try )arious metho(s o* ma+in, the &ater (isa$$ear' I &ill e3$lain the obser)ation sheet &here they &ill recor( &hat amount o* &ater they starte( &ith, the metho( they use( to ma+e the &ater (isa$$ear, obser)ations they ma(e &hile the &ater &as (isa$$earin,, an( the amount o* &ater they en(e( &ith' Explain: I &ill ha)e the stu(ents ,et into $artners an( tal+ about their e3$eriments usin, the &ater (ishes, hair(ryer, an( other metho(s that they trie( to ma+e the e)a$oration $rocess ta+e $lace /uic+er' 6Another o$tion is to ha)e the stu(ents *orm small ,rou$s an( then e3chan,e members *rom their ,rou$s to another ,rou$ an( e3$lain &hat they (i('7 #hen, as a &hole class &e &ill tal+ about &hat the stu(ents (iscusse( in their $artners or small ,rou$s' We &ill recor( the obser)ations on the boar( about our e3$eriments an( tal+ about &hat ha$$ene( an( &hy &e thin+ it ha$$ene( that &ay' We &ill also re)isit the ans&ers that &e &rote (o&n early about &hy &et clothes ,o into a (ryer &et an( come out (ry an( see i* &e still a,ree &ith &hat &e &rote (o&n an( &hy'

#erms that &e &ill *ocus on are5 o B)a$oration4 &hich occurs &hen the heat o* the sun hits the sur*ace o* the &ater turnin, the li/ui( &ater into a ,as calle( &ater )a$or' o Water )a$or4 is a ,as9 rises an( meets &ith col(er air o Water cycle4 &hich is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &ater resources *resh because it8s continuously mo)in,' ince some stu(ents may ha)e trouble ,ras$in, onto the conce$t o* &ater )a$or I &ill try to ,i)e them a concrete e3am$le by $lacin, a small $ot or tea +ettle on a heatin, (e)ice an( ha)in, the stu(ents &atch as the H&ater )a$orI rises *rom the tea +ettle' As a class &e &ill (iscuss &hat causes this to ha$$en an( ho& it relates to e)a$oration' Elaborate: #he stu(ents &ill use the terminolo,y about e)a$oration an( the &ater cycle that they ha)e learne( to loo+ *or other e3am$les o* e)a$oration an( other )ariables that may a**ect it' #hey &ill be ,i)en another sheet to recor( their obser)ations an( the o$$ortunity to try ne& e3$eriments &ith other )ariables' #hen stu(ents &ill be ,i)en a chance to (ra& a $icture that $ortrays the &ater cycle, s$eci*ically *ocusin, on e)a$oration base( on their obser)ations o* their e3$eriments' We &ill com$ile all the stu(ents8 $ictures into a bi, boo+ *or stu(ents to loo+ throu,h' 1or stu(ents that $re*er not to (ra& $ictures they &ill be allo&e( to &rite a small boo+ usin, the terms &e stu(ie( an( the in*ormation they recor(e( *rom their obser)ations on the e3$eriments' Evaluate: I &ill +no& i* my stu(ents ha)e achie)e( the learnin, ob!ecti)es base( on the con)ersations they ha)e &ith their $artners about the &ater cycle an( e)a$oration' I &ill also loo+ o)er their obser)ations that they recor(e( about the e3$eriments they con(ucte(' I &ill e)aluate the stu(ent8s $ictures or small boo+s *or the use o* the terms that &e stu(ie(' I &ill ,o aroun( an( ha)e in(i)i(ual stu(ent con*erences to ma+e sure that the stu(ents un(erstan( &hat they are bein, tau,ht' I &oul( ta+e anec(otal notes (urin, the class (iscussion an( ha)e the stu(ents &rite (o&n a *e& sentences about &hat they learne(' Plans %or $ndividual )i%%erences: Assist stu(ents in namin, the )arious com$onents o* the &ater cycle i* the lesson contains bran( ne& in*ormation' Allo& the stu(ents to &or+ in $airs &hile (oin, their obser)ations o* the &ater (ishes i* the stu(ents ha)e e(ucational han(ica$s' Write the (irections on the boar( or at the to$ o* the $a,e *or stu(ents &ho ha)e trouble listenin,' 0lace stu(ents in ,rou$s &ith (i)erse learners so they can o**er (i**erent $ers$ecti)es to hel$ stu(ents see the )arious learnin, styles an( e)eryone has somethin, to contribute' 1or stu(ents &ho are )isually im$aire( allo& them to touch the &ater an( *eel the sur*aces that &ater are s$rea( o)er &hile &ater is bein, s$rea( an( a*ter it e)a$orates'

Sources: =rooten, ?risty' HWater Cycle Unit5 Aesson 2 B)a$orationI' htt$5""&&&'lesson$lans$a,e'com"more" cience%WaterCycle2B)a$orationA-'htm e$tember 1E, 2006' htt$5""en'&i+i$e(ia'or,"&i+i"B)a$oration e$tember 1E, 2006'

Jame5 KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK B3$eriments an( %bser)ations about B)a$oration5 B3$eriment 15 <easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK <etho(5

%bser)ations5 o

<easure Amount o* Water you en(e( &ith5 KKKKKKKKKKKKKKKKKKKKKKKK

B3$eriment 25 <easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK <etho(5

%bser)ations5 o o o

 <easure Amount o* Water you en(e( &ith5 KKKKKKKKKKKKKKKKKKKKKKKK B3$eriment @5 <easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK <etho(5

%bser)ations5 o

o <easure Amount o* Water you en(e( &ith5 KKKKKKKKKKKKKKKKKKKKKKKK

B3$eriment -5 <easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK <etho(5

%bser)ations5 o

o <easure Amount o* Water you en(e( &ith5 KKKKKKKKKKKKKKKKKKKKKKKK

B)a$oration I' Bn,a,e a' As+ stu(ents &hy &et clothes ,o into a (ryer &et an( come out (ry b' Ga)e stu(ents (iscuss their ans&ers &ith a $artner, then (iscuss as a class II' B3$lore a' B3$eriment &ith blac+boar(s an( &et s$on,es b' As+ &here the &ater ,oes c' B3$lain obser)ation sheets III' B3$lain a' B3$eriment &ith (i**erent metho(s5 hair(ryer, s$on,es, etc b' <easure amount o* &ater stu(ents start &ith an( en( &ith, recor( metho(s an( obser)ations c' Discuss (i**erent metho(s an( obser)ations as a class (' Go o)er terms5 e)a$oration an( &ater )a$or e' IV' ho& e3am$le o* &ater )a$or &ith the tea +ettle

Blaborate a' b' tu(ents &ill try other metho(s o* e3$erimentin, &ith e)a$oration tu(ents &ill (ra& a $icture o* the &ater cycle *ocusin, on e)a$oration

V'

B)aluate a' Aoo+ o)er obser)ation sheets an( $ictures b' Gol( in(i)i(ual con*erences &ith stu(ents

c' Ga)e stu(ents &rite (o&n a *e& sentences about &hat they learne( (' #a+e anec(otal notes (urin, (iscussion Where does that Water come %rom? *esson in "ondensation Subject/Grade *evel: cience4Water Cycle4Con(ensation4-th Gra(e Rationale/Purpose: tu(ents must learn this conce$t in or(er to be able to tie conce$ts o* the &ater cycle to,ether' Con(ensation is an inte,ral $art o* the &ater cycle an( must be un(erstoo( in or(er to un(erstan( the &hole $rocess' <I =enchmar+s5 II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in, (ecisions scienti*ically II'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl(' IV'2'el'15 Describe common $hysical chan,es in matter4 si>e, sha$e, meltin,, *ree>in, 6?4279 (issol)in,, e)a$oratin, 6@4.7 V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *alls V'2'el'@5 I(enti*y sources o* &ater an( its uses <I Curriculum 1rame&or+s Gy(ros$here 6BG7 V'2 Describe how water exists on earth in three states Key concepts: Ai/ui( 6?427L)isible, *lo&in,, meltin,, (e&' oli( 6?427Lhar(, )isible, *ree>in,, ice' Gas 6@4.7Lin)isible, &ater )a$or, moisture, e)a$oration see 0C<4IV'2e'l' Real-World contexts: B3am$les o* &ater in each state, inclu(in, (e&, rain, sno&, ice, e)i(ence o* moisture in the air, such as H*o,I on col( bathroom mirrors9 e3am$les o* meltin,, *ree>in,, an( e)a$oratin,' !bjectives: #AW (escribe &hat con(ensation is' #AW (escribe &here con(ensation comes *rom an( ho& it ha$$ens' #AW i(enti*y the relationshi$ bet&een tem$erature an( the amount o* &ater )a$or in the air' "ontent5 Con(ensation re*ers to the $rocess in the &ater cycle &here &ater )a$or 6,as7 turns into li/ui(' #he root &or( is Hcon(enseI an( this is a ,oo( &ay to loo+ *or a (e*inition o* con(ensation' Con(ense means to Hma+e more (enseI an( &hen con(ensation ha$$ens, &ater molecules in the air con(ense to,ether to *orm li/ui(' HWhen air is coole(, molecules in the air slo& (o&n' #he molecules o* &ater )a$or in the air also slo& (o&n' I* they slo& enou,h, &ater )a$or molecules that colli(e stic+ to,ether an( chan,e to li/ui( (ro$lets on cool sur*aces' Con(ensation is the chan,in, o* a ,as into a li/ui(' Mou see con(ensation on sho&er (oors, on col( (rin+ ,lasses, an( as (e& on ,rass in the early mornin,I 6<cGra&4Gill D1D7'

Key concepts: Con(ensation #em$erature Water Va$or #aterials: <etal !uice can Crushe( ice Au+e&arm &ater #hermometer tirrer" stra& 6*or stirrin, $ur$oses7 Recor(in, sheet to$ &atch Strate&ies and 'ctivities: Engage: As+ the stu(ents about last time they too+ a sho&er or a really hot bath' As+ them &hat they notice( about the air in the bathroom' What ha$$ene( to the mirrorC Coul( you see or *eel anythin, (i**erent in the bathroomC What about early in the mornin, &hen you &al+ outsi(e on the ,rassC What ha$$ens to your *eetC Di( it rain (urin, the ni,htC Explore5 e$arate the class in ,rou$s o* 24@' B3$lain the *ollo&in, $roce(ure be*ore allo&in, stu(ents to collect materials5 Gi)e each ,rou$ a metal can &ith the label remo)e( *ille( &ith lu+e&arm &ater9 a cu$ o* ice9 a stirrer9 an( a thermometer' Ga)e the stu(ents $lace the thermometer in the &ater in the can' 0our the ice into the can an( stir &ith the stirrer' B)ery minute stu(ents are to recor( the tem$erature o* the &ater an( &rite any obser)ations they ha)e re,ar(in, the can on the recor(in, sheet' tu(ents may re*er to the sto$&atch in or(er to +ee$ trac+ o* time' A*ter the $roce(ures are e3$laine( ha)e the stu(ents come an( collect their materials' #ell the stu(ents they are not to start until you ,i)e them the Ho+'I Wal+ aroun( the classroom an( ma+e sure stu(ents un(erstan( &hat they are (oin,, &hen it seems li+e they (o, let them +no& they can be,in' Explain5 A*ter 10 minutes 6&hich is am$le time *or con(ensation to ta+e $lace7' =rin, the class to,ether an( as+ them &hat they obser)e( an( at &hat tem$erature they obser)e( it' As+, What (i( the ice (o to the &aterC What (i( you notice as the tem$erature (ro$$e(C Go$e*ully, stu(ents &ill reco,ni>e that at a certain tem$erature, (ro$lets be,an to *orm on the si(e o* the can' Recor( that tem$erature on the boar( *or each ,rou$' As+ the stu(ents &hat ha$$ene( to the can &hen the &ater &as hi,her than that tem$erature an( as+ them &hat continue( to ha$$en &hen the tem$erature &as cooler than that tem$erature' As+ the stu(ents &here they thin+ the &ater came *rom' Remin( them that be*ore they learne( that e)a$oration chan,es li/ui( &ater into ,as an( sen(s it throu,hout the air' #his ha$$ens &hen the surroun(in,s are &arm' In this situation &e ma(e the surroun(in,s cool an( the &ater be,an to (o &hatC 1orm a,ainN Reiterate to the stu(ents that the col( &ater in the can ma(e the air surroun(in, the can col( an( there*ore the

&ater molecules in the air con(ense( to,ether a,ain to *orm &ater (ro$lets' Use this time to (ra& on the boar( the cycle as they +no& it thus *ar 6li/ui( &atere)a$oratin, to &ater )a$or 6,as7con(ensin, bac+ into li/ui( &ater7' #al+ about ho& at that tem$erature somethin, ha$$ene(9 &ater &as able to chan,e its *orm an( con(ense bac+ into a li/ui( *rom a ,as' Elaborate5 Ga)e the stu(ents (ra& a bar ,ra$h o* e)ery minute &ith the tem$erature on the y4a3is an( the minutes on the 34a3is' #ell them to (ra& a line across the ,ra$h at the tem$erature &here con(ensation too+ $lace an( &ater (ro$lets *orme(' #hen ha)e the stu(ents color coor(inate their bars into t&o colors' %ne color o* bars shoul( be those that *all abo)e the line 6or sim$ly the tem$erature &here con(ensation ha( not occurre( yet7 an( the other color shoul( be those bars that are belo& the line 6&here con(ensation &as occurrin,7' Evaluate5 Collect the bar ,ra$hs to see ho& &ell the stu(ents un(erstoo( the conce$t' =e sure to as+ *or /uestions throu,hout the lesson to ma+e sure stu(ents are ,ras$in, the conce$t' Plans %or $ndividual )i%%erences: I* stu(ents are not ,ras$in, the conce$t, (ra& a &ater cycle $icture on the boar(, or re*er to one in a boo+' B3$lain that e)a$oration ta+es $lace &hen tem$eratures are &arm an( &ater chan,es *rom a li/ui( to a ,as' Con)ersely, con(ensation ha$$ens &hen tem$eratures are cooler an( the ,as turns into a li/ui(' tu(ents &ill &or+ in small ,rou$s (urin, this lesson, e)en *or the ,ra$h (ra&in, $rocess so that they can bounce i(eas o** one another an( inter$ersonal learners can be accounte( *or' #his is also &hy this is a han(s4on acti)ity *or the +inesthetic learners' #he au(io learners &ill be accommo(ate( *or in the class (iscussion an( the )isual learners &ill be able to ma+e sense o* the cycle (ra&n on the boar(' ources5 <cGra&4Gill' Science: Teachers Edition' Jational Geo,ra$hic ociety' <acamillian <cGra&4 Gill, Je& Mor+5 2002' Allen, Dorothea' Science De onstrations !or the Ele entary "lassroo # 0ar+er 0ublishin, Com$any, West Jyac+, Je& Mor+5 1FEE' 0icture *rom5 +++,poleira,com/,,,/poleira,br/analise/aih,htm

Recording Sheet

7inutes +one ?y %

Temperature

bservations

'

Clou( 1ormation Gra(e Ae)el -th".th Gra(e ub!ect cience"Weather"Clou(s Rationale"0ur$ose <C1 V'@'1 o All stu(ents &ill in)esti,ate an( (escribe &hat ma+es u$ &eather an( ho& it chan,es *rom (ay to (ay, *rom season to season an( o)er lon, $erio(s o* time5 Describe &eather con(itions' Key concepts5 Atmos$here is a blan+et o* air aroun( the earth, air is a substance9 see 0<B4IV'1 e'1 6attributes o* substances7' Air has tem$eratureLcol(, hot, &arm, cool' Clou( co)erL clou(y, $artly clou(y9 *o,,y' 0reci$itationLrain, sno&, hail, *ree>in, rain' Win(Lbree>y, &in(y, calm' e)ere &eatherL thun(erstorms, li,htnin,, torna(oes, hi,h &in(s, bli>>ar(s' Tools5 #hermometer, &in( soc+, rain ,au,e' Real4world contexts5 Daily chan,es in &eather9 e3am$les o* se)ere &eather <C1 V'2'1 o Describe ho& &ater e3ists on earth in three states' Key concepts5 Ai/ui( 6?4274 )isible, *lo&in,, meltin,, (e&, soli( 6?4274har(, )isible, *ree>in,, ice, ,as 6@4.74 in)isible, &ater )a$or, moisture, e)a$oratin,' ee 0C<4IV'2'e'1' Real-world contexts5 B3am$les o* &ater in each state, inclu(in, (e&, rain, sno&, ice, e)i(ence o* moisture in the air, such as H*o,I on col( bathroom mirrors9 e3am$les o* meltin,, *ree>in,, an( e)a$oratin,' #his lesson &ill allo& stu(ents to e3$lore clou( *ormation throu,h an e3$eriment' Rea(in, an( (iscussion &ill ,i)e names to the conce$ts they learn in the e3$eriment an("or en,a,e the stu(ents in (esirin, to learn more an( /uestion their obser)ations to *in( out ho& clou(s *orm' #hey &ill also learn the be,innin, to the $rocess o* $reci$itation, $re$arin, them *or the ne3t lesson' %b!ecti)es #AW be able to (escribe the clou( *ormation $rocess' #AW be able to use $ro$er terms &hen (escribin, clou( *ormation 6e)a$oration, con(ensation, &ater )a$or, etc'7' Content #he teacher &ill nee( to un(erstan( the clou( *ormation $rocess, inclu(in, terms such as &ater )a$or, e)a$oration, con(ensation, an( the basics o* the &ater cycle in ,eneral' Con(ensation an( e)a$oration &ill be co)ere( in the $re)ious t&o lessons in the instructional unit, as &ell as the basics to the &ater cycle, so the teacher shoul( ha)e a

,oo( un(erstan( o* these *rom com$letin, those lessons' #he teacher &ill also nee( to +no& the e**ects o* the air tem$erature on clou( *ormation' ?no& the relationshi$ bet&een $reci$itation an( clou(s as &ell, because it may come u$ in (iscussion by one o* the stu(ents' 0reci$itation &ill not nee( to be (iscusse( thorou,hly in this lesson ho&e)er, because it &ill be co)ere( *arther in the ne3t lesson o* the instructional unit' +ills stu(ents &ill learn5 o Critical thin+in, o In)esti,atin, o Writin,

<aterials Aar,e !ar 61 *or teacher, O o* stu(ents in class (i)i(e( by 27 0lastic ba, *ille( &ith ice 61 *or teacher, O o* stu(ents in class (i)i(e( by 27 0itcher o* &arm &ater 617 =lac+ $a$er 61 sheet *or teacher, O o* stu(ents in class (i)i(e( by 27 1lashli,ht 61 *or teacher, O o* stu(ents in class (i)i(e( by 27 <atches 6enou,h *or teacher an( O o* stu(ents in class (i)i(e( by 2, ma+e sure there are $lenty e3tra in case some o* the matches (o not &or+ $ro$erly7 trate,ies an( Acti)ities Engage: Go outsi(e an( loo+ at the clou(s' While you are outsi(e, as+ stu(ents5 Where (o you thin+ clou(s come *romC What are clou(s ma(e o*C Why (o &e ha)e clou(sC Is it more clou(y in the &inter or summerC 6;see attache( article *or more in*ormation on this, so you can ans&er /uestions the stu(ents may ha)e about this /uestion7 Any other /uestions to $romote critical thin+in, an("or (iscussion' ;Mou can ha)e one stu(ent be the scribe, &ritin, (o&n the ans&ers stu(ents ,i)e to the /uestions' It may be hel$*ul to ha)e the /uestions alrea(y &ritten (o&n on a $iece o* $a$er *or this stu(ent, other&ise they can !ust &rite as you ,o' ;I* there are no clou(s outsi(e, you may (o this insi(e as &ell' Explore: =ac+ insi(e the classroomPDo an e3$eriment to *orm a clou( in a !ar in the classroom' 0roce(ure5 We are ,oin, to (isco)er ho& a clou( *orms to(ay' 6Teacher7 Get one o* the lar,e !ars an( ta$e the blac+ $a$er to one si(e o* the !ar, then $our in the &arm &ater until the !ar is about one thir( *ull' 6Teacher7 Ai,ht a match, hol(in, it in the !ar *or a *e& secon(s be*ore (ro$$in, it in the !ar' Quic+ly co)er the !ar &ith the ba, o* ice' A secon( stu(ent )olunteer 6alrea(y chosen7 &ill then shine the *lashli,ht on the !ar' A*ter com$letin, the e3$eriment, ha)e enou,h stations set u$ to be able to $ut the stu(ents in ,rou$s o* 24@ to (o the e3$eriment on their o&n' When they ,et to the

ste$ &ith the matches, ,o aroun( an( ,i)e a match to in(i)i(ual ,rou$s an( &atch as they com$lete this $art' I* a ,rou$ o* stu(ents (oes not *eel com*ortable &ith usin, the match, or i* you (o not *eel com*ortable &ith the stu(ent usin, it, then (o the match $art *or them' Gi)e each stu(ent a han(out &ith the /uestions *rom the e3$lain section to *ill out once they com$lete the e3$eriment' 6 ee attache( han(out7

Explain: Jo& that you ha)e &atche( the e3$eriment, let8s (iscuss &hat ha$$ene(' What (i( you see in the !arC 6a clou(7 Where (i( the clou( come *romC 6the &ater in the bottom o* the !ar7 Go& (i( the &arm &ater e**ect the clou( *ormationC 6cause( the &ater to e)a$orate an( &arme( the air, causin, it to rise7 What (i( the ice cubes (o to hel$ the clou(s *ormC 6coole( the air"ma(e the &ater )a$or con(ense7 What role (i( the match an( its smo+e $lay in the clou( *ormationC 6,a)e the &ater somethin, to con(ense or ,rab on to7 Jo& &hat &oul( you say a clou( is ma(e o*C 6small &ater (ro$lets"&ater )a$or7 Gi)e a short summary o* the in*ormation (iscusse( *rom these /uestions, so the stu(ents can hear it all $ut to,ether' As+ a stu(ent to then (escribe the clou( *ormation as best they can *rom &hat they !ust learne(' A*ter the stu(ent ,i)es their (escri$tion, (ra& on the boar( the clou( *ormation $rocess &ith $ro$er terminolo,y 6&ater )a$or, e)a$oration, etc'7' hortene( (escri$tion5 Clou( *ormation results &hen &arm, humi( air rises an( cools, causin, the &ater )a$or in the air to con(ense an( *orm clou(s' <ore in4(e$th (escri$tion5 unli,ht causes &ater to e)a$orate into the atmos$here' #his air containin, the &ater )a$or is heate( at the sur*ace o* the earth an( rises' As it rises, it cools an( the &ater )a$or con(enses on some *orm o* $articulate matter such as (ust, ash, or smo+e to *orm clou(s' 6=oth (escri$tions ta+en (irectly *rom the lesson $lan on &&&'lesson$lans$a,e'com *rom a lesson by usan Gensha&7 Elaborate: Jo& that you +no& ho& clou(s are *orme(, can you thin+ o* some *unctions or $ur$oses o* clou(sC Ans&ers may inclu(e5 o ha(e *rom the sun o 0reci$itation 2 rain"sno&, etc o #o be $retty H0reci$itation 6rain, sno&, etc'7 is a )ery im$ortant *unction o* clou(s' It is one &ay nature $uts the e)a$orate( &ater bac+ into the &ater cycle' In our ne3t lesson, you &ill ,et to learn more about the ty$es o* $reci$itation an( ho& it &or+s'I Evaluate:

#a+e notes on the stu(ent8s res$onses to the /uestions a*ter the e3$eriment' Com$are these res$onses to the ans&ers to the /uestions be*ore the e3$eriment to chec+ *or a ,reater un(erstan(in, o* the clou( *ormation $rocess' I* you *in( areas any o* the stu(ents are stru,,lin, to ,ras$ base( on the res$onses, ,o o)er those s$eci*ic conce$ts a,ain in more o* a lecture *orm also usin, (ra&in, on the boar( or $ictures, then re$eat the /uestions as necessary' Ga)e the stu(ents in(i)i(ually &rite a one $a,e $a$er 6,rammatically an( structurally correct7 (escribin, the clou( *ormation in the &ater cycle' Write &or(s on the boar( they must use in the $a$er, let them +no& they may inclu(e more, but not less' B3am$les o* &or(s you may &ant to $ut on the boar(5 e)a$oration, &ater )a$or, clou(s, $reci$itation, etc' <a+e sure the &or(s you use ha)e been co)ere( &ell enou,h in class *or the stu(ents to be able to reco,ni>e them'

0lans *or In(i)i(ual Di**erences #he stu(ents &ho un(erstan( the conce$t /uic+ly can ans&er /uestions *rom the stu(ents &ho (o not seem to un(erstan( so rea(ily' Goin, outsi(e, (oin, the e3$eriment, as+in, /uestions, an( lecturin, &ith $ictures &ill co)er many ty$es o* learnin, styles, so the stu(ents can all learn the material to the best o* their ability' ; ome i(eas an( the e3$eriment came *rom a lesson $lan on the &ebsite &&&'lesson$lans$a,e'com, sli,htly mo(i*ie( *or my lesson' B3tra In*ormation *or #eacher8s ?no&le(,e *rom htt$5""&&&',s*c'nasa',o)",s*c"e(uc"science"1FF."0@1EF6'htm %n a)era,e, about .FR o* the BarthSs sur*ace is co)ere( by clou(s at any ,i)en time, risin, to nearly 100R on the (ay you ha)e an outsi(e acti)ity sche(ule(' Clou(s ha)e lon, been thou,ht to ha)e a mystical nature' #he Bn,lish $oet helley sai( o* clou(s that they are Tli+e a chil( *rom the &omb, li+e a ,host *rom the tomb'T Gere in Jorth America, as &e mo)e *rom &inter to&ar( s$rin,, the tem$eratures an( the amount o* (ayli,ht increase, but &hat about the amount o* clou(inessC Althou,h there may be *e&er com$letely clou(y (ays in summer than &inter, there are also *e&er com$letely clear (ays' #he short ans&er to the *irst /uestion is that, at least *or the mi(4latitu(e lan( masses, there is usually a ,reater $ercenta,e o* sunshine in summer than in &inter, but $ara(o3ically, there are also more clou(s in the summer' #hose $u**y, $o$corn4li+e cumulus clou(s that are a re,ular *eature o* summer a*ternoons usually (onSt com$letely bloc+4out the un, an( they only ma+e ,uest a$$earances (urin, the &intertime' Global clou(iness is or,ani>e( into rou,hly three ban(s5 one about the e/uator, an( one at hi,her latitu(es 6a$$ro3imately -.460 (e,rees7 in each hemis$here' In bet&een these ma!or clou( ban(s are t&o relati)ely clou(4*ree areas, one in each hemis$here, &here the &orl(Ss ,reat (eserts are *oun(' #he $olar areas are )ery (i**erent in terms o* clou(iness' Whereas the Jorth 0ole is surroun(e( by the Arctic %cean, the outh 0ole is near the mi((le o* Antarctica an( is less clou(y, $rimarily because the ele)ate( lan( mass $re)ents the $assa,e o* ocean storms'

Antarctica is the (riest as &ell as the clou(ier than the lan( masses'

col(est continent' #he oceans are almost al&ays

Clou(s re,ulate the BarthSs thermostat' In ,eneral, clou(s +ee$ un(erlyin, areas cooler (urin, the (ay by re*lectin, sunli,ht 6short&a)e ra(iation7 bac+ to s$ace' At ni,ht, ho&e)er, clou(s +ee$ un(erlyin, areas &armer since they are able to interce$t an( re4emit lon,&a)e ra(iation 6heat7 *rom the BarthSs sur*ace, &hich &oul( normally be lost to s$ace' #his is +no&n as the T,reenhouse e**ect'T Areas &ith $ersistent clou(iness, the north&est U' ' *or e3am$le, ten( to ha)e small tem$erature )ariations *rom (ay to ni,ht' =ecause the entire Barth, o)er the course o* a (ay, a month or a year, e3$eriences as many hours o* (ayli,ht as (ar+ness, is the Barth then &armer or cooler because o* the $resence o* clou(sC Recor(s *rom satellite obser)ations in(icate that ,lobal tem$eratures are sli,htly cooler because o* clou(s' #he reason *or this is the lar,e amount o* coolin, that results *rom the clou( masses *oun( o)er ocean areas' #hese clou(s are $articularly e**icient at (e*lectin, incomin, sunli,ht bac+ to s$ace' $re the continents ore cloudy in the winter or the su cooler or war er' ()*+),Clou( 1ormation B3$eriment 1' What (i( you see in the !arC 2' What cause( &hat you sa& in the !arC er% and do clouds a&e the Earth

@' What &as the $ur$ose o* the &arm &aterC

-' What &as the $ur$ose o* the ice cubesC

.' What &as the $ur$ose o* the matchC

Clou( 1ormation I' Bn,a,e a' Go outsi(e 6o$tional7 b' As+ /uestions about clou(s II' B3$lore a' Do !ar clou( e3$eriment b' Com$lete han(out &ith /uestions III' B3$lain a' Discuss han(out /uestions &ith entire class b' #ell class clou( *ormation $rocess all to,ether 6see lesson7 IV' Blaborate a' As+ stu(ents the $ur$oses o* clou(s b' #ell stu(ents some $ur$oses V' B)aluate a' #a+e notes on stu(ent res$onses b' Re$eat any in*ormation they may ha)e misse( c' Write one $a,e $a$er (escribin, clou( *ormation

0reci$itation Gra(e Ae)el -th".th ,ra(e ub!ect cience"Water Cycle"0reci$itation Rationale"0ur$ose <C1 V'@'1 o All stu(ents &ill in)esti,ate an( (escribe &hat ma+es u$ &eather an( ho& it chan,es *rom (ay to (ay, *rom season to season an( o)er lon, $erio(s o* time5 Describe &eather con(itions' Key concepts5 Atmos$here is a blan+et o* air aroun( the earth, air is a substance9 see 0<B4IV'1 e'1 6attributes o* substances7' Air has tem$eratureLcol(, hot, &arm, cool' Clou( co)erL clou(y, $artly clou(y9 *o,,y' 0reci$itationLrain, sno&, hail, *ree>in, rain' Win(Lbree>y, &in(y, calm' e)ere &eatherL thun(erstorms, li,htnin,, torna(oes, hi,h &in(s, bli>>ar(s' Tools5 #hermometer, &in( soc+, rain ,au,e' Real4world contexts5 Daily chan,es in &eather9 e3am$les o* se)ere &eather <C1 V'2'1 o Describe ho& &ater e3ists on earth in three states' Key concepts5 Ai/ui( 6?4274 )isible, *lo&in,, meltin,, (e&, soli( 6?4274har(, )isible, *ree>in,, ice, ,as 6@4.74 in)isible, &ater )a$or, moisture, e)a$oratin,' ee 0C<4IV'2'e'1' Real-world contexts5 B3am$les o* &ater in each state, inclu(in, (e&, rain, sno&, ice, e)i(ence o* moisture in the air, such as H*o,I on col( bathroom mirrors9 e3am$les o* meltin,, *ree>in,, an( e)a$oratin,' #his lesson &ill ,i)e the stu(ents an o$$ortunity to e3$lore the conce$t o* $reci$itation' It is a continuation o* the $re)ious lesson, &hich &as about clou( *ormation' Jo& that the stu(ents ha)e learne( the conce$ts $rece(in, $reci$itation, they &ill better un(erstan( the conce$ts $resente( in this lesson' #hey &ill be,in learnin, about $reci$itation throu,h e3$loration &ith a s$on,e an( &ater' %b!ecti)es #AW Content #he teacher &ill nee( to un(erstan( the clou( *ormation $rocess 6*rom $re)ious lesson7 an( the cause o* $reci$itation' Water (ro$lets accumulate in clou(s, an( &hen the clou(

is *ull o* &ater (ro$lets, $reci$itation occurs' #he ty$e o* $reci$itation 6rain, sno&, or hail7 (e$en(s on the tem$erature' H#here are a )ariety o* (i**erent ty$es o* $reci$itation but &e8ll only treat *our o* the more common ones here' #he +in( o* $reci$itation recei)e( (e$en(s on the )ariation o* tem$erature abo)e the sur*ace' Rain is $reci$itation in li/ui( *orm' Snow is $reci$itation in soli( *orm as 6ty$ically7 a he3a,onal crystal sha$e' i>e an( sha$e o* the crystal is (e$en(ent on moisture content an( tem$erature o* the air' Recall that in the mi((le an( hi,h latitu(es rain be,ins as sno&' I* the air tem$erature near the sur*ace is abo)e *ree>in,, the sno& &ill melt into rain an( *all in li/ui( *orm' I* the air tem$eratures are belo& *ree>in, on its !ourney to&ar( the sur*ace, $reci$itation &ill be in the *orm o* sno&' Sleet occurs &hen sno& *alls throu,h a &arm layer o* air an( melts' =e*ore reachin, the ,roun(, the $reci$itation $asses throu,h a col( layer o* air causin, the &ater to re*ree>e an( *all as sleet' Freeing rain occurs &hen sno& melts u$on $assin, throu,h a &arm layer o* air an( then *ree>es on the sur*ace &hose tem$erature is at or belo& *ree>in,' i,ni*icant amounts o* *ree>in, rain coats the sur*ace &ith a ,la>e o* ice ma+in, roa(&ays treacherous an( to$$lin, trees an( (o&nin, $o&er lines' Hail *alls as roun(e( $ellets or balls o* ice *rom se)ere thun(erstorms' Vertical motions u$4an(4(o&n throu,h the storm create concentric rin,s o* ice aroun( the hail stone'I 6*rom htt$5""&&&'u&s$'e(u",eo"*aculty"ritter",eo,101"te3tboo+"atmos$hericKmoisture"*ormsKo *K$reci$itation'html7 #his in*ormation is *or the teachers use, but (oes not all ha)e to be tau,ht in (e$th in the lesson'

<aterials Dam$ s$on,es, shoul( be enou,h to tell it8s &et, but not enou,h *or any &ater to (ri$ 6one *or each stu(ent7 Dishes o* &ater 6one $er e)ery 24@ stu(ents7 0ie tins 6one *or each stu(ent7 0a$er to&el 6*or &ater s$ills7 trate,ies an( Acti)ities Engage: o #o(ay &e are ,oin, to (isco)er &hy $reci$itation occurs' Does anyone +no& a ty$e o* $reci$itationC 6#a+e ans&ers' #hey may not +no& the term $reci$itation, so in that case, tell them some ty$es o* $reci$itation are sno&, rain, hail, etc' It is the (i**erent ty$es o* &ater, &hether li/ui( or soli(, that *alls *rom clou(s7' o Jo&, let8s start our lesson &ith an e3$eriment to (isco)er more about rain' Explore: o I am ,oin, to $lace a s$on,e in a $ie tin in *ront o* each o*, but I &ant you to lea)e it there until I e3$lain &hat &e &ill (o ne3t' 60ass out $ie tins : (am$ s$on,es7 o %+, no& each o* you can $ic+ u$ your s$on,e' #hese s$on,es are ,oin, to re$resent clou(s' What is one o* the *irst thin,s you notice about your clou(sC 6#he ans&er you &ant to ,et to is they are &et, but ma+e a list o* all the thin,s they come u$ &ith on the boar(7

o #he &etness re$resents the &ater )a$or that ma+es u$ the clou( con(ensin,, chan,in, states to &ater (ro$lets' #he clou(s are hol(in, on to the &ater (ro$lets in them' What (o you thin+ &oul( ha$$en i* you $ut your s$on,e in a (ish o* &ater an( then $ulle( it out &ithout s/uee>in, itC 6#a+e res$onses, they shoul( *i,ure out the &ater &oul( (ri$ *rom it, i* they (o not, !ust ,o on to the ne3t ste$ an( they &ill (isco)er &hat ha$$ens'7 o We8re ,oin, to try it out no& an( see &hat ha$$ens' #&o to three o* you &ill share a (ish o* &ater' 6 e$arate them into ,rou$s, $re*erably at tables, rather than (es+s, i* a)ailable' %ther&ise, you can ha)e them sit to,ether on the *loor, or at the (es+s i* they are set u$ in a &ay that there &oul( be enou,h room, i* they ha)e to mo)e *rom &here they are at, ma+e sure they brin, their s$on,e an( $ie tin &ith them7' When you ,et your (ish o* &ater, each o* you can (i$ your s$on,e in it, then hol( it o)er your $ie tin to see i* your i(eas &ere ri,ht, but be care*ul not to s$ill the &ater on the *loor or the (es+s' #here are $a$er to&els sittin, 6sho& them &here7 i* anyone (oes acci(entally s$ill' 60ass out (ishes o* &ater'7 o Gi)e the stu(ents some time to (o the e3$eriment an( see &hat ha$$ens' o Alri,ht, no& that you ha)e seen &hat ha$$ens to the s$on,es, let8s see ho& this relates to clou(s' Explain: o Why (o you thin+ the &ater, or rain, *ell *rom your clou(s a*ter you (i$$e( them in &ater, but not &hen you *irst ,ot them, e)en thou,h they &ere &etC 6Write stu(ent res$onses on the boar(7 o #he clou(s &ere able to hol( onto the amount o* &ater that &as in them to be,in &ith, but &hen you $ut them in the &ater, they ha( so much they coul(n8t hol( it in anymore, so it came out in the *orm o* Hrain'I #his is the basic i(ea o* &hat ha$$ens &hen clou(s outsi(e ,et a lot o* &ater )a$or in them, &hich con(enses an( turns into &ater (ro$lets' o #he ty$e o* the $reci$itation &e e3$erience thou,h is base( on the tem$erature outsi(e' I* the tem$erature is abo)e *ree>in,, it &ill *all as rain, but i* the tem$erature close to the earth is belo& *ree>in,, it &ill *all as sno&' Does anyone remember &hat tem$erature it has to be to be belo& *ree>in,C 6#a+e res$onses, i* they (on8t +no&, you can !ust tell them it is @2U 17 Elaborate: o Jo& that &e ha)e (isco)ere( the ty$es o* $reci$itation an( their cause, let8s (iscuss some o* the bene*its an( $roblems o* the t&o most common ty$es o* $reci$itation5 rain an( sno&' o What (o you thin+ some bene*its o* rain areC 6Water $lants, *un to $lay in it, $uts &ater bac+ in the oceans, la+es, $on(s, etc'7 o What are some harm*ul e**ects o* rainC 6too much &ater can (estroy $lants, can cause *loo(in,, can8t (o certain thin,s outsi(e7 o What are some bene*its o* sno&C 6sno& (ay, *un to $lay in, $rotects $lants in the &inter7

o What are some harm*ul e**ects o* sno&C 6can cause electricity, $hones, an("or ,as su$$ly to shut (o&n, ma+e the roa(s sli$$ery, sno& (ay, can (estroy $lants i* it comes be*ore *armers e3$ect it7 Evaluate: o %bser)e an( ma+e notes &hile the stu(ents are (oin, the e3$eriment &ith the s$on,es an( &ater' Also, ma+e notes &hile they are ans&erin, the /uestions throu,hout the lesson' o Gi)e them the short &or+sheet attache( an( ha)e them com$lete it in(i)i(ually' 0lans *or In(i)i(ual Di**erences Gi)e e3tra assistance to any stu(ents &ho may not be able to (o the s$on,e acti)ity on their o&n' I* a stu(ent is blin(, they coul( *eel the s$on,e an( &ater comin, *rom it &ith their han(s as another stu(ent 6&hom you $air them &ith7(oes the e3$eriment *or them' With ,i*te( stu(ents &ho may +no& more about this $rocess, ha)e them hel$ e3$lain it to stu(ents &ho are ha)in, (i**iculty &ith the sub!ect'

Jame5 KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKDate5 KKKKKKKKKKKKKKKKKKKKK 'ns+er each -uestion in complete sentences, 1' Jame at least three ty$es o* $reci$itation'

2' What is rain *orme( *romC

@' Jame at least t&o bene%its o* sno& an( at least t&o bene%its o* rain'

-' Jame at least t&o problems &ith sno& an( at least t&o problems &ith rain'

0reci$itation I' Bn,a,e a' As+ /uestions on &hy $reci$itation occurs II' B3$lore a' B3$eriment &ith s$on,es, &ater, an( $ie tin III' B3$lain a' As+ /uestions about &hat ha$$ene( in e3$eriment b' ho& stu(ents ho& this relates to clou(s an( $reci$itation

c' Discuss (i**erent ty$es o* $reci$itation IV' Blaborate a' As+ stu(ents bene*its o* (i**erent ty$es o* $reci$itation b' As+ stu(ents the $roblems o* (i**erent ty$es o* $reci$itation V' B)aluate a' #a+e notes &hile stu(ents ans&er /uestions an( (o the e3$eriment b' Ga)e them com$lete the &or+sheet 6 ee en( o* $reci$itation lesson7

Pop Bottle Terrarium: ' lesson in Transpiration Subject/Grade *evel: cienceLWater CycleL.th Gra(e Rationale/Purpose: tu(ents shoul( learn this conce$t in or(er to be able to tie conce$ts o* the &ater cycle to,ether an( in or(er to un(erstan( ho& $lants are $art o* this cycle' <I =enchmar+s5 II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in, (ecisions scienti*ically II'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl(' IV'2'el'15 Describe common $hysical chan,es in matter4 si>e, sha$e, meltin,, *ree>in, 6?4279 (issol)in,, e)a$oratin, 6@4.7 V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *alls V'2'el'@5 I(enti*y sources o* &ater an( its uses !bjectives: #AW (escribe &hat trans$iration is an( ho& it &or+s' #AW (escribe the mo)ement o* a &ater molecule &ithin the #errarium, an( there*ore be able to e3$lain that same mo)ement in the atmos$here' "ontent: #rans$iration is a *orm o* e)a$oration that ta+es $lace in $lants' Durin, the &ater cycle, &ater enters $lants throu,h the roots in the ,roun(, e)a$oration then ta+es $lace throu,h the lea)es o* the $lants an( the &ater is a,ain release( in the atmos$here, &here the cycle continues' B)a$oration is &hat ha$$ens &hen the &ater molecules heat u$ an( become ,as an( enter the air' #rans$iration is sim$ly &hen this ha$$ens throu,h the )ehicle o* a $lant' #errariums are sel*4 enclose( eco systems in &hich &ater continually recycles itsel*' When settin, u$ the terrarium a small amount o* &ater is $ut in the bottle' #he $lants use this &ater an( then the &ater trans$ires *rom the lea)es an( enters the air o* the terrarium' #he &ater con(enses an( collects in (ro$lets on the si(e o* the terrarium &here it *alls bac+ (o&n into the soil &here it is a,ain use( by the $lant' #he cycle &ill continue an( the &ater (oes not nee( to be re$lenishe( *or months at a time' "oncepts: 6see attache( conce$t ma$ *or unit conce$ts7 ;#rans$iration ;B)a$oration ;Con(ensation #aterials: a t&o liter $o$ bottle cut . in *rom the bottom all the &ay aroun( ,ra)el small $lants 6suite( to your ,ro&in, con(itions7 roc+s, branches, moss

$lastic &ra$ screen or stoc+in, s$ray bottle insects an("or &orms 6o$tional7

Strate&ies and 'ctivities: Bn,a,e5 =rin, in an alrea(y ma(e #errarium that has been ,oin, *or a month' #ell the stu(ents that you ha)en8t &atere( these $lants *or a month an( as+ them to share their obser)ations an( any /uestions they ha)e about ho& the $lants an( insects insi(e are sur)i)in,' B3$lore5 Di)i(e the stu(ents into ,rou$s o* t&o an( ta+e the stu(ents outsi(e &ith $lastic close( containers 6,la(&areV #u$$er&are &oul( &or+ nicely7' ;;#his must be (one (urin, s$rin,"summer"early *all &hen $lants are not (ormant an( $re*erable on a hot (ay &here e)a$oration ta+es $lace /uic+ly;; Ga)e the stu(ents $ut their container o)er the ,rass, ma+in, sure that the si(es touch the (irt so that the ,rass is com$letely containe(' #ell the stu(ents to obser)e &hat ha$$ens' #he stu(ents shoul( brin, out their science !ournal &here they ma+e obser)ations' Ga)e the stu(ents obser)e *or about 10 minutes &hat ha$$ens insi(e the container' A*ter that time, brin, the stu(ents bac+ insi(e to (iscuss their *in(in,s' B3$lain5 Ga)e the stu(ents $resent their thou,hts an( obser)ations in their ,rou$s in *ront o* the class' Bncoura,e them to share &hat they +no& about $lants an( &hat they thin+ the ,rass &as (oin, insi(e the container' B3$lain to the stu(ents that the same thin, is ha$$enin, insi(e o* the terrarium that you ha)e built' #hen e3$lain the $rocess o* trans$iration usin, a (ia,ram on the boar(' =uil( on the *act that the stu(ents ha)e $rior +no&le(,e o* e)a$oration an( e3$lain ho& trans$iration is this same $rocess, sim$ly throu,h $lants' As+ the stu(ents &hy they thin+ you ha)e not nee(e( to &ater the $lant in the terrarium yetC #hen e3$lain that the &ater collects in (ro$lets on the si(es &here it has con(ense( &here it ,oes bac+ into the soil to ,et recycle( by the $lant a,ain' Blaborate5 #his is &here the stu(ents ,et to buil( their o&n terrarium' =e*ore you be,in ha)in, the stu(ents buil( their o&n terrarium ha)e them brainstorm i(eas re,ar(in, &hat they thin+ they &ill nee( in or(er to buil( a success*ul terrarium &here the &ater cycle can success*ully be enclose( &ithin' Ga)e them (ra& *rom not only &hat they obser)e( outsi(e, but also u$on &hat they +no& about $lantin, $lants, an( &hat they can see you ha)e (one &ith your terrarium' I* a stu(ent su,,ests somethin, they ha)e obser)e( *rom your terrarium, ha)e them e3$lain &hy they thin+ you nee(e( to inclu(e that' %nce the brainstormin, is (one, )erbally ,o throu,h all the ste$s that they ha)e outline( an( then $lace an o)erhea( u$ &hich outlines the *ollo&in, ste$s so that they can re*er to it as they buil( their terrarium' B3$lain that they &ill ha)e to ta+e turns' Ga)e Hterrarium buil(in, stationsI set u$ aroun( the room so a cou$le o* stu(ents can &or+ at each station at a time' tress to them that they must +ee$ thin,s neat an( ti(y as they (o this 6i* it is a nice enou,h (ay, ha)e them buil( the terrariums outsi(e, in &hich case you &oul( nee( the (irections on a $oster boar( that you can han, outsi(e an( not an o)erhea(7' While stu(ents are &aitin, their turn they can obser)e as other stu(ents buil(, an( they can ma+e $re(ictions about ho& lon, they thin+ their $lant &ill last &ithout &aterin, it' I* you thin+ that it is im$ossible to

ha)e all your stu(ents &or+ on this at the same time, ha)e them mo)e on to another acti)ity an( brin, them out in small ,rou$s to buil( their terrarium' Usin, a t&o liter bottle ha)e the stu(ents buil( their o&n terrarium usin, the *ollo&in, ste$s5 17$ut a layer o* $ebbles at the bottom o* the container 27 $ut t&o inches o* to$soil on to$ o* the $ebbles @7$ut a *e& bi,,er roc+s &ithin the terrarium -7 $ut branches, moss, $lants, an( (rie( lea)es in the soil .7use a s$ray bottle to moisten the terrarium 67$ut the to$ hal* bac+ o)er the bottom hal* an( ta$e shut i* necessary" $ut the ca$ bac+ on D7 i* &orms an("or insects are use( then the hole at the to$ must be co)ere( &ith a screen 6ho&e)er, the insect o$tion allo&s *or more e)a$oration outsi(e o* the terrarium an( there*ore nee(s *re/uent &aterin,' et the terrariums 6a*ter they ha)e their names ta$e( to them7 by a &in(o& in the room, or ha)e stu(ents ta+e them home to obser)e' #he stu(ent must obser)e their o&n terrarium *or a cou$le o* &ee+s in or(er to un(erstan( the conce$t better an( throu,h their o&n eyes' B)aluate5 Ga)e the stu(ents &rite in a !ournal their obser)ations each (ay o* their terrarium' At the en( o* their obser)ation time the stu(ents must (escribe the !ourney o* a &ater molecule &ithin their terrarium, usin, the &or(s an( conce$ts that they ha)e no& learne(' #hey may e)en (ra& out the li*e o* a (ro$let in a story but they nee( to be sure to hi,hli,ht the +ey conce$ts as they ,o alon, 6&rite them on the si(e ne3t to the $icture7' Plans %or $ndividual )i%%erences: tu(ents &ill be allo&e( to obser)e their o&n $ro!ect at their o&n $ace' #here &ill also be $lenty o* time to share i(eas i* stu(ents are au(io learners an("or inter$ersonal learners' In a((ition, this is a )ery Hhan(s4onI acti)ity an( so +inesthetic learners are en,a,e('

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#rans$iration5 0o$ =ottle #errarium

I'

Bn,a,e a' ho& stu(ents an alrea(y ma(e #errarium an( e3$lain that you ha)e not &atere( it *or a monthLbase the (iscussion aroun( that

II'

B3$lore a' #a+e stu(ents outsi(e in ,rou$s o* 2 &ith a #u$$er&are container b' tu(ents obser)e in their science !ournal &hat ha$$ens &hen they $lace the container o)er the ,rass *or a $erio( o* time

III'

B3$lain a' Ga)e stu(ents (iscuss their results in the class b' Re*er bac+ to the e)a$oration an( con(ensation conce$ts they ha)e alrea(y learne( c' B3$lain that the same thin, is ha$$enin, in the terrarium

IV'

Blaborate a' Ga)e each stu(ent buil( their o&n terrarium by mo)in, to (i**erent stations 6*or *our to *i)e $eo$le7 &hich are all *ully e/ui$$e( to buil( a terrarium b' =uil( outsi(e i* $ossible

V'

B)aluate a' tu(ents ma+e obser)ations in their !ournal (aily *or a cou$le o* &ee+s

b' At the en( o* a *e& &ee+s stu(ents &rite out the Hli*e storyI o* a (ro$let o* &ater in their terrarium

Title:

oa+ It U$

Subject: In*iltration Grade level: -th an( .th Rationale/Purpose: #he $ur$ose o* this lesson is to e3$lore ho& &ater *lo&s throu,h (i**erent ty$es o* soil an( e3$lain ho& &ater tra)els throu,h the ,roun(' Water *lo&s throu,h the ,roun( an( is store( in un(er,roun( ri)ers calle( a/ui*ers' A/ui*ers hol( ,roun(&ater' Groun(&ater mo)es more slo&ly than sur*ace &ater' #his mo)ement is )ery im$ortant because as &ater mo)es throu,h soils an( the $ebbles belo& the soil it is *iltere( an( $uri*ie( ma+in, it an im$ortant source o* (rin+in, &ater' E.,/,0,0,el All stu(ents &ill trace the $ath that rain &ater *lo&s a*ter it *alls' Bs$ecially touchin, on the conce$t that rain &ater *lo&s (o&nhill to ri)ers an( into the ,roun(' !bjectives: #he learner &illP Illustrate ho& in*iltration is a $art o* the &ater cycle usin, $ro$er labels I(enti*y soils that are more $orous an( less $orous B3$lain ho& ty$es o* soil a**ect the *lo& o* &ater Describe the im$ortance o* ,roun(&ater to all li)in, thin,s "ontent: #he rate at &hich &ater &ill soa+ onto the soil (e$en(s on the intensity o* the rain*all, an( the $orosity, $ermeability, thic+ness, an( current moisture le)el o* the soil' oil that is )ery $orous &ill allo& &ater to (rain throu,h but soil that is com$acte( &ill not easily or /uic+ly absorb &ater causin, the &ater to run o** or e)a$orate' Gar( $ac+e( soil or clay allo&s )ery little &ater to see$ in' oils that are saturate( (o not easily absorb more &ater so e3cess &ater becomes run o**' #his can be com$are( to a s$on,e that &ater runs out o* &hen it is saturate(' When rain *alls, $art o* it *lo&s (irectly into ri)ers an( other &ater sources' #he rest ,ets soa+e( into the ,roun( an( becomes soil &ater or ,roun(&ater' Gra)ity is res$onsible *or $ullin, &ater (o&n into the a/ui*ers' When &ater hits the soli( roc+ belo& the be(roc+ it be,ins to *ill in the s$aces bet&een the $ebbles creatin, the a/ui*er &here ,roun(&ater is store(' #he $rocess o* &ater soa+in, into the ,roun( an( !oinin, ,roun(&ater is calle( in*iltration or $ercolation' "oncepts bein& tau&ht: $orous soil, non4$orous, in*iltration, runo**, soil &ater, ,roun( &ater, a/ui*er

#aterials needed: 6 o* each o* the *ollo&in, 2 @ lb' co**ee cans &ith both en(s remo)e(, 2 liter bottle *ille( &ith &ater, measurin, cu$, sto$ &atch, (i,,in, tool such as tro&el, scre& (ri)er 6somethin, to loosen $ac+e( (o&n soil7, acti)ity sheet, $encil, cli$ boar(, (ia,ram o* &ater cycle *rom $re)ious lessons, an( a $iece o* line( $a$er' #he teacher &ill nee(5 o)erhea( $ro!ector, lar,e (ia,ram o* ho& &ater soa+s into the soil, an( lar,e (ia,ram o* &ater cycle' En&a&e: Ga)e you e)er (u, a hole in san( or (irtC Di( you e)er (i, (ee$ enou,h to reach &aterC Where &ere youC 6In your bac+yar(, at the beach7 About ho& (ee$ &ere the holesC Go& (i( the &ater ,et thereC Where (i( it come *romC Where is it ,oin,C Mester(ay &e learne( about $reci$itation an( s$o+e brie*ly about &here the &ater ,oes that *alls to earth' #o(ay &e &ill ta+e a closer loo+ at &hat ha$$ens to the &ater by in)esti,atin, to *in( out the ans&ers to these /uestions' E(plore: oil oa+ers e3$eriment *rom Water 0recious Water5 AI< Acti)ities Gra(es 2 4 6 ?ey in)esti,ati)e /uestion5 Go& (oes the ty$e o* soil a**ect the rate o* &ater $enetrationC tu(ents &ill &or+ in ,rou$s o* *our' #hey &ill choose tas+s5 recor(er"s$ea+er, measurer"&ater bottle carrier, can t&ister",et su$$lies an( return them, timer"mathematician

#aterials needed: per &roup @ lb' co**ee can &ith to$ an( bottom cut out 2 liter bottle *ille( &ith &ater 2.0 ml' measurin, cu$ to$ &atch &ith secon( han( Di,,in, tool Acti)ity sheet Cli$ boar( u$$lies &ill be in a ba, rea(y to ,o so stu(ents &ill !ust ha)e to $ic+ u$ the ba,' #his e3$loration &ill be con(ucte( outsi(e on the $lay,roun(' tu(ent (irections5 to be rea( *irst #here are se)eral (i**erent ty$es o* soil *oun( on the $lay,roun( such as5 S'1)2 GR'/E*2 P'"3E) )!W1 S!$* !R "*'42 WET S!$*2 *!!SE S!$* T.'T .'S BEE1 )5G 5P W$T. 4!5R T!!*, 1' =e*ore you be,in this e3$eriment &rite your hy$othesis to the /uestion5 Go& (oes the ty$e o* soil a**ect the rate at &hich it soa+s u$ &aterC 2' locate one ty$e o* soil @' ta+e the can an( t&ist it into the soil about 2 cm (o&n -' $our 2.0 ml o* &ater into the can 6i* &ater lea+s out the si(es t&ist the can into the ,roun( until no more &ater is lea+in, out7 .' start the sto$ &atch &hen all the &ater is out o* the measurin, cu$ 6' sto$ the timer &hen &ater is no lon,er on the sur*ace D' recor( the time on your &or+sheet 6ma+e sure you tell &hat ty$e o* soil you are testin,7 E' mo)e o)er a little an( (o ste$s @ 2 D a,ain F' recor( the secon( time on your &or+sheet 10' mo)e to a ne& ty$e o* soil an( be,in the $rocess o)er a,ain <a+e sure you test at least #GRBB (i**erent ty$es o* soils liste(' I* you ha)e time you can test all si3' Mou &ill ha)e 20 minutes to con(uct this in)esti,ation' When you hear the &histle line u$ at the (oor' When stu(ents return to the classroom they &ill a)era,e the (ata, analy>e it, an( ,ra$h their results' #here are a cou$le /uestions to hel$ them $rocess the in*ormation they ,athere(' While stu(ents are &or+in, on this the teacher &ill (ra& a chart on the boar( to recor( ,rou$ (ata' E(plain: What &ere your resultsC #he teacher &ill recor( them on the boar( Which soil ha( the hi,hest a)era,e timeC WhyC Which soil ha( the lo&est a)era,e timeC WhyC

Go& (oes the *lo& o* the &ater in san( com$are to the *lo& o* &ater in clay or $ac+e( (o&n soilC WhyC Go& can you chan,e soil that (oesn8t soa+ u$ &ater into soil that absorbs &ater more /uic+lyC What (i( you learn *rom (oin, this in)esti,ationC What ha$$ens to rain &ater that *alls on soilC Ga)e you e)er seen it rain so har( that streams o* &ater run throu,h the streetsC Where (oes the &ater ,oC Go& can this in)esti,ation hel$ us ans&er that /uestionC Elaboration: oil on the to$ o* the ,roun( is ma(e u$ o* tiny mineral $articles, (ecom$osin, $lant an( animal matter, air, an( &ater' #here are tiny s$aces bet&een the $articles that allo& li/ui(s an( ,ases to $ass throu,h' oils that allo& &ater to $ass throu,h are calle( 0%R%U ' What soils teste( to(ay &ere $orousC WhyC Gra)ity $ulls the &ater throu,h the soil' Water that is in the soil is calle( %IA WA#BR' What $art o* the &ater cycle (oes this $rocess hel$C #his is &here $lants ,et their &ater *rom' #he more $orous the soil the easier the &ater mo)es throu,h it' What soil &as the least $orousC Water $asses throu,h the soil an( into $orous roc+s belo& the soil' As the &ater $asses throu,h the soil an( roc+s it is *iltere( or cleane(' When the &ater reaches a soli( layer o* roc+ that is not $orous, it be,ins to *ill u$ the roc+y area' #his is calle( GR%UJDWA#BR' Groun(&ater is &here &ell &ater comes *rom' Ri)er an( la+e &ater also see$s into the ,roun(&ater' B)entually the ,roun(&ater en(s u$ bac+ in la+es an( oceans' #he $lace the ,roun(&ater is store( is calle( an AQUI1BR' ome a/ui*ers are *oun( closer to the earth8s sur*ace than others are' #he teacher &ill use a (ia,ram to hel$ e3$lain the $rocess' When $reci$itation *alls too *ast or har( the soil can8t soa+ it in it becomes runo**' As you thin+ about the (i**erent ty$es o* soils teste( to(ay, &hat mi,ht be other reasons runo** coul( occur besi(es the $reci$itation *allin, too har( or *astC Runo** can also occur &hen the soil is alrea(y too &et or i* the soil is too (ry an( har(' Where (oes runo** ,oC Aet8s loo+ at our (ia,ram o* the &ater cycle that &e ha)e been &or+in, on in this unit' <ost o* the runo** ,oes into bo(ies o* &ater on the sur*ace o* the earth, (itches, an( ,utters' %ther runo** e)entually see$s into the soil an( (o&n into the ,roun(&ater' Go& (oes this $rocess hel$ &ith the continuous cyclin, o* &aterC #he soil soa+s u$ the &ater, ,ra)ity $ulls it (o&n, &ater is cleane( as it slo&ly *lo&s throu,h the (i**erent layers, an( the clean &ater en(s u$ in the ,roun(&ater &here our (rin+in, &ater comes *rom' Go& (oes the ,roun(&ater ,et bac+ to the earth8s sur*aceC It *lo&s into la+es an( oceans' Why is this im$ortantC #he continuous cyclin, o* &ater +ee$s Barth8s &ater resources *resh' Cleane( &ater ,oes bac+ into the la+e an( ocean to be e)a$orate( once a,ain' Evaluation: #a+e a *e& minutes to label your &ater cycle (ia,ram &ith the ne& in*ormation learne( to(ay' Use the scienti*ic names liste( on the boar(' #hen ans&er these /uestions on the line( $a$er at your table5 Where (i( the &ater in soil come *romC Go& (oes the ty$e o* soil a**ect ho& the &ater ,ets into the ,roun(C Where (oes the &ater in soil ,oC Why is this im$ortantC What &oul( ha$$en i* the in*iltration system &as not a $art o* the &ater cycleC

Plan %or individual di%%erences: tu(ents &ith $hysical (isabilities &ill recei)e assistance *rom ,rou$ members as nee(e( to ,et roun(' #he out(oor acti)ity shoul( be barrier *ree since it &ill be on the $lay,roun(' tu(ents &ith rea(in, or &ritin, (i**iculties &ill be su$$orte( by the ,rou$ an( &ill be able to choose a !ob that (oes not re/uire them to rea( or &rite in(e$en(ently' #he stu(ent that learns best by touchin,, seein,, or (oin, &ill be able to (o all three as they con(uct the e3$eriment' Visually im$aire( stu(ents &ill ha)e the su$$ort o* their ,rou$ to (escribe &hat they are seein, an( may touch the soil"&ater as the e3$eriment is con(ucte(' It is becomin, ob)ious to me that science tau,ht throu,h the in/uiry metho( is con(uci)e to many (i**erent learnin, styles'

Aesson D 2 In*iltration #itle5 I' oa+ It U$

II'

III'

IV'

Bn,a,e a' #eacher &ill as+ a series o* /uestions to start the stu(ents thin+in, about ,roun( &ater' i' Ga)e you e)er (u, a hole in san( or (irtC ii' Di( you e)er (i, (ee$ enou,h to reach &aterC Go& (ee$ (i( you ha)e to ,oC iii' Where &ere youC i)' Go& (i( the &ater ,et thereC Where (i( it come *romC )' Where is it ,oin,C b' Mester(ay &e learne( about $reci$itation an( tal+e( brie*ly about &hat ha$$ens &hen the $reci$itation lan(s on earth' #o(ay &e are ,oin, to ta+e a closer loo+' B3$lore a' oil oa+ers B3$eriment i' Go& (oes the ty$e o* soil a**ect the $enetration o* &aterC ii' =e*ore be,innin, e3$loration ha)e stu(ents &rite their hy$othesis to this /uestion b' con(uct e3$eriment on 6 (i**erent ty$es o* soils c' recor( an( analy>e (ata an( *ill in a ,ra$h B3$lain a' What &ere your resultsC #eacher &ill recor( them on the boar( b' Which soil ha( the hi,hest a)era,e rate o* $enetrationC Ao&estC WhyC c' Go& (oes san( com$are to clayC (' Go& can you chan,e soil that (oesn8t absorb as /uic+lyC e' What (i( you learn *rom this e3$loration acti)ity about ho& &ater ,ets into the soilC *' What ha$$ens to rain &ater that *alls to the earthC ,' Ga)e you e)er seen it rain so har( that streams o* &ater &ere runnin, e)ery&hereC h' Where (oes the &ater ,oC i' Go& can this e3$loration acti)ity hel$ us ans&er that /uestionC Blaborate a' oils that allo& &ater to run throu,h them are calle( $orous' b' Gra)ity $ulls the &ater (o&n throu,h the soil c' Water $asses throu,h soil an( roc+s an( as it (oes it ,ets *iltere( or cleane( (' Water *oun( in soil is calle( soil &ater' e' Water *oun( (ee$er in the ,roun( it calle( ,roun( &ater' *' An a/ui*er is &here ,roun( &ater is store( ,' Run4o** occurs i' When rain *alls too *ast ii' When the ,roun( is alrea(y too &et iii' When the ,roun( is too (ry an( har( h' <ost o* the run4o** ,oes into la+es an( ri)ers

V'

i' ome see$s into the soil i' Go& (oes this $rocess hel$ &ith the continuation o* the &ater cycleC B)aluate a' 1ill in ne& in*ormation on &ater cycle (ia,ram usin, $ro$er terminolo,y learne( to(ay b' Ans&er these /uestions on a line( $iece o* $a$er5 i' Where (oes the &ater that is in soil come *romC ii' Go& (oes the ty$e o* soil a**ect the ability o* &ater to soa+ into the soilC iii' Where (oes the &ater in the soil ,oC i)' Why is this im$ortantC )' What &oul( ha$$en i* the in*iltration system &as not a $art o* the &ater cycleC

The *i%e o% a )rop o% Water Subject/Grade *evel Curriculum area5 Water Cycle 1or &hat ,ra(e le)el is this a$$ro$riate5 -th4.th Gra(e Rationale/Purpose: tu(ents shoul( learn this material because it is im$ortant to +no& ho& &ater is use( in our (aily li)es an( ho& &ater ,oes throu,h the &ater cycle' tu(ents nee( to un(erstan( that &ater is continuously cyclin, an( there*ore &e nee( to (o e)erythin, &e can in or(er to $reser)e clean &ater'

#he )alue to the stu(ent is to see ho& the &ater cycle a**ects our e)ery(ay li)es an( ho& the &ater is constantly chan,in, states an( mo)in, *rom one $art o* the en)ironment to the other' When the stu(ents ha)e an un(erstan(in, o* the &ater cycle it &ill allo& the stu(ents to ha)e a better un(erstan(in, o* ho& the en)ironment &or+s, an( to reali>e the im$ortance o* $erse)erin, clean &ater' <ichi,an Curriculum 1rame&or+ =enchmar+ o cience tran( II' Content tan(ar( 1' Blementary' =enchmar+ 15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in, (ecisions scienti*ically'

cience tran( II' Content tan(ar( 1' Blementary' =enchmar+ -5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl(' cience tran( IV' Content tan(ar( 2' Blementary' =enchmar+ 15 Describe common $hysical chan,es in matter4 si>e, sha$e, meltin,, *ree>in, 6?4279 (issol)in,, e)a$oratin, 6@4.7' cience tran( V' Content tan(ar( 2' Blementary' =enchmar+ 25 #race the $ath that rain &ater *ollo&s a*ter it *alls' cience tran( V' Content tan(ar( 2' Blementary' =enchmar+ @5 I(enti*y the sources o* &ater an( its uses'

!bjectives: #AW (escribe the $rocess o* the &ater cycle' #AW relate the &ater cycle to their (aily li*e' #AW use a multi4sensory a$$roach to $ortray the in*ormation o* the &ater cycle' #AW inte,rate the &ater cycle &ith other content areas' "ontent: #he bac+,roun( content the teacher nee(s to un(erstan( to teach this lesson is to be *amiliar &ith the &ater cycle' Water mo)es *rom one $art o* the en)ironment to another in a continuous cycle' #he &ater that is on the earth to(ay has al&ays been on the earth' #he &ater cycle ta+es $lace on, abo)e, an( belo& the earth' Water is *oun( in oceans, ri)ers, la+es, $u((les, in an( on $lants, runo**, etc' #he cycle o* &ater ta+es $lace throu,h con(ensation, e)a$oration, $reci$itation, an( trans$iration' #he &ater cycle is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &ater resources *resh because it8s continuously mo)in,' #he hy(ros$here inclu(es all the &ater on earth' B)a$oration occurs &hen the heat o* the sun hits the sur*ace o* the &ater turnin, the li/ui( &ater into a ,as calle( &ater )a$or' #he &ater )a$or rises an( meets &ith col(er air causin, it to con(ense' #he con(ense( &ater becomes &ater (ro$lets &hich attach themsel)es to $articles in the air, *ormin, clou(s' Win( blo&s the clou(s s$rea(in, the con(ense( &ater to other $laces on the ,lobe' When the clou(s become too *ull o* (ro$lets they are release( in the *orm o* $reci$itation' #he $reci$itation *alls to the ,roun( &here some o* it becomes runo**, some lan(s in bo(ies o* &ater, some is absorbe( by $lants, an( some in*iltrates the soil' 0lants sen( &ater bac+ into the air in a $rocess calle( trans$iration' ome o* the &ater the $lants absorb they use an( some is e)a$orate(' Water (oes not cycle throu,h each com$artment in or(er' #hese $rocesses occur simultaneously' #he conce$t that I am tryin, to teach is ho& the &ater cycle occurs' I also &ant the stu(ents to +no& ho& the &ater cycle a**ects our e)ery(ay li)es'

#aterials: =ottles o* &ater %)erhea( $ro!ector #rans$arencies o* $ictures o* the &ater cycle Aine( $a$er 0ens, $encils, crayons, colore( $encils, mar+ers Construction $a$er Gra$hs Dress u$ clothes *or costumes Variety o* music that can by use( *or son,s 0aints <ol(in, clay or $lay (ou,h Strate&ies and 'ctivities: Engage: I &ill start by ha)in, the stu(ents in ,rou$s o* @ or - an( (iscuss &hether or not they thin+ that the &ater that is in the &ater bottle on their table is the same &ater that &as on the earth &hen the (inosaurs &ere on the earth' As a class &e &ill ,o o)er &hat the stu(ents (iscuss in their ,rou$s' 6 ince this is the last lesson in the unit the stu(ents shoul( be *amiliar &ith the &ater cycle an( +no& that it is the same &ater' #his is a &ay *or them to re)ie& that in*ormation'7 A*ter (iscussin, ho& the &ater in the &ater bottles is the same &ater that &as on the earth &hen the earth starte( I &ill $lace some $ictures o* the &ater cycle on the o)erhea( an( ha)e the stu(ents brainstorm in their ,rou$s other &ays that &e coul( (emonstrate our +no&le(,e o* the &ater cycle' As a class &e &ill ,o o)er the i(eas the stu(ents come u$ &ith an( &rite them on the boar(' 6B3am$les5 charts, ,ra$hs, $ictures, son,s, $oems, essays, s+its, !ournal entries, scul$tures, murals, stories, (ances, etc'7 6#his is ho& inte,ration &ill be seen in this lesson' tu(ents &ill create a )ariety o* $ro!ects usin, art 6$ictures, murals7, math 6charts, ,ra$hs7, lan,ua,e arts 6$oems, essays, s+its, an( !ournal entries7, music 6son,s7, an( $hysical e(ucation 6(ances7'7 Explore: tu(ents &ill then be ,i)en the o$$ortunity to (eci(e &hich metho( they &ant to use to e3$lore their +no&le(,e o* the &ater cycle' De$en(in, on &hat metho( the stu(ents choose they &ill be allo&e( to &or+ in small ,rou$s 6s+its, etc7' tu(ents &ill be ,i)en time to e3$lore )arious metho(s o* $ortrayin, their +no&le(,e o* the &ater cycle an( i* time $ermits they &ill be encoura,e( to try more than one metho(' Explain: I &ill ha)e the stu(ents e3$lain the metho( they choose to the rest o* the class' tu(ents &ill be ,i)en the o$$ortunity to rea( their essays, $er*orm their s+its, sin, their son,s, $ortray their murals an( scul$tures, etc' Ga)in, the stu(ents $resent their $ro!ect to the class &ill o$en u$ the (iscussion o* the terms that &e ha)e stu(ie( relatin, to the &ater cycle' As a class &e &ill ,o o)er terms such as5 o Water cycle4 &hich is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &ater resources *resh because it8s continuously mo)in,'

o B)a$oration4 &hich occurs &hen the heat o* the sun hits the sur*ace o* the &ater turnin, the li/ui( &ater into a ,as calle( &ater )a$or' o Water )a$or4 is a ,as9 rises an( meets &ith col(er air o Con(ensation4 chan,e in the matter o* a substance to a (enser $hase o 0reci$itation4 any *orm o* &ater that *alls *rom the s+y to the ,roun(, res$onsible *or (e$ositin, most o* the *resh &ater on the $lanet o #rans$iration4 e)a$oration o* &ater *rom $arts o* $lants o Runo**4 &ater *rom rain, sno&melt or other sources that *lo&s o)er a lan( sur*ace Elaborate: #he stu(ents &ill use the terminolo,y that &e re)ie&e( relatin, to the &ater cycle an( choose a (i**erent metho( to $ortray the in*ormation' I &ill encoura,e the stu(ents to try to $ortray the in*ormation usin, another content a$$roach 6e3am$le i* a stu(ent choose to &rite an essay the *irst time usin, a lan,ua,e arts a$$roach they shoul( try to $aint a mural usin, an art a$$roach, etc7' tu(ents &ill then ha)e the o$$ortunity to share those $ro!ects &ith the class' Evaluate: I &ill +no& i* my stu(ents ha)e achie)e( the learnin, ob!ecti)es base( on the $ro!ects that they come u$ &ith' #he stu(ents $ro!ects that they ma+e shoul( $ortray an accurate +no&le(,e o* the terms that &e re)ie& as a class as &ell as a creati)e metho( o* $ortrayin, the in*ormation' I &ill e)aluate the stu(ent8s $ro!ects *or accuracy, creati)ity, an( usin, t&o (i**erent content a$$roaches' As the stu(ents are &or+in, on their $ro!ects I &ill ,o aroun( the classroom an( hol( con*erences &ith the stu(ents ,i)in, them an o$$ortunity to tell me &hat they +no& an( *or me to ,et an i(ea o* &hat their thou,ht $rocess is as they &or+ on their $ro!ects'

Plans %or $ndividual )i%%erences: Assist stu(ents in namin, the )arious com$onents o* the &ater cycle i* they are a learner &ho nee(s more time' Write the (irections on the boar( *or stu(ents &ho ha)e trouble listenin,' 0lace stu(ents in ,rou$s &ith (i)erse learners so they can o**er (i**erent $ers$ecti)es to hel$ stu(ents see the )arious learnin, styles an( e)eryone has somethin, to contribute' Sources: htt$5""&&&'lesson$lans$a,e'com"more" cience%WaterCycle4Culminatin,Acti)ity-'htm

Water Cycle Assessment I' Bn,a,e a' Ga)e stu(ents (iscuss i* the &ater in the &ater bottle is the same &ater that &as on the earth &hen the (inosaurs &ere b' =rainstorm &ays *or stu(ents to (emonstrate their +no&le(,e o* the &ater cycle II' B3$lore a' tu(ents &ill &or+ in(i)i(ually or in small ,rou$s to e3$lore their +no&le(,e o* the &ater cycle base( on the metho( they choose III' B3$lain

a'

tu(ents &ill e3$lain the metho( they choose to the class in a (emonstration

b' #eacher &ill ma+e sure that terms such as &ater cycle, e)a$oration, con(ensation, trans$iration, $reci$itation, runo**, an( &ater )a$or are co)ere( IV' Blaborate a' tu(ents &ill try other metho(s o* e3$lorin, their +no&le(,e o* the &ater cycle 6Bncoura,e stu(ents to use another content a$$roach7 V' B)aluate a' Accurate +no&le(,e an( use o* terms inclu(e( in &ater cycle $ro!ect

'ssessment Strate&ies:
General !bjectives 6"o&nitive7: #he stu(ent &ill ,ras$ the conce$t that the &ater on earth is in a close( system an( is bein, constantly recycle( in the earth8s ecosystem' #hey &ill be able to (escribe this conce$t' o #his &ill be e)aluate( throu,h the #errarium lesson 6lesson 67 &hen they ma+e their o&n terrariums' It &ill be e)aluate( a,ain in the *inal lesson throu,h the (iscussion o* the &ater in the &ater bottle bein, the same &ater that &as on the earth &hen there &ere (inosaurs' #he stu(ent &ill be able to (escribe the ma!or elements o* the &ater cycle9 con(ensation, e)a$oration, an( $reci$itation' #hey &ill be able to (escribe ho& these elements are interrelate( an( (e$en(ent u$on one another' o In the *inal lesson, the stu(ents are to come u$ &ith a $ro!ect to (escribe the &ater cycle' In this $ro!ect, they &ill ha)e to use $ro$er terminolo,y (escribin, the &hole &ater cycle'

#he stu(ent &ill be able to e3$lain ho& $lants are connecte( to the &ater cycle throu,h trans$iration' o In lesson 6 on trans$iration, they &ill $resent their *in(in,s orally in *ront o* the class *rom ,oin, outsi(e' #hey &ill also ma+e a terrarium sho&in, ho& $lants are relate( to the &ater cycle' #he stu(ent &ill be able to (escribe ho& animals an( the earth are connecte( to the &ater cycle usin, the terms a/ui*er, ,roun( &ater, an( absor$tion' o 1rom lesson D5 oil on the to$ o* the ,roun( is ma(e u$ o* tiny mineral $articles, (ecom$osin, $lant an( animal matter, air, an( &ater' #here are tiny s$aces bet&een the $articles that allo& li/ui(s an( ,ases to $ass throu,h' oils that allo& &ater to $ass throu,h are calle( 0%R%U ' What soils teste( to(ay &ere $orousC WhyC Gra)ity $ulls the &ater throu,h the soil' Water that is in the soil is calle( %IA WA#BR' What $art o* the &ater cycle (oes this $rocess hel$C #his is &here $lants ,et their &ater *rom' #he more $orous the soil the easier the &ater mo)es throu,h it' What soil &as the least $orousC Water $asses throu,h the soil an( into $orous roc+s belo& the soil' As the &ater $asses throu,h the soil an( roc+s it is *iltere( or cleane(' When the &ater reaches a soli( layer o* roc+ that is not $orous, it be,ins to *ill u$ the roc+y area' #his is calle( GR%UJDWA#BR' Groun(&ater is &here &ell &ater comes *rom' Ri)er an( la+e &ater also see$s into the ,roun(&ater' B)entually the ,roun(&ater en(s u$ bac+ in la+es an( oceans' #he $lace the ,roun(&ater is store( is calle( an AQUI1BR' ome a/ui*ers are *oun( closer to the earth8s sur*ace than others are' #he teacher &ill use a (ia,ram to hel$ e3$lain the $rocess' When $reci$itation *alls too *ast or har( the soil can8t soa+ it in it becomes runo**' As you thin+ about the (i**erent ty$es o* soils teste( to(ay, &hat mi,ht be other reasons runo** coul( occur besi(es the $reci$itation *allin, too har( or *astC Runo** can also occur &hen the soil is alrea(y too &et or i* the soil is too (ry an( har(' Where (oes runo** ,oC Aet8s loo+ at our (ia,ram o* the &ater cycle that &e ha)e been &or+in, on in this unit' <ost o* the runo** ,oes into bo(ies o* &ater on the sur*ace o* the earth, (itches, an( ,utters' %ther runo** e)entually see$s into the soil an( (o&n into the ,roun(&ater' Go& (oes this $rocess hel$ &ith the continuous cyclin, o* &aterC #he soil soa+s u$ the &ater, ,ra)ity $ulls it (o&n, &ater is cleane( as it slo&ly *lo&s throu,h the (i**erent layers, an( the clean &ater en(s u$ in the ,roun(&ater &here our (rin+in, &ater comes *rom' Go& (oes the ,roun(&ater ,et bac+ to the earth8s sur*aceC It *lo&s into la+es an( oceans' Why is this im$ortantC #he continuous cyclin, o* &ater +ee$s Barth8s &ater resources *resh' Cleane( &ater ,oes bac+ into the la+e an( ocean to be e)a$orate( once a,ain'

'%%ective 8 Ps9chomotor !bjectives: ;;;#he *inal lesson is a culti)ation o* all o* the ,oals in this section an( all o* the General an( tate ,oals;;; #he stu(ent &ill (e)elo$ an a$$reciation *or the role o* &ater in our ecosystem'

o #he &ill sho& the im$ortance o* &ater to themsel)es an( to li*e on earth in ,eneral throu,h /uestions an( $ro!ects throu,hout all the lessons' =y un(erstan(in, the im$ortance o* &ater in our ecosystem an( ho& it relates to themsel)es, they &ill learn to a$$reciate it' #he stu(ent &ill (e)elo$ +een obser)ation s+ills' o #he stu(ents are re/uire( to com$lete many e3$eriments &here they nee( to ma+e obser)ations about &hat is ha$$enin,' #his &ill im$ro)e their s+ills in this area by $racticin, throu,h e3$eriments' #he stu(ent &ill (e)elo$ an a$$reciation *or the $rocess o* the &ater cycle an( &ill be able to i(enti*y s$eci*ic e3am$les o* the &ater cycle ta+in, $lace in the &orl( aroun( them' o In many o* the lessons, the stu(ents are re/uire( to brainstorm, comin, u$ &ith &here they &oul( *in( the (i**erent conce$ts $resente( in the lesson'

State !bjectives: <I =enchmar+s5 II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in, (ecisions scienti*ically o #he stu(ents &ill (o e3$eriments an( ma+e obser)ations in many o* the lessons in this unit' #his &ill encoura,e stu(ents to *in( e)i(ence to bac+ u$ &hat is bein, tau,ht an( their o&n )ie&s on the conce$ts bein, tau,ht' II'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl( o #he stu(ents &ill (isco)er more about the &ater cycle, &hich is $art o* the natural &orl(, an( be able to (emonstrate ho& it relates to themsel)es as &ell as the &orl( aroun( them an( the sur)i)al o* li*e on earth' IV'2'el'15 Describe common $hysical chan,es in matter4 si>e, sha$e, meltin,, *ree>in, 6?4279 (issol)in,, e)a$oratin, 6@4.7 o tu(ents &ill sho& the chan,e in &ater *rom ,as to li/ui( 6or li/ui( to ,as7 in the con(ensation, trans$iration, e)a$oration, $reci$itation, an( *inal e)aluation lesson' V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *alls o #he stu(ents &ill learn this an( (emonstrate it in ste$s throu,h all o* the lessons, an( then in &hole in the *inal lesson throu,h the $ro!ect they com$lete' V'2'el'@5 I(enti*y sources o* &ater an( its uses o In the $reci$itation lesson, the stu(ents &ill be able to name the (i**erent ty$es o* $reci$itation an( the bene*its an( $roblems o* these' #hey &ill also see throu,h other lessons that &ater can come *rom oceans, con(ensation, etc' In each o* the lessons, the stu(ents are as+e( in some &ay the im$ortance o* it, &hich &ill (emonstrate some uses *or &ater in each o* the conte3ts' *ocal !bjectives: ?C- 6?ent County Collaborati)e Core Curriculum7

.5@ #AW in)esti,ate )arious *orms an( mo)ement o* &ater on the earth8s sur*ace inclu(in, the Great Aa+es re,ion' o #his local ob!ecti)e is e)aluate( in each o* the ei,ht lessons' #hey all e)aluate some $art o* the mo)ement or *orms o* &ater, inclu(in, e)a$oration, $reci$itation, ,as, soli(, li/ui(, etc' #hese assessments are ,i)en in the #AW statements throu,hout the in(i)i(ual lesson ob!ecti)es' $ndividual *esson !bjectives: *esson :: Where on Earth is Water Found? #AW tell the three states o* &ater an( ,i)e an e3am$le &here each is *oun( on earth o #he stations in lesson 1 co)er the (i**erent ty$es o* &ater an( &here it is *oun( on earth' %n the han(out *or each station, the stu(ent is to circle the state that &ater is in, &hich &ill hel$ them un(erstan( the three states as &ell as (isco)er &here each o* the states are *oun(' =y e)aluatin, the ans&ers on the han(outs, the teacher &ill be able to assess i* the stu(ent un(erstan( this conce$t' #AW (emonstrate that &ater mo)es *rom $lace to $lace o tu(ents &ill be ,i)en *i)e minutes to res$on( to the /uestion5 usin, the in*ormation an( $ro$er terms you learne(, e3$lain ho& it is $ossible that the &ater *rom the (inosaur a,e coul( still be aroun( to(ay' I* the stu(ent is able to ans&er this /uestion, they &ill (emonstrate &ater mo)es $lace to $lace an( there*ore is the same &ater &e ha)e al&ays ha( on earth' *esson 0: Where does the Water Go?: Evaporation #AW be able to e3$lain the $rocess o* e)a$oration o I &ill ha)e the stu(ents ,et into $artners an( tal+ about their e3$eriments usin, the &ater (ishes, hair(ryer, an( other metho(s that they trie( to ma+e the e)a$oration $rocess ta+e $lace /uic+er' 6Another o$tion is to ha)e the stu(ents *orm small ,rou$s an( then e3chan,e members *rom their ,rou$s to another ,rou$ an( e3$lain &hat they (i('7 #hen, as a &hole class &e &ill tal+ about &hat the stu(ents (iscusse( in their $artners or small ,rou$s' We &ill recor( the obser)ations on the boar( about our e3$eriments an( tal+ about &hat ha$$ene( an( &hy &e thin+ it ha$$ene( that &ay' We &ill also re)isit the ans&ers that &e &rote (o&n early about &hy &et clothes ,o into a (ryer &et an( come out (ry an( see i* &e still a,ree &ith &hat &e &rote (o&n an( &hy' #erms that &e &ill *ocus on are5 o B)a$oration4 &hich occurs &hen the heat o* the sun hits the sur*ace o* the &ater turnin, the li/ui( &ater into a ,as calle( &ater )a$or o Water )a$or4 is a ,as9 rises an( meets &ith col(er air o Water cycle4 &hich is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &ater resources *resh because it8s continuously mo)in,' #AW (escribe the $rocess o* the &ater cycle o #hen stu(ents &ill be ,i)en a chance to (ra& a $icture that $ortrays the &ater cycle, s$eci*ically *ocusin, on e)a$oration base( on their obser)ations o* their e3$eriments'

We &ill com$ile all the stu(ents8 $ictures into a bi, boo+ *or stu(ents to loo+ throu,h' 1or stu(ents that $re*er not to (ra& $ictures they &ill be allo&e( to &rite a small boo+ usin, the terms &e stu(ie( an( the in*ormation they recor(e( *rom their obser)ations on the e3$eriments' *esson ;: Where does that Water come %rom? *esson in "ondensation #AW (escribe &hat con(ensation is o Ga)e stu(ents, in their ,rou$s, (iscuss &ith each other &hat con(ensation is an( ho& it ha$$ens' While they are (iscussin,, one o* the stu(ents shoul( be &ritin, (o&n their thou,hts on a sheet o* $a$er &ith all their names on it to turn in &hen they are *inishe(' #AW (escribe &here con(ensation comes *rom an( ho& it ha$$ens o Ga)e stu(ents, in their ,rou$s, (iscuss &ith each other &hat con(ensation is an( ho& it ha$$ens' While they are (iscussin,, one o* the stu(ents shoul( be &ritin, (o&n their thou,hts on a sheet o* $a$er &ith all their names on it to turn in &hen they are *inishe(' #AW i(enti*y the relationshi$ bet&een tem$erature an( the amount o* &ater )a$or in the air o Ga)e the stu(ents (ra& a bar ,ra$h o* e)ery minute &ith the tem$erature on the y4a3is an( the minutes on the 34a3is' #ell them to (ra& a line across the ,ra$h at the tem$erature &here con(ensation too+ $lace an( &ater (ro$lets *orme(' #hen ha)e the stu(ents color coor(inate their bars into t&o colors' %ne color o* bars shoul( be those that *all abo)e the line 6or sim$ly the tem$erature &here con(ensation ha( not occurre( yet7 an( the other color shoul( be those bars that are belo& the line 6&here con(ensation &as occurrin,7' *esson <: "loud Formation #AW be able to (escribe the clou( *ormation $rocess o Ga)e the stu(ents in(i)i(ually &rite a one $a,e $a$er 6,rammatically an( structurally correct7 (escribin, the clou( *ormation in the &ater cycle' Write &or(s on the boar( they must use in the $a$er, let them +no& they may inclu(e more, but not less' B3am$les o* &or(s you may &ant to $ut on the boar(5 e)a$oration, &ater )a$or, clou(s, $reci$itation, etc' <a+e sure the &or(s you use ha)e been co)ere( &ell enou,h in class *or the stu(ents to be able to reco,ni>e them' #AW be able to use $ro$er terms &hen (escribin, clou( *ormation 6e)a$oration, con(ensation, &ater )a$or, etc'7 o Ga)e the stu(ents in(i)i(ually &rite a one $a,e $a$er 6,rammatically an( structurally correct7 (escribin, the clou( *ormation in the &ater cycle' Write &or(s on the boar( they must use in the $a$er, let them +no& they may inclu(e more, but not less' B3am$les o* &or(s you may &ant to $ut on the boar(5 e)a$oration, &ater )a$or, clou(s, $reci$itation, etc' <a+e sure the &or(s you use ha)e been co)ere( &ell enou,h in class *or the stu(ents to be able to reco,ni>e them' *esson =: Precipitation

TL" be able to explain why precipitation occurs. o The teacher will be able to see if the student understands this concept by the answers to *uestion ' on the worksheet, @"hat is rain formed from#A and through notes made about *uestions the students answer and statements they make throughout the lesson. TL" be able to name different types of precipitation. o #he *irst /uestion on the &or+sheet the stu(ents are to com$lete a*ter the lesson as+s HJame at least three ty$es o* $reci$itation'I tu(ent ans&ers to this /uestion &ill allo& the teacher to +no& i* they un(erstan( the names o* the )arious ty$es' *esson >: Pop Bottle Terrarium: ' *esson in Transpiration #AW (escribe &hat trans$iration is an( ho& it &or+s o Ga)e the stu(ents $resent their thou,hts an( obser)ations in their ,rou$s in *ront o* the class' Bncoura,e them to share &hat they +no& about $lants an( &hat they thin+ the ,rass &as (oin, insi(e the container' B3$lain to the stu(ents that the same thin, is ha$$enin, insi(e o* the terrarium that you ha)e built' #hen e3$lain the $rocess o* trans$iration usin, a (ia,ram on the boar(' =uil( on the *act that the stu(ents ha)e $rior +no&le(,e o* e)a$oration an( e3$lain ho& trans$iration is this same $rocess, sim$ly throu,h $lants' As+ the stu(ents &hy they thin+ you ha)e not nee(e( to &ater the $lant in the terrarium yetC #hen e3$lain that the &ater collects in (ro$lets on the si(es &here it has con(ense( &here it ,oes bac+ into the soil to ,et recycle( by the $lant a,ain' #AW (escribe the mo)ement o* a &ater molecule &ithin the #errarium, an( there*ore be able to e3$lain that same mo)ement in the atmos$here o Ga)e the stu(ents &rite in a !ournal their obser)ations each (ay o* their terrarium' At the en( o* their obser)ation time the stu(ents must (escribe the !ourney o* a &ater molecule &ithin their terrarium, usin, the &or(s an( conce$ts that they ha)e no& learne(' #hey may e)en (ra& out the li*e o* a (ro$let in a story but they nee( to be sure to hi,hli,ht the +ey conce$ts as they ,o alon, 6&rite them on the si(e ne3t to the $icture7' *esson ?: Soa $t 5p: $n%iltration #AW illustrate ho& in*iltration is a $art o* the &ater cycle usin, $ro$er labels o #a+e a *e& minutes to label your &ater cycle (ia,ram &ith the ne& in*ormation learne( to(ay' Use the scienti*ic names liste( on the boar(' #AW i(enti*y soils that are more $orous an( less $orous o oil on the to$ o* the ,roun( is ma(e u$ o* tiny mineral $articles, (ecom$osin, $lant an( animal matter, air, an( &ater' #here are tiny s$aces bet&een the $articles that allo& li/ui(s an( ,ases to $ass throu,h' oils that allo& &ater to $ass throu,h are calle( 0%R%U ' What soils teste( to(ay &ere $orousC WhyC Gra)ity $ulls the &ater throu,h the soil' Water that is in the soil is calle( %IA WA#BR' What $art o* the &ater cycle

(oes this $rocess hel$C #his is &here $lants ,et their &ater *rom' #he more $orous the soil the easier the &ater mo)es throu,h it' What soil &as the least $orousC #AW e3$lain ho& ty$es o* soil e**ect the *lo& o* &ater o #hen ans&er these /uestions on the line( $a$er at your table5 Where (i( the &ater in soil come *romC .ow does the type o! soil a!!ect how the water gets into the ground' Where (oes the &ater in soil ,oC Why is this im$ortantC What &oul( ha$$en i* the in*iltration system &as not a $art o* the &ater cycleC #AW (escribe the im$ortance o* ,roun(&ater to all li)in, thin,s o #hen ans&er these /uestions on the line( $a$er at your table5 Where (i( the &ater in soil come *romC Go& (oes the ty$e o* soil a**ect ho& the &ater ,ets into the ,roun(C Where (oes the &ater in soil ,oC Why is this i portant' What would happen i! the in!iltration syste was not a part o! the water cycle' o *esson @: The *i%e o% a )rop o% Water: 'ssessment #AW (escribe the $rocess o* the &ater cycle o I &ill ha)e the stu(ents e3$lain the metho( they choose to the rest o* the class' tu(ents &ill be ,i)en the o$$ortunity to rea( their essays, $er*orm their s+its, sin, their son,s, $ortray their murals an( scul$tures, etc' Ga)in, the stu(ents $resent their $ro!ect to the class &ill o$en u$ the (iscussion o* the terms that &e ha)e stu(ie( relatin, to the &ater cycle' As a class &e &ill ,o o)er terms such as5 o Water cycle 2 &hich is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &ater resources *resh because it8s continuously mo)in,' o B)a$oration 2 &hich occurs &hen the heat o* the sun hits the sur*ace o* the &ater turnin, the li/ui( &ater into a ,as calle( &ater )a$or' o Water )a$or 2 is a ,as9 rises an( meets &ith col(er air o Con(ensation 2 chan,e in the matter o* a substance to a (enser $hase o 0reci$itation 2 any *orm o* &ater that *alls *rom the s+y to the ,roun(, res$onsible *or (e$ositin, most o* the *resh &ater on the $lanet o #rans$iration 2 e)a$oration o* &ater *rom $arts o* $lants o Runo** 2 &ater *rom rain, sno&melt or other sources that *lo&s o)er a lan( sur*ace #AW relate the &ater cycle to their (aily li*e o #his &ill be seen throu,h the )arious $ro!ects the stu(ents (o an( throu,h the e3$lanation o* the &ater cycle' When the stu(ents (o their $ro!ects in the (i**erent content areas, they &ill sho& ho& it can relate to other sub!ects' Also, throu,h the e3$lanation o* the &ater cycle, they &ill sho& the relation to their (aily li)es by (iscussin, ho& it a**ects the sur)i)al o* li*e on earth' #AW use a multi sensory a$$roach to $ortray the in*ormation o* the &ater cycle

o I &ill +no& i* my stu(ents ha)e achie)e( the learnin, ob!ecti)es base( on the $ro!ects that they come u$ &ith' #he stu(ents $ro!ects that they ma+e shoul( $ortray an accurate +no&le(,e o* the terms that &e re)ie& as a class as &ell as a creati)e metho( o* $ortrayin, the in*ormation' I &ill e)aluate the stu(ent8s $ro!ects *or accuracy, creati)ity, an( usin, t&o (i**erent content a$$roaches' As the stu(ents are &or+in, on their $ro!ects I &ill ,o aroun( the classroom an( hol( con*erences &ith the stu(ents ,i)in, them an o$$ortunity to tell me &hat they +no& an( *or me to ,et an i(ea o* &hat their thou,ht $rocess is as they &or+ on their $ro!ects' #AW inte,rate the &ater cycle &ith other content areas o #he stu(ents &ill use the terminolo,y that &e re)ie&e( relatin, to the &ater cycle an( choose a (i**erent metho( to $ortray the in*ormation' I &ill encoura,e the stu(ents to try to $ortray the in*ormation usin, another content a$$roach 6e3am$le i* a stu(ent choose to &rite an essay the *irst time usin, a lan,ua,e arts a$$roach they shoul( try to $aint a mural usin, an art a$$roach, etc7' tu(ents &ill then ha)e the o$$ortunity to share those $ro!ects &ith the class'