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

Transcription

1 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 tiers. Tier 1: Students: Missed questions on the water cycle portion of the unit pre-assessment Activities: Diagram of water cycle vocabulary, Water cycle game, follow up questions, clicker quiz Tier 2: Students: Earned 100% on the water cycle portion of the pre-assessment. Activity: Create a working model to demonstrate the key processes of the water cycle and how pollution moves through the water cycle. Closure: Students in tier 1 ask students in tier 2 questions as they explain their models.

2 Water Pre-Test Name. \0} ~ --'C'---'o""'"'n,_. C--'-'-1Q~ "----" Completion: Use the word bank below to complete the following sentences. Choose the word that fits best. Words may be used once, more than once, or never. A. Cohesion D. Density B. Adhesion E. Polar C. Specific Heat F. Universal solvent 1. The high of water helps regulate temperatures on earth. 2. Water's ability to cling to other surfaces, is called Water's is a measure of how close the water molecules are to each other. In other words, how compact the substance is. 4. We rely on sweating to cool our body down when it begins to overheat. This process of evaporative cool takes advantage of water's Water is a molecule, meaning that opposite ends of the molecule have opposite charges. 6. As groundwater flows through the soil it dissolves and picks up minerals that it carries with it. The ability of water to dissolve so many substances makes it know as the 7. A bug that stands on the surface of the water is relying on the property of water known as Multiple Choice: Choose the letter that best answers the question or completes the statement. Only one answer is correct for each. 8. How much of the water on earth is available to drink? a. 90% c. 11% b. 51% d. 1% 9. Which of the following is not one of the three main uses of water? a. Residential b. Industrial d X Cleaning c. Agricultural 10. About how much water is used for normal household uses, such as washing clothes, showering, and drinking? a. 1% c. 45% b. 7% d. 80% 11. Most of the Earth's water is stored in a. rivers and streams c. oceans b. lakes and reservoirs d. aquifers 12. What watershed is Waynesboro a part of? a. South River c. Ogallala Aquifer b. Chesapeake Bay d. Waynesboro Municipal Water

3 Name 13. Of the types of irrigation below, which one is considered the most efficient because little water is lost to evaporation? a. Furrow irrigation c. Drip irrigation b. Overhead irrigation d. Flood irrigation 14. Releasing water into ditches dug between crop rows is called a. Furrow irrigation c. Drip irrigation b. Overhead irrigation d. Flood irrigation 15. The process of bringing water to an area for use in growing crops. a. Aquifer c. Irrigation b. Recharge d. Runoff 16. Water is introduced below the soil, directly at the roots of the crops. a. Furrow irrigation c. Drip irrigation b. Overhead irrigation d. Flood irrigation 17. What is one way we try to control nonpoint pollution? a. Stricter regulations c. Educational programs b. High fines for those found guilty d. all of the above 18. Which of the following is an example ofnonpoint pollution? a. Discharge from a wastewater treatment plant. b. Accumulation of oil in the ocean from urban runoff. c. fudustrial discharge from the DuPont plant. d. The Exxon Valdez oil spill off Alaskan coast. 19. Which of the following is a not one of the four most common water pollutants? a. nutrient c. heat b. toxic chemical d. sediments iiii (, 20. fu the diagram above which letter represents transpiration? L A d D b. B e. E c. c 21. fu the diagram above which letter represents evaporation? a. A d. D b. B e. E c. c

4 ( ( ( Color and/or label the water cycle below using the following key. You will have to add additional arrows! Precipitation = blue, Evaporation =yellow, Condensation = gray Transpiration =green, Percolation = red Water Cycle fq ~ 0 _,.,.; c v

5 Define the following terms. Use your own words NOT the book definitions! 1. Precipitation 2. Evaporation 3. Condensation 4. Transpiration 5. Percolation 6. Sublimation ) ) )

6 Water Cycle (aka hydrologic cycle) IOIG Ac::t-1 "uctt-\ )0-:,.\ I,_r '\ Record the color tracker at each station below in the Colors section. As you arrive at each station, write the name of that station below next to the appropriate number in the Path section and take a colored tracker from the station. If you stay at a station, write the name of that station again and take another tracker. When you are done use the diagram above to draw your path through the water cycle. For each station that you stayed at, draw a star next to the area or circle it. When you are done answer the questions below. Colors: River: Soil: Plants: Ocean: Lake: Ground Water: Glacier: Clouds: Animals: Path: Questions: Look at your path. Where did you spend the most time? How was pollution moved around the water cycle? 3. What steps never transferred pollutants? 4. What processes purify water?

7 5. Write a paragraph or draw a diagram describing step-by-step you path through the hydrologic cycle. Use the following words to describe your path: precipitation, evaporation, sublimation, percolation, transpiration, and ground water. Explain or show what happen to pollutants at each stage.

8 Materials 60 Watt Light Water Salt Ice Food coloring Plastic wrap Anything else you can find;-) Your goal is to use create a model of the water cycle. You may experiment with different materials and structures to determine how they can replicate the earth's natural environment. It does NOT have to be fancy... a simple model is absolutely acceptable if it meets the following requirements. You must be able to show, precipitation, evaporation, and condensation. Showing transpiration and percolation will be worth extra credit. You must also show how pollution and contaminants are moved through the water cycle. Be prepared to present your model to the class at the end of the period. Be prepared to answer the following questions. Where is evaporation happening? Where is condensation happening? Where is precipitation happening? How is pollution moved through this water cycle? What steps do not transfer pollutants? In other words, what processes purify water?

9 Useful information: See page 62 in Holt Environmental Science text. Building Models of the Water Cycle This simple model represents the cycle ofwater from the ocean to the atmosphere and down again. You'll need two half gallon jars, a rock, masking tape and food coloring. 1. Pour about 1.5 inches of water into one of the half gallon jars. Add a few drops of food coloring. This water represents the ocean. 2. Put the rock in the middle of the jar. Some of the rock should stick up out of the water. This rock represents land. 3. Invert the second jar and place it over the first jar. Tape the two jars together. 4. Place the model in a sunny windowsill and observe. The colored water in the bottom of the jar is heated by the sun. Some ofthis water receives enough energy to evaporate into water vapor (particles of pure water too small to be seen). The water vapor rises up in the warm air. When the water vapor comes close to the cooler sides of the jar it cools and condenses onto the jar. As more water vapor condenses onto the jar, droplets form and eventually grow big enough to precipitate down to the bottom. The droplets that condense out onto the sides of the jar are not colored like the water in the bottom of the jar. The larger food coloring particles are left behind just as salt and pollutants are left behind when water evaporates from oceans. You can build another simple model ofthe water cycle using a zip lock baggie. This activity adapted from the Museum of Science Weather Kit.