Where s the Water?: Acting Out Science Cycles

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1 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 Go? narrative, water cycle picture key. PREP TIME: LESSON TIME: Description In this lesson, students learn kinesthetically by acting out parts of the water cycle. The lesson encourages students to think about their connections to water, as well as how drinking water is connected to the water cycle. Preparation for this lesson involves copying and cutting out the water cycle cards, making copies of the water cycle picture to label, and reviewing the Where Does the Water Go? narrative. Beginning with a discussion about sources of water and how we use water, the lesson then leads to a brief introduction of the water cycle. With the help of the Where Does the Water Go? narrative and water cycle cards showing different roles, students act out the cycle. The process of actually walking (and sometimes running!) through the water cycle should help students label a picture of the water cycle. A word bank and definitions also reinforce students understanding of the vocabulary. The mathematics extension not only encourages students to think about their own water usage but also provides an opportunity to practice estimation, measuring, and calculation skills as students learn how much water it actually takes to wash their hands. Objectives Investigate the parts of the hydrologic cycle. Examine the different states of water in different environments. Role-play the components of the water cycle. Background Information Water moves continuously through the hydrologic cycle in its three states: solid, liquid, and gas. While in the atmosphere, water cycles through these three states changing from water to tiny water droplets or ice particles in clouds. After falling as precipitation onto the ground, water exists as a liquid or a solid (snow and ice). Water then moves 49

2 underground as groundwater or flows into streams and rivers to accumulate eventually into bodies of water (like lakes or oceans). Through evaporation, the water reenters the atmosphere as a gas and then condenses to form clouds that release precipitation, which falls back to the earth, thus moving through the cycle again. Once it has evaporated, a water molecule usually spends about 9 or 10 days in the air. But once a water drop has fallen as precipitation and then accumulates, it can spend 40 years in a glacier or 40,000 years in the ocean before it goes through the water cycle again. Every drop of water moves through the hydrologic cycle. Because Americans use approximately 50 gallons of water each day for activities such as washing, cooking, and drinking, we are intimately connected to the water cycle. Although we have very immediate connections to water use, water conservation is a global issue. Recognizing that water is essential to life, the United Nations has declared March 22 as World Day for Water. TIPS AND TRICKS For younger students, shorten the narrative, Where Does the Water Go? and then label the water cycle picture as a whole-class activity. Or use the water cycle diagram as a cut-and-paste activity. Procedure 1. Show students a glass of water. Ask them to think about the many uses of water. How do they use water in their lives? 2. Encourage students to think about water in nature. Where does the water come from? 3. Record responses in two columns on the board: Water Uses and Water Sources. 4. Explain that water is in a constant cycle. In fact, dinosaurs once swam in the water made from the same molecules as the water we drink today! The class will act out the cycle that water goes through. 5. Using the narrative Where Does the Water Go, students enact the water cycle. Assign up to two or three people for each category of Cloud, Trees, Ground, Streams, Lakes, and Oceans. The rest of the class will be Water Drops. Pass out the appropriate Water Cycle cards. 50

3 6. Direct students who are Clouds, Trees, Ground, Streams, Lakes, and Oceans to form a circle or small clusters in a circle (in the order just listed) around the room or in an open outdoor space. The Water Drops can start in the center. 7. As the teacher reads the narrative, Where Does the Water Go? Water Drops move to the appropriate cluster or area of the circle. All the children should act their parts. 8. If time permits, students can switch roles. When it rains, does all the water go to the same place (e.g., ground or tree or stream)? Encourage the Water Drops to flow to different places and make their way through the water cycle in the appropriate manner (e.g., from trees, water might flow to the ground and then to the stream). 9. Provide a picture of the water cycle for students to draw and label with appropriate vocabulary words. To help them think about their connections to the water cycle, ask students to draw themselves in the cycle. How do they use water? What part of the water cycle provides them with water? 10. Point out that water we get from our faucet can come from two places: surface water (from lakes or rivers) or groundwater (from water that sinks deep into the soil). Ask students to add a label and/or picture to show where drinking water comes from in the water cycle. 51

4 Assessment Condensation Precipitation Condensation (clouds form) Transpiration Evaporation Accumulation SERVICE LEARNING WHERE S THE WATER?: WATER CYCLE PLAY Have the class write a play for younger students. Perform the play and include the younger students as raindrops! Write a song make it a musical! Math Extension: Estimate Water Use What is water used for? How many gallons of water are needed for each task? Divide students into four groups. Hold up a gallon container and ask students to predict how many gallons of water it takes to wash their hands. Record the predictions. Then ask one member of each group to wash hands in water pouring into the washtub. Measure the amount of water used to wash hands by pouring it into gallon containers. Use this activity as a guide to estimate water use for other activities. For example, if it takes 1 minute and 2 gallons of water to wash hands, a 10- minute shower would use approximately 20 gallons. Online Connections Visit the Berkshire Museum s Living Landscapes website at for the following online activities or resources: More information on the water cycle and drinking water sources Water projects for the classroom Curriculum resources for water study Global connections 52

5 MASSACHUSETTS FRAMEWORKS Science: Earth and Space Science: The Water Cycle Grades Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere. Science: Physical Sciences: States of Matter Pre K-2 2. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. 2. Compare and Contrast solids, liquids, and gases based on the basic properties of each to these states of matter. Math: Measurement Grades 3-4 * For Extension 1. Demonstrate an understanding of such attributes as length, area, weight, and volume, and select the appropriate type of unit for each measurement. Math: Data Analysis, Statistics, and Probability Grades 3-4 * For Extension 1. Collect and organize data using observations, measurements, surveys, or experiments and identify appropriate way to display the data. Math: Patterns, Relations, and Algebra Grades 3-4 * For Extension 6. Determine how change in one variable relates to a change in a second variable (e.g., input-output tables). 1. Read, listen to, and tell stories from a variety of cultures, genres, and styles. Arts: Theater: Standard 1 Acting Pre K-4 4. Create characters through physical movement, gesture, sound and/or speech, and facial expression. 6. Demonstrate the ability to work effectively alone and cooperatively with a partner or in an ensemble. Arts: Theater: Standard 10 Interdisciplinary Connections Pre K-4 1. Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines. 2. Continue the above and apply knowledge of other disciplines in learning in and about the arts. The lesson also addresses the Massachusetts Science and Technology Curriculum Framework s Science Skills of Inquiry. 53

6 LIVING LANDSCAPES Water Cycle Cards 54

7 LIVING LANDSCAPES WHERE DOES THE WATER GO? When you hear, Where does the water go? the Water Drops will move as they move in nature. Clouds gather, their arms puffing up as Water Drops gather in the clouds. Where does the water go? Water gathers in the clouds and the clouds get bigger. They fill up with water until they are full, full, full. Those clouds get so full that the water must be released. Rain falls. Scientists call this rain precipitation. Where does the water go? Rain comes down over the houses and the fields and the forests and the oceans. The water falls onto the ground, water falls into streams and lakes and oceans, and onto the leaves of trees and plants. This precipitation, this water, keeps falling from the clouds. Now the water moves from the ground where it fell. It can t just stay on top; it filters into the soil. Where does the water go? It goes beneath the soil, to underground aquifers, pools, and streams under the earth where it can be used for wells. Where does the water go? Some water sinks through the soil and becomes groundwater. Not all water sinks into the soil; some of it runs along the soil and is called runoff. It runs along the soil, running, running. Where does the water go? It runs with other water runoff to form streams, and then the water flows. Where does the water go? Some of the water from the rain, from the clouds, runs along the ground and forms streams. Thirsty roots of plants and trees absorb water that sunk into the soil but stayed near the top. Where does the water go? The trees and plants drink it through their roots. The trees and plants can t hold all that water. Some of it is released through their leaves to the air. Where does the water go? It is released into air as water vapor, which scientists call transpiration. The water vapor leaves the trees and plants and floats through the air. Where does the water go? Now the water moves up toward the clouds and gathers there. The clouds get full. Back to the streams, where water flows and flows. The streams rush along, and other streams join those streams and more runoff joins all the streams and they form rivers that flow into bigger bodies of water. Where does the water go? The streams and the rivers flow into lakes and some of them flow into the oceans, just like the Housatonic River flows into the Atlantic Ocean. Where does the water go? It flows into the lakes and the oceans. When water gathers together, scientists call the process accumulation. Lakes and oceans release water vapor too. Water vapor and fog rise up into the open sky. Scientists call this evaporation when water leaves the lakes and the oceans and rises in the form of water vapor. Where does the water go? It rises up from the lakes and the oceans to the clouds. It gathers in the clouds. Scientists call this gathering of water vapor condensation. The water gathers until the clouds burst, and what is this water called? Rain! 55

8 LIVING LANDSCAPES Water Cycle Water Cycle Word Bank Evaporation. Changing from a liquid to a vapor. Condensation. Changing from a vapor or gas into a liquid. Precipitation. Rain, snow, sleet, or hail that forms by condensation in the atmosphere and falls toward the ground. Accumulation. The gathering together of water from various sources. Transpiration. The process by which water absorbed by plants, usually through the roots, is evaporated into the atmosphere from the plant surface, principally from the leaves. 56

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