A Teacher Resource Guide for

Size: px
Start display at page:

Download "A Teacher Resource Guide for"

Transcription

1 A Teacher Resource Guide for For Grades 3-6 Children s Museum of Virginia

2 Children s Museum of Virginia Lesson Overview The education resource was developed using the 5E model of learning and involves pre-visit activities to Engage student interest, planetarium presentations using simulation software along with hands on activities to Explore and Explain the concepts of the water cycle, its relationship to life on Earth and the importance of water as one of Virginia s natural resources, an Extend section where they further develop the concept of their visit as well as the Evaluate section to allow a check of student mastery. The delivery of the Explore and Explain sections can be tailored to your particular needs and may include one of two possible planetarium shows as well as one of three possible group hands on activities. Standards of Learning Virginia Standards Science Standards of Learning 3.9, 4.9 and 6.7 National Standards National Science Education Standards (NSES) Essential Questions MS ESS2-4 How is Earth s limited water sources able to be recycled? What are three phases of water and how are they related to the water cycle? What is a watershed and how do watersheds relate to the water cycle?

3 Instructional Objectives Students will: identify the sun, with the input of Earth s gravity, as the origin of energy powering the water cycle; describe the processes of evaporation (evapotranspiration), condensation, advection and precipitation as they relate to the water cycle; identify the major river sources of Virginia s principle estuary, the Chesapeake Bay watershed; and describe the role of Earth s topography on the formation of watersheds. Background Water is perhaps Earth s most important resource. While the total amount of water on Earth is finite, with water s very unique physical and chemical characteristics, is has the ability to be recycled with the help of the Sun s energy. Earth s unique location with the Goldilocks Zone or Habitable Zone (not too hot nor too cold) of our solar system ensures that the temperature extremes of Earth allows water to simultaneously exist as a liquid (water), a solid (ice and snow) as well as a gas (water vapor). The Sun s energy can change water s physical state over the Earth. As the water picks up the Sun s energy it may change into water vapor through a process known as evaporation. The water vapor may rise into the atmosphere where it loses some of the heat and changes back into water vapor in a process known as condensation. The condensation of water vapor back to water droplets may form clouds. Clouds then are transported from where they form in a process known as advection. These droplets may then join and fall as precipitation back to the surface. When droplets of rain, snow, hail or sleet reach the surface they may ultimately flow back to large water sources like bays or the ocean through a process known as runoff or they may sink into the ground and become part of the groundwater. The shape of the Earth s surface ultimately affects what will happen to the falling precipitation. High regions such as mountains serve as divides. These divides separate the region into watersheds. A watershed is an area over which surface water (and the materials it carries) flows to a single collection place. The joining of small surface flows of water into a larger flow is the formation of tributaries. Water collected along long stretches of divides in Virginia s Blue Ridge Mountains supplies water to the Chesapeake Bay. There are five major rivers in Virginia contributing their water to the bay. They are the Potomac, Rappahannock, York, James and the Elizabeth rivers. Each river starting with many very small tributaries near the divide and each adding their volume to the successive rivers.

4 Resources NASA Water Cycle Demonstration Video: Water Cycle Video: EPA Water Cycle Interactive Site Water is Water by Miranda Paul (rhyming story book) Publisher Roaring Brook Press, 2015 ISBN , E lesson Development ENGAGE (Pre Visit) The ENGAGE activity should be completed prior to your visit to the Beazley Planetarium. The purpose of this ENGAGE activity is to get your students excited to learn more about the water cycle and about the importance of water as an essential resource for life on Earth. You may be planning on visiting our site as an introduction to the concepts, to be used concurrently to enhance learning, or as reinforcement for the concepts of the water cycle, water as a natural resource or on watersheds. If you are just beginning your study of the water cycle you may wish to show your class the video selections. Each identifies the parts of the cycle that shows how water moves through the cycle. A great follow up to the videos involves the Water is Water story. In the book the author uses rhyme to take the readers through all the changes of water in the cycle. The best way for students to gain understanding of the cycle involves hands on activities. The student guide will lead your class through three experiments to observe evaporation, condensation and precipitation. This ENGAGE activity was adapted from the water-is-water-3-experiments-for-kids activity. Materials List Engage (Pre-visit) Per Student Student Guide Per group of 3 4 students: Four clear plastic cups Approximately 50 ml of water (some hot water from tap) Permanent marker Ice cubes Shaving cream (travel size if possible) Food coloring Pitchers to hold warm and cool water Extend/Elaborate (Post-visit) Per Student Student Guide Per Class beads or beans One large gallon pail Printed signs mounted on sticks for each season Four chairs Length of rope, twine or string

5 1. Gather materials prior to your students arrival. You may wish to have the materials packed (less water and ice cubes) in plastic storage bags. 2. Fill the pitchers with warm tap water and pitches with cool tap water. 3. Gather ice cubes and place them in cooler for the class period. 4. Group your students into teams of 3 4 students. 5. Have students set up the first experiment on evaporation. You will need either a sunny window location or an area to set their cups that is warm. They will be coming back during the day to measure the water level in the cup. They will use their observations to suggest where the water went. This part of the experiment requires some patience. One they set their cup and make their initial marking they should proceed to the remaining experiments. 6. Next they will demonstrate the process of condensation using two plastic cups, warm water and ice as described in the student guide. 7. Lastly they will experiment with the process of precipitation using a cup, water, shaving cream (cloud) and food coloring (precipitation). 8. Finally they will look for examples of each of the three processes in their own life and relate that to the experiment observations. They will record their observations on the appropriate ENGAGE section of the Student Guide. EXPLORE The EXPLORE section takes place in our facility. Students will be able to observe a beautiful night sky in the Beazley Planetarium. We start with a trip to the planets in our solar system to identify the best location for life. To our current thinking, in order for a planet to sustain life water must exist in all three states. That eliminates planets like Mercury and Venus as they are too hot, and planets like Mars, Jupiter, Saturn, Uranus and Neptune as they are too cold. Earth s position around the sun is just right. This is known as the Goldilocks Zone. We then will view our main feature The H2O Cycle which will reinforce your lessons on the components of the water cycle. It includes a review of concepts. Next, using our super big Layered Earth, a tour of the Chesapeake Bay watershed will focus on the location of divides, major tributary rivers, bays, lakes and the Atlantic Ocean. The lesson will follow a typical drop of water from the highlands of the Blue Ridge Mountains, down the James River to the Chesapeake Bay. EXPLAIN The EXPLAIN section will take place within our facility. Starting with at Think, Pair and Share, students will brainstorm how Earth s water can be turned into water vapor and into a cloud that can cycle water through precipitation. A demonstration on cloud formation will be made by making a cloud in a bottle using water, heat energy, and a condensation nuclei. Students will observe the effects of changing air pressure on the formation of clouds. They will see that some sort of condensation nuclei such as dust, smoke, or salt is required to form clouds.

6 A review of the water cycle culminates the visit with a series of If and Then scenarios posed to the class to predict the effects of some sort of change in the system such as an increase in temperature on the water cycle. EXTEND/ELABORATE (Post Visit) Based on Project Wet Blue River Activity This EXTEND/ELABORATE activity is designed to involve students in modeling the water cycle, the concept of a watershed, and further allow them to measure seasonal flow down tributaries. 1. Before class gather the materials from the list and have them ready for this activity. 2. Prepare the learning space (either arrange a classroom by moving desks or by securing a location with appropriate space to model the watershed). The location represents the field of the watershed. Water flows downhill via gravity. If you are setting up indoors mark the watershed boundaries with chairs or rope. You can use a chair for the students to stand on to simulate the slope. If you are using an exterior area on school grounds try to find an area with gentle slope. If that is not possible you will simulate changing elevation by using the rope, twine or string to locate regions of higher elevation. The area adjacent to this rope represents the Divide, or the highpoint separating watersheds. 3. Make the main stem of the river by lining up about 1/3 of your students in a row. You may wish to have them line up in a slightly curved line to represent curves in the river (called meanders). 4. Place a bucket at the low end of the main stem of the river. The bucket represents the bay or the drainage basin. 5. As the leader of this demonstration, you, the teacher, will represent precipitation in the water cycle. Grab a handful of beads/beans. Blue River Activity Adapted from Project WET Curriculum and Activity Guide, Generation 2.0 Full credit is given to the Project WET Foundation. Demonstrate how water flows downhill by handing off beads/beans one at a time starting with the student furthest from the bucket (basin). This student represents the highest elevation of land. Once this student is handed the bead/bean, he or she in turn passes it off to the person next to, and below them, until it reaches the bucket (basin). Repeat this at least a dozen times with the beads/beans representing a rain storm. Do a 2 count (count 1 then 2) before handing off to the first student.

7 6. Form tributaries of the main river with the remaining 2/3 of the students. Take 1/3 of the class and make a river/tributary which flows into the main river on one side of the main river. Make a second tributary on the other side. You may have a helper cloud pass out beads/beans to the student who is at the highest point of the watershed, you may position yourself near the middle of the watershed, or if you choose, provide the first person in each of the tributaries and main stem a supply of the beads/beans that they will pass down the river to reach the basin. 7. Explain to the students that they will demonstrate the seasonal variations of river flow. The directions for each seasonal flow is described below. Further each season simulation lasts for one minute. At the end of season, the total number of beads/beans collected with be recorded on the Student Guide. (Optional you can post a sign telling the class which season is being represented.) a. Winter When the minute begins, students pass beads/beans slowly, counting to three before passing it on to the next person. Students will answer why the rate is slow. (possible answers could include not as much precipitation due to lower temperatures or that the precipitation came down as snow and didn t run off) b. Spring Snowpack begins to melt. Students pass beads/beans quickly. When a bead/bean inevitably spills, students leave them on the ground. Students will answer why the spring flow is higher and what the spilled beads/beans may represent. (Possible answers may include that the snow is melting plus the warmth may cause more precipitation. The spilled beads/beans represent when the river flow can t be contained a flood.) c. Summer Snowpack has totally melted, stream flow decreases. Pass beads/beans at a very leisurely pace. Perhaps wait a five count before passing them on. Students will answer questions about the summer. (Possible answers include the fact that the summer represents a dry/drought situation) i. Option Summer Storm Pass beads/beans through one of the headwater streams for 20 seconds. This would represent an isolated storm. d. Fall Streams are slow. Students pass beads/beans after counting a two count before passing it on. 8. Students will make a graph of the stream flow for the seasons after converting the number of beads/beans to the typical measurements used to determine stream flow: cubic feet per second or CFS. EVALUATION (Post Visit) 1. Through discussion and the results of the ENGAGE and EXTEND/ELABORATE experiences, determine if your students have an accurate understanding of Earth s position in solar orbit ensuring our familiar Earth with water in all three states, how the water cycle works and the concept of watersheds. 2. Ask students to answer these journal prompts to assess their understanding. a. Earth is sometimes described as the Goldilocks Planet. In what ways is that so? What would happen if for some reason the Earth switched places with Mars, how would our Earth change? b. If there was a global interruption of the water cycle, that is it stopped for a good length of time, how would life on Earth be affected?

8 STUDENT GUIDE Essential Questions How is Earth s limited water sources able to be recycled? What are three phases of water and how are they related to the water cycle? What is a watershed and how do watersheds relate to the water cycle? Background Water is perhaps Earth s most important resource. While the total amount of water on Earth is finite, with water s very unique physical and chemical characteristics, is has the ability to be recycled with the help of the Sun s energy. Earth s unique location with the Goldilocks Zone or Habitable Zone (not too hot nor too cold) of our solar system ensures that the temperature extremes of Earth allows water to simultaneously exist as a liquid (water), a solid (ice and snow) as well as a gas (water vapor). The Sun s Source: e-education.psu.edu energy can change water s physical state over the Earth. As the water picks up the Sun s energy it may change into water vapor through a process known as evaporation. The water vapor may rise into the atmosphere where it loses some of the heat and changes back into water vapor in a process known as condensation. The condensation of water vapor back to water droplets may form clouds. Clouds then are transported from where they form in a process known as advection. These droplets may then join and fall as precipitation back to the surface. When droplets of rain, snow, hail or Source: NASA Precipitation Measurement Mission sleet reach the surface they may ultimately flow back to large water sources like bays or the ocean through a process known as runoff or they may sink into the ground and become part of the groundwater.

9 The shape of the Earth s surface ultimately affects what will happen to the falling precipitation. High regions such as mountains serve as divides. These divides separate the region into watersheds. A watershed is an area over which surface water (and the materials it carries) flows to a single collection place. The joining of small surface flows of water into a larger flow is the formation of tributaries. Water collected along long stretches of divides in Virginia s Blue Ridge Mountains supplies water to the Chesapeake Bay. There are five major rivers in Virginia contributing their water to the bay. They are the Potomac, Rappahannock, York, James and the Elizabeth Rivers. Each river starting with many very small tributaries near the divide and each adding their volume to the successive rivers. Source: Virginia Department of Conservation and Recreation Vocabulary advection Advection involves the transfer of heat or matter by the flow of a fluid especially in the atmosphere. basin A basin is a natural depression on the Earth s surface that typically contains water. condensation Condensation is the process of converting vapor into a liquid. divide A divide is a ridge of land separating waters flowing into different watersheds. evaporation Evaporation is the process where liquids are turned into vapor. groundwater Groundwater is the region of the soil where all the spaces between particles of soil are filled with water that has sunk into the ground. precipitation Precipitation is rain, snow, sleet or hail that falls to the ground. run off Run off refers to the draining away of water from the surface of an area of land. transpiration Transpiration is the process where plants take in water from their roots and release it to the atmosphere through the leaves. tributary A tributary is a smaller stream of flow of water flowing into a larger one. watershed A watershed is an area or region drained by a river, river system or other body of water.

10 ENGAGE In the book Water is Water by author Miranda Paul, it is said that Water moves and changes often like children! In this ENGAGE activity you will perform three experiments dealing with the changes water makes during the water cycle. Experiment 1 Evaporation 1. Mark your initials on one clear plastic cup. 2. Fill the cup about 2/3 full. 3. Use the maker to mark the water level. 4. Place the cup with the water near a sunny window or other suitable place your teacher assigns. 5. You will return each hour to mark the water level. 6. Answer the questions below Question 1. What happened to the level of the water in your cup during the experiment? Question 2. Where did the water go? Question 3. What effect would repeating this experiment on a very hot day have? Support your answer. Experiment 2 Condensation 1. Fill one clear cup about 2/3 of warm water provided by your teacher. 2. Place another clear cup atop your first cup. 3. Carefully place one or two ice cubes atop the upside down cup. 4. Observe and answer the following questions. Remember to go back and check on experiment 1. Question 4. What did you notice happening inside the upside down cup? Question 5. Where did the water come from? Question 6. Why did it form near the ice?

11 Experiment 3 Precipitation 1. Fill a clear plastic cup about 2/3 full of water. 2. Spray shaving cream on top. 3. Squirt several drops of food coloring into the shaving cream. 4. Observe and answer the questions below. Remember to go back and check on experiment 1. Question 7. What does the shaving cream represent? Question 8. What does the food coloring represent? Question 9. Why does the food coloring fall? Why does the shaving cream float on the water? Putting it All Together Time to make connections between the videos you saw, perhaps the Water is Water book, and what you have experienced in your own life and what you have learned in your experiments. Fill in the table with your thoughts, impressions or how it affects you on each of the three processes of the water cycle. From Book or Video In My Life In the Experiment

12 EXPLORE The planetarium is a unique place to bring the world of water to study. In your visit you toured the solar system and learned that because of where Earth is located in orbit around the sun water can exist as a liquid, solid and gas. You watched the H2O cycle and got a chance to view the water cycle in action. And you know from the rap song that water keeps on movin movin all around. What is the source of the energy that keeps it moving? What is advection? How would the water cycle be different if there was no advection? We looked at the Chesapeake Bay s watershed using the planetarium s Layered Earth application. What makes the Chesapeake Bay so special? How big is this watershed? What are some of the rivers that contribute water to this watershed? EXPLAIN In the EXPLAIN activity in the planetarium we made a cloud in a bottle. As you recall it was a sealed system. The rubber glove on the jar was moved inward and outward. How did moving the glove in the jar affect the cycle? What helped the cloud form in this model? Where would sources of this type of material come from in our real world?

13 EXTEND/ELABORATE You have learned that we all live in a watershed. In this EXTEND/ELABORATE activity you will model how water flows in a watershed and experience hos seasonal variations affect the amount of runoff flowing to the basin or ocean. A watershed is an area of land that drains water towards a common river. You can trace the boundaries of a watershed on a map by tracing a line along the highest elevations. This line is known as a divide. Divides separate watersheds. In this model of a watershed beads or beans will be used to represent water running off the land. You will become part of a river; either the main stem of the river or one of the smaller rivers flowing into it known as a tributary. When you get a bead or a bean you will need to pass it downhill to the next person in the stream. You will continue to pass them until the last one is dropped into the bucket. The bucket represent the lake, bay or ocean. When instructed by your teacher the last person to drop the bead/bean into the bucket will count them up and report the numbers to the class. Everyone should record the totals in the correct table. Your data (#of beads/beans) represents a sample of the flow on the river at a given time. Weather changes daily and with the seasons. The amount of water flowing down a river can change. Scientists record the flow of water along a river in a unit called a cubic foot per second (CFS). For our experiment we will take a count of the items for a one minute simulation. To calculate the CFS multiply your value by 10. Season #Beads/Beans # Beads/Beans x 10 = total CFS Winter Spring Summer Fall Analysis Questions 1. Which season had the greatest stream flow? 2. Which season seemed to have the least streamflow? 3. If a bead/bean were dropped during the simulation, what would that represent in the real world? Support your response. 4. Why do some seasons seem to support greater surface flows? 5. Earth s climate seems to be rising every year. Since the water cycle is powered by the Sun s energy, what would you expect to happen to our climate in terms of a water cycling?

14 A graph of stream flow is known as a hydrograph. Recording stations on rivers record stream flow and the data is used to determine whether unusually wet periods may cause flooding of the river or unusually dry periods may result in a low water/drought conditions. You will make a hydrograph of the data you collected in the simulation below. You can see an actual hydrograph for a gaging station on our rivers by going to: Beads/ = 5000 CFS 450 Beads/ = 4500 CFS 400 Beads/ = 4000 CFS 350 Beads/ = 3500 CFS 300 Beads/ = 3000 CFS 250 Beads/ =2500 CFS 200 Beads/ = 2000 CFS 150 Beads/ = 1500 CFS 100 Beads/ = 1000 CFS 50 Beads/ = 500 CFS Hydrogaph for OUR simulated Blue River WINTER SPRING SUMMER FALL

15 EVALUATE In your visit to the Beazley Planetarium to partake in the Water, Water Everywhere lesson you got to view our planetarium sky and took a trip out to the solar system to see how Earth s position is just right to keep water in all three states simultaneously. You saw our Feature, The Water Cycle, with its catchy rap song, and took a tour of Virginia s watersheds. You also had opportunities to experiment with the water cycle and watersheds in your classroom. Using all you have learned you will have a discussion on the Essential Questions: How is Earth s limited water sources able to be recycled? What are three phases of water and how are they related to the water cycle? What is a watershed and how do watersheds relate to the water cycle? Next read the journal prompts. Place your responses in your journals for evaluation. 1. Earth is sometimes described as the Goldilocks Planet. In what ways is that so? What would happen if for some reason the Earth switched places with Mars, how would our Earth change? 2. If there was a global interruption of the water cycle, that is it stopped for a good length of time, how would life on Earth be affected?

Pre-Event Activities. Blue River. Pre Field Trip Suggestions

Pre-Event Activities. Blue River. Pre Field Trip Suggestions Blue River Have you heard we all live in a watershed? Well, it is true! This total body activity will allow students to demonstrate how water flows in a watershed while exploring how seasonal variations

More information

Unit 5 Lesson 1 What Is the Water Cycle? Copyright Houghton Mifflin Harcourt Publishing Company

Unit 5 Lesson 1 What Is the Water Cycle? Copyright Houghton Mifflin Harcourt Publishing Company Water on the Move warm up 1 Water on the Move About three-fourths of Earth s surface is covered by water. Water on the Move Video!!! Water on the Move Water moves between Earth s surface and the atmosphere

More information

Module 8: Weathering, Erosion, and Groundwater Topic 5 Content: The Water Cycle Presentation Notes. The Water Cycle

Module 8: Weathering, Erosion, and Groundwater Topic 5 Content: The Water Cycle Presentation Notes. The Water Cycle The Water Cycle 1 Imagine taking a trip around the water cycle as a single drop of water. This cycle has no beginning or ending point, so it does not matter where the trip starts. Since over 70% of the

More information

Module 4.3. Energy in the Earth s Systems How do external and internal sources of energy affect the Earth s systems? CT Science Framework Topics

Module 4.3. Energy in the Earth s Systems How do external and internal sources of energy affect the Earth s systems? CT Science Framework Topics Module 4.3 Energy in the Earth s Systems How do external and internal sources of energy affect the Earth s systems? Science Content Standard 4.3 CT Science Framework Topics 1. Water is continuously moving

More information

What is water? TASK: Using the three worksheets investigate what is water.

What is water? TASK: Using the three worksheets investigate what is water. What is water? AGE RANGES: Key stage 2 TASK: Using the three worksheets investigate what is water. OBJECTIVES: Investigate how water behaves, rain is created and how the water cycle works. CURRICULUM FIT:

More information

Healthy Natural Environments

Healthy Natural Environments Photo Arseniy Krasnevsky Shutterstock Age Level: Ages 8 and older Subject Areas: Geography, Earth Science, Environmental Science, Mathematics Duration: Warm Up: 10 minutes Activity: 30 minutes Wrap Up:

More information

Take the:: By Doing: Using: Seeing Watersheds, warm up Branching Out. By Doing: Using: Water Models. By Doing: Using:

Take the:: By Doing: Using: Seeing Watersheds, warm up Branching Out. By Doing: Using: Water Models. By Doing: Using: Take the: Attend the:: Take the:: Thank you for participating in the Arizona Water Festival program! Our program assessment shows that students who experience the entire Water Festival unit, from pre-lessons

More information

Incredible Journey Water Cycle Game A lesson from the New Jersey Agricultural Society s Learning Through Gardening program

Incredible Journey Water Cycle Game A lesson from the New Jersey Agricultural Society s Learning Through Gardening program Incredible Journey Water Cycle Game A lesson from the New Jersey Agricultural Society s Learning Through Gardening program OVERVIEW: Picture a class of students scurrying all over the room, pretending

More information

4 th Grade Lesson Plan: The Water Cycle

4 th Grade Lesson Plan: The Water Cycle 4 th Grade Lesson Plan: The Water Cycle Objective: Teach students about the different parts of the water cycle (precipitation, condensation, and evaporation) and how the process is fueled by the energy

More information

Demonstrating Climate Change and the Water Cycle to Fifth Grade Students

Demonstrating Climate Change and the Water Cycle to Fifth Grade Students Demonstrating Climate Change and the Water Cycle to Fifth Grade Students The format of this activity was a presentation using a laptop and projector, interspersed with demonstrations and experiments that

More information

3.F.1 The Water Cycle: Part 1 Students will learn to demonstrate the various phases of the water cycle

3.F.1 The Water Cycle: Part 1 Students will learn to demonstrate the various phases of the water cycle 3.F.1 The Water Cycle: Part 1 Students will learn to demonstrate the various phases of the water cycle Grade Level 3 Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks MA Frameworks Key

More information

The Returning Raindrop

The Returning Raindrop Did you know that some of the water molecules we drink today may have been around when dinosaurs walked the Earth thousands of years ago? Water is continuously recycling in a process called the hydrologic

More information

THE WATER CYCLE IN GREATER VICTORIA

THE WATER CYCLE IN GREATER VICTORIA THE WATER CYCLE IN GREATER VICTORIA KEY CONCEPTS THE GREATER VICTORIA DRINKING WATER SUPPLY SYSTEM IS DEPENDENT ON ANNUAL PRECIPITATION, WHICH FALLS MOSTLY AS RAIN. RESPONSIBILITY FOR WATER IS EVERYONE

More information

Journey of a Raindrop

Journey of a Raindrop Journey of a Raindrop Grade Level Second to Fourth Duration Prep time: 15 minutes Activity time: 30 to 60 minutes Materials 10 different colored pony beads (from craft stores) 10 large pieces of paper

More information

LESSON 2: WATER SYSTEMS: OUR WATER CYCLE

LESSON 2: WATER SYSTEMS: OUR WATER CYCLE LESSON 2: WATER SYSTEMS: OUR WATER CYCLE Lesson Overview Students review important vocabulary relating to the water cycle as they learn the water cycle boogie. An overhead transparency is then used to

More information

Air & Water Lesson 2. Chapter 6 Conserving Our Resources

Air & Water Lesson 2. Chapter 6 Conserving Our Resources Air & Water Lesson 2 Chapter 6 Conserving Our Resources Objectives Summarize the importance of air. Describe the water cycle. Main Idea Living things use air and water to carry out their life processes.

More information

Write It! Station Directions

Write It! Station Directions Write It! Station Directions It is recommended that you have completed at least two of the following stations before working at this station. -Read It! -Explore It! -Watch It! -Research It! Answer each

More information

Lesson Plan: Exploring the Water Cycle By: Kim Castagna

Lesson Plan: Exploring the Water Cycle By: Kim Castagna Lesson Plan: Exploring the Water Cycle By: Kim Castagna Target Grade: MS Integrated - 6th Teacher Prep Time: 30 minutes Lesson Time: 3 days (50-60 minutes each) Day 1: 10 minutes Setting up transpiration

More information

Where s the Water?: Acting Out Science Cycles

Where s the Water?: Acting Out Science Cycles Where s the Water?: Acting Out Science Cycles SEASONS: SUBJECTS: EXT. SUBJECT: X MATERIALS For each student: water cycle card, water cycle picture, pencil. For class: glass of water, Where Does the Water

More information

4.2 The Water Cycle. Recycling water. Sharing water with the dinosaurs. The Sun drives the water cycle. Wind and weather. Gravity

4.2 The Water Cycle. Recycling water. Sharing water with the dinosaurs. The Sun drives the water cycle. Wind and weather. Gravity 4.2 The Water Cycle The Sun keeps water moving through the hydrosphere by providing energy. In this section, you will learn about the water cycle and where water goes so that it is available for people,

More information

The Hydrologic Cycle. Floods 3 5. Flood Science LESSON PLAN 1. Key Terms and Concepts. Purposes. Objectives

The Hydrologic Cycle. Floods 3 5. Flood Science LESSON PLAN 1. Key Terms and Concepts. Purposes. Objectives LESSON PLAN 1 The Hydrologic Cycle Floods It is important for children to understand the hydrologic cycle in preparation for learning the science behind floods and flash floods. Key Terms and Concepts

More information

Where does the water go?

Where does the water go? Photo from sdherps.org. Post Visit Activity Grade Five Where does the water go? Summary Students will explore where water goes around our earth and atmosphere while learning how the sun s energy affects

More information

Cycles in Nature. About the. 30 Chapter 2. Ecosystems change over time and depend on the cycling of matter. 1 The Cycles of Matter...

Cycles in Nature. About the. 30 Chapter 2. Ecosystems change over time and depend on the cycling of matter. 1 The Cycles of Matter... 2 Cycles in Nature Ecosystems change over time and depend on the cycling of matter. SECTION 1 The Cycles of Matter......... 32 2 Ecological Succession........ 36 About the These penguins have a unique

More information

SERVATION Focus Questions: What is a watershed? How do we manage it to make sure our water is clean and plentiful?

SERVATION Focus Questions: What is a watershed? How do we manage it to make sure our water is clean and plentiful? Thank you for participating in the Arizona Water Festival program! Our program assessment shows that students who experience the entire Water Festival unit, from pre-lessons to post-lessons, get far more

More information

THE WATER CYCLE. Hampton Middle School

THE WATER CYCLE. Hampton Middle School THE WATER CYCLE Hampton Middle School Water Cycle Vocabulary Copy in your notes Radiation: The source of energy for evaporation is mostly solar; the water cycle is created by radiation(heat). The sun warms

More information

CHARACTERISTICS & PROCESSES OF SCIENCE raindrops keep falling the water cycle

CHARACTERISTICS & PROCESSES OF SCIENCE raindrops keep falling the water cycle CHARACTERISTICS & PROCESSES OF SCIENCE the water cycle Frameworks SCIENCE ESS 8.7.16 Conduct investigations demonstrating the water cycle. LS 4.6.2 Conduct simulations demonstrating competition for resources

More information

The Hydrologic (Water) Cycle

The Hydrologic (Water) Cycle Ever since the Volcanic outgassing of water vapor 4 billion years ago, Earth has been recycling its water supply. gained lost Earth s has not or water since The Water Cycle - the model used to illustrate

More information

BASIS Lesson Plan. *Note to teachers: Detailed standards connections can be found at the end of this lesson plan.

BASIS Lesson Plan. *Note to teachers: Detailed standards connections can be found at the end of this lesson plan. BASIS Lesson Plan Lesson Name: It s Just a Phase! Grade Level Connection(s) NGSS Standards: Grade 2, Physical Science FOSS CA Edition: Grade 3 Physical Science: Matter and Energy Module *Note to teachers:

More information

WATER. Name Date. Survey/Posttest

WATER. Name Date. Survey/Posttest WATER Date 1. What happens to the level of the water in the straw when the water in the bottle is heated? A. The water level goes down. B. The water level stays the same. C. The water level goes up. Why

More information

Name Class Date. Section: Renewable Energy Today Read the passage below and answer the questions that follow.

Name Class Date. Section: Renewable Energy Today Read the passage below and answer the questions that follow. Name Class Date Skills Worksheet Active Reading Section: Renewable Energy Today Read the passage below and answer the questions that follow. Solar cells, also called photovoltaic cells, convert the sun

More information

Objective: Students learn the processes of the water cycle and how pollution moves through the water cycle. Differentiation: Process by readiness

Objective: Students learn the processes of the water cycle and how pollution moves through the water cycle. Differentiation: Process by readiness Objective: Students learn the processes of the water cycle and how pollution moves through the water cycle. Differentiation: Process by readiness Pre-assessment data determines placement of students in

More information

An easy-to-follow planning strategy Do-Talk-Do provides the structure for an integrated unit on the water cycle for fifth-grade students.

An easy-to-follow planning strategy Do-Talk-Do provides the structure for an integrated unit on the water cycle for fifth-grade students. An easy-to-follow planning strategy Do-Talk-Do provides the structure for an integrated unit on the water cycle for fifth-grade students. By Julie Vowell and Marianne Phillips 30 Science and Children id

More information

What Are Floods? Floods 3 5 Flood Science LESSON PLAN 2. Key Terms and Concepts. Purpose. Objectives. Activities

What Are Floods? Floods 3 5 Flood Science LESSON PLAN 2. Key Terms and Concepts. Purpose. Objectives. Activities Flood Science The relationship of floods to the hydrologic cycle, terrain and types of soil can help children understand the risk of flood. Key Terms and Concepts flash flood flood flood plain flood stage

More information

Water can have three states

Water can have three states Water Cycle Goals 1. Know the states of water and how / why they change from one state to another 2. Describe the Water Cycle using specific and precise vocabulary when describing each part of the Water

More information

Rain and Flood. Materials: Clear jar or mason jar or a clear glass that is heat resistant Stove or microwave to heat water Plate Ice cubes (optional)

Rain and Flood. Materials: Clear jar or mason jar or a clear glass that is heat resistant Stove or microwave to heat water Plate Ice cubes (optional) Lesson Plan for Grades 2-3 Length of Lesson: 1 hr Authored by: Maisha_Rumman for UT Environmental Science Institute Date created: 11/21/2014 Subject area/course: Science Materials: Clear jar or mason jar

More information

Ohio s Learning Standards Grade 1 Science: Earth and Space Science - Sun, Energy and Weather The physical properties of water change.

Ohio s Learning Standards Grade 1 Science: Earth and Space Science - Sun, Energy and Weather The physical properties of water change. TEACHER GUIDE WATER: H 2 O IS AWESOME! 60 Minute Physical Science Lesson Science-to-Go! Program Grades: 1-3 Water: H 2 O is Awesome! Description Studying science takes on a Splash Factor as we introduce

More information

LESSON 1 CONCEPTS: (pre-tour) WATER YOU NEED. Activity Overview: Vocabulary: Students will learn: Time Requirement: Materials: Preparation:

LESSON 1 CONCEPTS: (pre-tour) WATER YOU NEED. Activity Overview: Vocabulary: Students will learn: Time Requirement: Materials: Preparation: LESSON 1 (pre-tour) WATER YOU NEED CONCEPTS: Students will learn: how the hydrologic cycle works and why it is important how much fresh water is available on Earth how much water we use for various activities

More information

Where did the water you drank today come from? Summary With a roll of the dice, you can simulate the movement of water within the water cycle.

Where did the water you drank today come from? Summary With a roll of the dice, you can simulate the movement of water within the water cycle. The Water Cycle Where did the water you drank today come from? Summary With a roll of the dice, you can simulate the movement of water within the water cycle. Objectives Students will learn the complex

More information

The Water Cycle. Week 1 Day 3. Standards and Learning Targets for Lesson. Lesson Overview. Lesson Vocabulary. Materials

The Water Cycle. Week 1 Day 3. Standards and Learning Targets for Lesson. Lesson Overview. Lesson Vocabulary. Materials The Water Cycle Week 1 Day 3 Lesson Overview The purpose of this lesson is to teach students about the water cycle and highlight the role of plants in the water cycle. This lesson explores more deeply

More information

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. The Water Cycle Lesson Overview Water is necessary to support and maintain life on Earth. It is the key factor in the interactions between the Earth s major systems: the atmosphere (air), the biosphere

More information

Pacing This topic focuses on the sun as a source of energy and energy changes that occur to land, air, and water.

Pacing This topic focuses on the sun as a source of energy and energy changes that occur to land, air, and water. Grade One Science Theme Observations of the Environment Strand Connection Energy is observed through movement, heating, cooling, and the needs of living organisms. Science Inquiry and Applications: All

More information

When it Rains it Pours

When it Rains it Pours Lesson Summary: Students will understand how water is absorbed into the ground. They will also be able to explain the difference between pervious and impervious surfaces. Students will also learn about

More information

The water cycle. By NASA.gov, adapted by Newsela staff on Word Count 664 Level 810L

The water cycle. By NASA.gov, adapted by Newsela staff on Word Count 664 Level 810L The water cycle By NASA.gov, adapted by Newsela staff on 12.15.16 Word Count 664 Level 810L TOP: Water is the only common substance that can exist naturally as a gas, liquid or solid at the relatively

More information

Earth s Water Reservoirs

Earth s Water Reservoirs Earth s Water Reservoirs Introduction What do you think of when you hear the word reservoir? Living in Utah, most of us will think of a man made lake that stores needed water. Many of us have been swimming,

More information

Section 3: The Hydrosphere and Biosphere

Section 3: The Hydrosphere and Biosphere Section 3: The Hydrosphere and Biosphere Preview Classroom Catalyst Objectives The Hydrosphere The Water Cycle Earth s Oceans Ocean Water Temperature Zones Section 3: The Hydrosphere and Biosphere Preview,

More information

Directed Reading. Section: The Water Cycle. what did they discover? question remained? MOVEMENT OF WATER ON EARTH.

Directed Reading. Section: The Water Cycle. what did they discover? question remained? MOVEMENT OF WATER ON EARTH. Skills Worksheet Directed Reading Section: The Water Cycle 1. What question has puzzled people for centuries? 2. Once people were able to measure the amount of water that falls to Earth, what did they

More information

The Water Cycle and Guam's Fresh Water

The Water Cycle and Guam's Fresh Water Presented by Water & Environmental Research Institute of the Western Pacific University of Guam Lesson Plan 1: The Water Cycle and Guam's Fresh Water INFORMATION Lesson Plan Title: The Water Cycle and

More information

Lesson 1.2 Recycling Matter

Lesson 1.2 Recycling Matter Lesson 1.2 Recycling Matter Lesson Objectives Define biogeochemical cycles. Describe the water cycle and its processes. Give an overview of the carbon cycle. Outline the steps of the nitrogen cycle. Lesson

More information

Water: A Valuable, Yet Limited Resource

Water: A Valuable, Yet Limited Resource Water: A Valuable, Yet Limited Resource Subject: Science Target Grades 4-5 Duration: One class period Materials per class 3 100-ml graduated cylinders container of water (10-ml/student) Water Cycle with

More information

Water exists everywhere on Earth, and covers 70% of its surface. 97% of this water is found in the oceans.

Water exists everywhere on Earth, and covers 70% of its surface. 97% of this water is found in the oceans. 10.1 Distribution of Water Water exists everywhere on Earth, and covers 70% of its surface. 97% of this water is found in the oceans. w Another 2% is ice and snow, leaving only 1% as fresh water found

More information

Earth s Surface: Spheres & Cycles

Earth s Surface: Spheres & Cycles Please do the Audio Setup Wizard! Is anyone there? 11/5/12 Science Class Connect with Mrs. McFarland & Mr. Gluckin Earth s Surface: Spheres & Cycles Ohio Academic Content Standards Earth and Space Sciences

More information

Happy Splashing! Hello Readers!

Happy Splashing! Hello Readers! Water Cycle A Southwest Florida Water Management District Water Resources Newsletter for Grades 3 5 Hello Readers! This issue of WaterDrops brings you information about water as a resource. What is a resource,

More information

Watershed Walk An exploration of urban watersheds

Watershed Walk An exploration of urban watersheds Watershed Walk An exploration of urban watersheds Objectives: Students will be able to: describe what happens to water when it hits the ground. recognize that bodies of water are the end product of drainage

More information

Water Spotters Rain, Weather and Change A curriculum to explore Colorado s water cycle and weather.

Water Spotters Rain, Weather and Change A curriculum to explore Colorado s water cycle and weather. An Educator s Guide Water Spotters Rain, Weather and Change A curriculum to explore Colorado s water cycle and weather. INSIDE Essential Questions Strategies for Teaching Engaging Activities Activities

More information

Defining a Watershed: Geographic Features

Defining a Watershed: Geographic Features What Is a Watershed? Key to the Sea Connection The concept of watersheds is the foundation of the entire Key to the Sea program. Ocean pollution problems and solutions start within our watersheds. Focus

More information

UCS Mi-STAR Science 7 Semester 1 Midterm Exam Review Guide

UCS Mi-STAR Science 7 Semester 1 Midterm Exam Review Guide Name Date Hour 2018-2019 UCS Mi-STAR Science 7 Semester 1 Midterm Exam Review Guide Question How does cold air compare to warm air? Cold air weighs more than hot air. When a 9-centimeter balloon is filled

More information

LESSON 2 - WHERE ARE WE IN THE WATER CYCLE?

LESSON 2 - WHERE ARE WE IN THE WATER CYCLE? LESSON 2 - WHERE ARE WE IN THE WATER CYCLE? Overview: s discover the amount of available fresh water in a group activity and demonstration, learn the water cycle through notes, discussion and a role play,

More information

The Hydrologic Cycle. Vocabulary condensation, evaporation, precipitation, transpiration

The Hydrologic Cycle. Vocabulary condensation, evaporation, precipitation, transpiration The Hydrologic Cycle Strand Topic Geology Investigating the Hydrologic Cycle Primary SOL ES.8 The student will investigate and understand how freshwater resources are influenced by geologic processes and

More information

Only a Drop to Drink

Only a Drop to Drink Only a Drop to Drink Adapted from: A Drop in the Bucket in Project WET: Curriculum and Activity Guide. Bozeman: The Watercourse and the Council for Environmental Education, 1995. Grade Level: Basic Duration:

More information

ì<(sk$m)=bdicad< +^-Ä-U-Ä-U

ì<(sk$m)=bdicad< +^-Ä-U-Ä-U Earth Science by Kim Fields Genre Comprehension Skill Text Features Science Content Nonfiction Cause and Effect Captions Diagram Call Outs Glossary Water Scott Foresman Science 3.5 ì

More information

WATER. Main Objectives:

WATER. Main Objectives: WATER WATER Contents: 1. Main Objectives 2. Useful Websites 3. Word Wall Cards 4. Vocabulary Cards 5. Glossary 6. Key Question Cards 7. Prior Learning Diagram 8. Hands-On Activity: Water on Earth + Table

More information

Science 8 Chapter 1 Section 1

Science 8 Chapter 1 Section 1 Science 8 Chapter 1 Section 1 Distribution of Water (pp. 8-13) How much fresh water do we have? The vast majority of water on Earth, about 97 percent, is salt water Two thirds of that fresh water supply

More information

I m so happy you ve chosen to download these materials for your classroom. I have three small favors to ask

I m so happy you ve chosen to download these materials for your classroom. I have three small favors to ask Steve Trash Science Video & Question and Activity sheet The Water Cycle Thank you for your purchase! I m so happy you ve chosen to download these materials for your classroom. I have three small favors

More information

Unit 2: Weather Dynamics Chapter 1: Hydrological Cycle

Unit 2: Weather Dynamics Chapter 1: Hydrological Cycle UNIT 2 Chapter 1: Inquiring about Weather Unit 2: Weather Dynamics Chapter 1: Hydrological Cycle Science 10 Mrs. Purba Importance of H 2 O From the beginning of time when water first appeared, it has been

More information

Module 2 The Water Cycle

Module 2 The Water Cycle Guam Water Kids Learning About Guam s Fresh Water Module 2 The Water Cycle A High School Service Learning Project for Guam Public Schools Module 2: The Water Cycle Lesson Topic: The Water Cycle Grade level:

More information

Water, Water Everywhere

Water, Water Everywhere Water, Water Everywhere Overview: Students explore the location of water on Earth using a terrarium to model the water cycle. (NOTE: This lesson requires two separate days.) Level I Grades K-2 Objectives:

More information

Water Science and the Environment HWRS 201

Water Science and the Environment HWRS 201 Water Science and the Environment HWRS 201 Dr. Mr. Ghasemian 2015 Office hours and contact information Office hours MWF - or by appointment Starting Harshbarger 3 Contact 621- r @.arizona.edu D2L site

More information

Teacher Resources: Watersheds 1. Watershed Mini-Unit

Teacher Resources: Watersheds 1. Watershed Mini-Unit Teacher Resources: Watersheds 1 Watershed Mini-Unit Main Ideas: Accounts Main Ideas: Structure: The surface water system is connected to the atmospheric system and the groundwater system. Water can exist

More information

Shower Curtain Watershed

Shower Curtain Watershed Topic Watersheds Shower Curtain Watershed Grades 3-5 Sites Outdoors, Indoors Duration 30 minutes Materials Watershed pictures Labels or index cards Clear plastic shower curtain Spray bottles with water

More information

2018 NACD POSTER CONTEST Sponsored By: 2018 Theme - Watersheds: Our Water, Our Home. Fact Sheet for Parents and Educators

2018 NACD POSTER CONTEST Sponsored By: 2018 Theme - Watersheds: Our Water, Our Home. Fact Sheet for Parents and Educators Fact Sheet for Parents and Educators What is a Watershed? A watershed is land that sheds water. Water from rain or snow can flow over the land it falls on. The water can flow to a river, lake, stream or

More information

W A T E R F O R L I F E

W A T E R F O R L I F E Module 4 The Hydrological Cycle Disclaimer: The contents of this presentation include original content as well as items compiled from a variety of sources. Though the sources are not attributed individually,

More information

Lesson One: Water in Texas Activity One: The Water Cycle

Lesson One: Water in Texas Activity One: The Water Cycle Lesson One: Water in Texas Activity One: The Water Cycle Overview This activity will demonstration some of the ways water moves through natural systems, how water and the atmosphere are polluted and purified,

More information

WATERSHEDS. Env. Science and Ecology Standards 4.1

WATERSHEDS. Env. Science and Ecology Standards 4.1 WATERSHEDS Env. Science and Ecology Standards 4.1 WATER, WATER EVERYWHERE, BUT. Earth is known as the blue planet: 70% of the Earth s surface is covered in water. The Earth and its atmosphere contain ~336million

More information

Grade: 4 Science Olympiad Qualifier Set: 2

Grade: 4 Science Olympiad Qualifier Set: 2 Grade: 4 Science Olympiad Qualifier Set: 2 ------------------------------------------------------------------------------------------ Max Marks: 60 Test ID: 44401 Time Allotted: 40 Mins ------------------------------------------------------------------------------------------

More information

INVESTIGATING WATERSHEDS

INVESTIGATING WATERSHEDS INVESTIGATING WATERSHEDS Objectives: The student will be able to: Simulate runoff using a watershed model. Explain why rivers are necessary to drain water from watersheds. Suggested Grade Level: 6-8 Subjects:

More information

Read p.4 Activity. Class Discussion (The many ways people use water) P. 5. Read p.6 Read pp. 8-9

Read p.4 Activity. Class Discussion (The many ways people use water) P. 5. Read p.6 Read pp. 8-9 Grade 8 Science Read p.4 Activity Class Discussion (The many ways people use water) P. 5 Read p.6 Read pp. 8-9 Water exists everywhere on Earth, and covers 70% of its surface. 97% of this water is found

More information

Institute for Global Environmental Strategies: Discover Earth Program Materials

Institute for Global Environmental Strategies: Discover Earth Program Materials Lesson Summary Students explore a fictional Daisy World in order to understand albedo (the ability of the earth to reflect solar radiation) and feedback mechanisms (cycles of the Earth system that keep

More information

Practice Problems: Currents & Water Cycle. *Study homework pages from weeks 1, 2 and 3 as well as labwork, note pages and webquest.

Practice Problems: Currents & Water Cycle. *Study homework pages from weeks 1, 2 and 3 as well as labwork, note pages and webquest. Practice Problems: urrents & Water ycle Name: ate: *Test on Thursday February 5th *Study homework pages from weeks 1, 2 and 3 as well as labwork, note pages and webquest. *opy of class notes & homework

More information

Can you identify the properties and physical states of water?

Can you identify the properties and physical states of water? Unit 1 What is the Water Cycle? Activity A Can you identify the properties and physical states of water? Introduction Water is a substance with which students may believe they are very familiar. This activity

More information

Heating Earth Surfaces

Heating Earth Surfaces Heating Earth Surfaces 55 40- to 2-3 50-minute sessions ACTIVITY OVERVIEW L A B O R ATO R Y Students design an experiment to measure how the Sun s energy heats land and water as well as how quickly both

More information

The Hydrosphere. Introduction To Surface Water. What Do You Think?

The Hydrosphere. Introduction To Surface Water. What Do You Think? Introduction To Surface Water Unit Essential Questions: How does the Earth cycle its water through its major reservoirs? How does society s use of resources affect water quality? Presentation Objectives:

More information

Catalyst- HW due Thurs.

Catalyst- HW due Thurs. Catalyst- HW due Thurs. 1. What are waves? 2. How does the water in the wave move? Why does it move that way? 3. How is the movement of a wave different from the movement of a tide? 4. What are the main

More information

Hands-On Lab: Space Probes

Hands-On Lab: Space Probes Hands-On Lab: Space Probes Summary In this activity, students model conditions for life on other planets by testing the growth of yeast under a variety of environmental conditions in various plastic-cup

More information

ECOSYSTEMS, WATERSHEDS AND POLLUTION CONTROL REVIEW

ECOSYSTEMS, WATERSHEDS AND POLLUTION CONTROL REVIEW ECOSYSTEMS, WATERSHEDS AND POLLUTION CONTROL REVIEW ECOSYSTEMS: (6 th grade content) How biotic and abiotic factors make an ecosystem: https://www.youtube.com/watch?v=mdlwptkg-vi 1. A/An ecosystem is a

More information

Water is a solid, liquid, & gas. 71% of earth s surface is water. Our body is two-thirds water. Fresh water water that is not salty and has little or

Water is a solid, liquid, & gas. 71% of earth s surface is water. Our body is two-thirds water. Fresh water water that is not salty and has little or Water is a solid, liquid, & gas. 71% of earth s surface is water. Our body is two-thirds water. Fresh water water that is not salty and has little or no taste, color, or smell. Salt water water that contains

More information

Matter and Energy in the Environment

Matter and Energy in the Environment CHAPTER 20 LESSON 2 Key Concept How does matter move in ecosystems? Matter and Energy in the Environment Cycles of Matter What do you think? Read the two statements below and decide whether you agree or

More information

Matter and Energy in the Environment

Matter and Energy in the Environment CHAPTER 12 LESSON 2 Key Concept How does matter move in ecosystems? Matter and Energy in the Environment Cycles of Matter What do you think? Read the two statements below and decide whether you agree or

More information

Rain Forests. America's. Water Wonders. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS

Rain Forests. America's. Water Wonders. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS Rain Forest Ecology National Science Education Standards Standard B: Physical Science Transfer of energy. Standard B: Physical Science Properties and changes of properties in matter. Standard C: Life Sciences

More information

DEPARTMENT OF GEOGRAPHY POST GRADUATE GOVT. COLLEGE FOR GIRLS.SECTOR-11 CHANDIGARH CLASS-B.A.II PAPER-A RESOURCES AND ENVIRONMENT: WORLD PATTERNS

DEPARTMENT OF GEOGRAPHY POST GRADUATE GOVT. COLLEGE FOR GIRLS.SECTOR-11 CHANDIGARH CLASS-B.A.II PAPER-A RESOURCES AND ENVIRONMENT: WORLD PATTERNS DEPARTMENT OF GEOGRAPHY POST GRADUATE GOVT. COLLEGE FOR GIRLS.SECTOR-11 CHANDIGARH CLASS-B.A.II PAPER-A RESOURCES AND ENVIRONMENT: WORLD PATTERNS Hydrological cycle The sun, which drives the water cycle,

More information

A Drop Around. the World. A Teacher s Guide to. by Bruce & Carol Malnor. Lesson plans for the book A Drop Around the World, by Barbara Shaw McKinney

A Drop Around. the World. A Teacher s Guide to. by Bruce & Carol Malnor. Lesson plans for the book A Drop Around the World, by Barbara Shaw McKinney A Teacher s Guide to A Drop Around the World Lesson plans for the book A Drop Around the World, by Barbara Shaw McKinney by Bruce & Carol Malnor Bruce and Carol Malnor together have over 40 years of educational

More information

Lesson Rationale: Students will examine the water cycle and properties of clouds.

Lesson Rationale: Students will examine the water cycle and properties of clouds. Lesson Title: How Heavy Are Clouds? Grade Level: 6 th Grade Estimated time: Four class periods of 45-50 minutes each. Lesson Rationale: Students will examine the water cycle and properties of clouds. TEKS

More information

Readiness Activity. (An activity to be done before viewing the video)

Readiness Activity. (An activity to be done before viewing the video) KNOWLEDGE UNLIMITED NEWS Matters Global Warming: Hot Enough for You? Vol. 3 No. 5 About NEWSMatters Global Warming: Hot Enough for You? is one in a series of six NewsMatters programs for the 1999-2000

More information

Groundwater Flow Demonstration Model Activities for grades 4-12

Groundwater Flow Demonstration Model Activities for grades 4-12 Groundwater Flow Demonstration Model Activities for grades 4-12 NR/WQ/2012-5 SET-UP Please allow time to practice using the groundwater model before conducting demonstrations. 1. Remove the groundwater

More information

Water for Life Lesson

Water for Life Lesson Water for Life Lesson 1 --------------------------------------------------------------------------------------------------------------------- Objectives The student will be able to do the following: Explain

More information

Systems and System Models. A system can be described in terms of its components and their interactions. (5- ESS2-1)

Systems and System Models. A system can be described in terms of its components and their interactions. (5- ESS2-1) Water, Water Everywhere? Topic: Global Distribution of Water and Time Frame: 2 Sessions 45-75 minutes each Interactions of the Hydrosphere with Other Earth Systems Brief Description: In Part 1, Where is

More information

THE IMPORTANCE OF WATER

THE IMPORTANCE OF WATER THE IMPORTANCE OF WATER 2/3rds of the Earth s surface is covered in. water Earth s aquatic ecosystems contain biomass more (living mass) than its terrestrial ecosystems. Phytoplankton are microscopic producers

More information

VI-1. The Water Cycle What is the water cycle? evaporate condenses surface runoff ground water

VI-1. The Water Cycle What is the water cycle? evaporate condenses surface runoff ground water Classroom Copy VI-1. The Water Cycle What is the water cycle? Did you know that the water we see all around us never gets destroyed, and new water never gets created? Instead, it constantly recycles and

More information

In this activity, we are going to expand our picture of the water cycle.

In this activity, we are going to expand our picture of the water cycle. WATER CYCLE Narrative BIG IDEAS: Water is constantly changing form and moving through the earth system. Water changes states as it moves through the water cycle by evaporation, condensation, precipitation,

More information

The Hydrological Cycle

The Hydrological Cycle Hydrological Cycle The Hydrological Cycle What is the Hydrological Cycle? Hydrological cycle = The Water cycle What is precipitation, evaporation and condensation? Evaporation = Liquid to Gas (gains energy)

More information

Reading the River, Summer Watersheds and Streams A unit for 8 th Grade Science. Arthur H. Shutt III. Bullitt Lick Middle School

Reading the River, Summer Watersheds and Streams A unit for 8 th Grade Science. Arthur H. Shutt III. Bullitt Lick Middle School Reading the River, Summer 2001 Watersheds and Streams A unit for 8 th Grade Science Arthur H. Shutt III Bullitt Lick Middle School Bullitt County, Kentucky 1 Watersheds and Streams Grade Level: 8 Objectives

More information