CHARACTERISTICS & PROCESSES OF SCIENCE raindrops keep falling the water cycle

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1 CHARACTERISTICS & PROCESSES OF SCIENCE the water cycle Frameworks SCIENCE ESS Conduct investigations demonstrating the water cycle. LS Conduct simulations demonstrating competition for resources within an ecosystem. ESS Explain the relationship between the water cycle and ground water. ESS Demonstrate an understanding of the agents of erosion: gravity, water, ice, wind, animals, including humans. MATH NO Find decimal and percent equivalents for proper fractions and explain why they represent the same value. A Write simple algebraic expressions using appropriate operations (+, -, x, /) with one variable. A Identify and compare situations with constant or varying rates of change. M Identify and select appropriate units and tools from both systems to measure (Es. angles with degrees, distance with feet/meters). M Understand, select and use, with and without appropriate technology, the appropriate units and tools to measure angles, perimeter, area, surface area and volume to solve real world problems. LANGUAGE ARTS OV 1.6.6, 1.7.6, Contribute appropriately to class discussion. s Objectives The students will learn: Objective #1 To define and explain the functions of the water cycle. Objective #2 To recognize the importance of water collection and conservation. Objective #3 To calculate the amount of water conserved with rain water harvesting barrels. Objective #4 To recognize and identify areas of erosion, caused by runoff precipitation. Objective #5 To write, in paragraph form, the observations made about erosion and evaporation. ACHRI/DGS/KFK/081011/V1 DRAFT COPY 2011 Delta Garden Study.

2 Page 2 CHARACTERISTICS & PROCESSES OF SCIENCE Raindrops Keep Falling: Teachers Guide possibly causing erosion and flooding. Plant transpiration contributes 10 percent of evaporation in the water cycle. Rain barrels help collect and store water that would otherwise run off, Overview The main components of the water cycle are evaporation (transpiration), condensation, precipitation and collection. Only a tiny amount, percent of total water, is available for human consumption as fresh surface water from rivers and lakes. Garden Activities s Building/setting up rain water harvesting barrels (if rain barrels are already set up, then conduct experiments about evaporation and rain fall) s Investigating areas of erosion and run-off s Taste tests as available

3 CHARACTERISTICS & PROCESSES OF SCIENCE Raindrops Keep Falling: Teachers Guide Page 3 Tips for Teachers Pre-lesson preparation: 1. Review the Study Guide for Students pages to familiarize yourself with the extent of knowledge this lesson is designed to convey to students. 2. Review the Supporting Information for Teachers pages to familiarize yourself with additional information to teach as needed. This section is designed for reference purposes, not as lecture material read to the class. 3. Keep the visual page handy. LESSON OUTLINE garden materials needed s zipper-style sandwich bag s hot and cold water s chalk s ruler s shallow pan or plate s flour in the classroom activities estimated duration actual duration s Offer the icebreaker 5 minutes s Explain the water cycle, using the 10 minutes Visual page for illustration in the garden back in the classroom s Build and set up rain water harvesting barrels OR s Conduct experiments measuring evaporation and rain fall, then walk around and identify areas of erosion and runoff s Implement recipes and taste tests as time permits (refer to Delta Garden Recipe book) s Hand out Student Learning Workbooks, review and assign Take it Home Activity as homework 20 minutes 10 minutes 10 minutes 5 minutes 5 minutes classroom materials needed s Student Learning Workbooks

4 Page 4 CHARACTERISTICS & PROCESSES OF SCIENCE Raindrops Keep Falling: Teachers Guide Lesson PLAN I. Start in the classroom A. Icebreaker Ask the students: Think about your water usage. What are ways that we use water daily? Some answers might be: baths, showers, drinking etc., but the teacher should also point out things like cooking, flushing the toilet, watering plants and so on. B. Present Main Topic s Explain the major components of the water cycle, referring to the illustration on the Visual page as illustration. Meets objective #1 II. Take class to the garden s Explain how a rain water harvesting barrel functions, both in practical terms and in terms of being part of the water cycle. s Instruct students to follow the Garden Program Specialist s instructions and guidance to build/set up rain water harvesting barrels. Instructions can also be found in the Garden Guide under the Double Barrel Rainwater Harvesting System Construction Manual. s Discuss and, if practical, show what would happen if rooftop rainwater exited the downspout without any catch basin. (Most likely, erosion.) Such erosion might already exist. s Instruct the students to calculate the amount of water yielded by the rooftop in any given rainfall, using the formula (.25) x (.623) x (1,400) = gallons of water. (Keep the Visual handy.) s Time and circumstances permitting, identify other areas of the garden and school grounds as examples of erosion. If raining, conduct experiments to measure evaporation rates and size of raindrops. If sunny, conduct experiments to measure evaporation rates. s Implement recipes and taste tests as time permits (refer to Delta Garden Recipe book). Explain that irrigation with water collected in rain water harvesting barrels benefits plants. Meets Objective #1 Meets Objective #2 Meets Objective #4 Meets Objective #3 Meets Objective #1 III. Take class back to classroom s Hand out the Student Learning Workbook as reference material and class assignment. Review take it home activities and encourage students to do them. Meets Objective #5

5 CHARACTERISTICS & PROCESSES OF SCIENCE Raindrops Keep Falling: Teachers Guide Page 5 Supporting Information for Teachers The Earth s water supply is limited. The only sources of fresh surface water available for drinking, bathing and irrigation are rivers and lakes, which provide about 22,300 cubic miles. That s only percent of total water on earth. Students are encouraged to help build or set up rain water harvesting barrels for this lesson to grasp the implications of water collection and conservation. These are the advantages of using rain water harvesting barrels: s They reduce the volume of water flowing to the sewer treatment facility, saving tax dollars. s They capture water that could otherwise cause erosion, or boggy or flooded areas. s They lower the percentage of roof top rainfall as a component of urban runoff. s They save money by lowering water bills. s They provide rainwater that s free of added chemicals and dissolved minerals. One inch of rain on a 1,000 sq. ft. roof yields about 623 gallons of water. With this formula, students can calculate specifics: Rain caught (in gallons) = (inches of rain) x.623 x (area of roof). For example, a 1,400 sq. ft. roof yields about 218 gallons following a quarter-inch of rain. (.25) x (.623) x (1,400) = Instructions can also be found in the Garden Guide under the Double Barrel Rainwater Harvesting System Construction Manual. In addition, the students can conduct these experiments: s Water Cycle in a Bag: Pour 2 tablespoons of water into a clear plastic, zipper-style sandwich bag. Blow air inside the bag quickly with your mouth and zip the bag closed or seal with rubber band or twist-tie. Place bag in the sun (window sill or outside) and observe. What changes to you see? Variation: For instant results, prepare two bags, one with cold water, the other with hot. Compare. s Evaporation: Pour 1 4 to 1 2 cup of water on a sunny spot on the ground, preferably concrete. Outline the puddle with chalk. Observe and measure the puddle over time. What happens to the water? In comparison, conduct the same experiment in a shady area. Compare the amount of time it takes for this water to evaporate. Key: The sun (heat) is the driving force behind evaporation. s Precipitation: On a rainy day, put some flour in a shallow pan or plate. Hold it in the rain for a brief moment. Individual rain drops will have balled up in the flour. Instruct the students to measure the drops and compare sizes. Repeat experiment during slight drizzles and heavy downpours.

6 Page 6 CHARACTERISTICS & PROCESSES OF SCIENCE Raindrops Keep Falling: Teachers Guide condensation precipitation evaporation collection

7 CHARACTERISTICS & PROCESSES OF SCIENCE the water cycle study guide for students The water of the earth goes round and round, round and round, round and round, The water of the earth goes round and round, all throughout time. The earth s water cycle is indeed one never-ending recycling program. The water you drink today has been around pretty much as long as the earth has, some six billion years. It is in constant motion, moving in what we call the water cycle or hydrologic cycle. There is no beginning or end. But since most of earth s water exists in the oceans, let s start there for illustration purposes. Put simply: Water evaporates from the ocean, is carried over to lands by wind, falls as rain, and is carried back into the oceans through rivers and streams. Throughout its journey, it changes from liquids to gas and back again. Let s look at details: The sun, which drives the water cycle, heats water in the oceans. Some of it evaporates, that is, it turns to vapor in the air and rises. Think of vapor as tiny droplets or droppettes. Nearly 90 percent of evaporation occurs from oceans, lakes, rivers and seas. A similar process occurs with water transpired or released by plants; they sweat, if you will. Plants provide the remaining 10 percent of the earth s water vapor through transpiration. These droppettes, both from evaporation and transpiration, rise up in the air. If they are over the ocean, strong winds will grab them and hurl them hundreds of miles away to land. Over land, they keep rising until they reach colder air masses then turn to liquid again. This process is condensation, and it is the opposite of evaporation. Initially, the droppettes condense on tiny particles of dust, smoke and salt crystals to become part of a cloud. After a while, they combine with other drops to form a bigger cloud and finally fall to the ground as precipitation, such as rain, sleet, hail or snow. When water falls to the ground, it may fall back into rivers and oceans or it may end up on land. When that happens, it either soaks into the earth and becomes part of the groundwater that animals and plants use to drink or it runs downhill over the soil. It collects in a creek or river that takes it back to a lake or the ocean where evaporation begins anew. ACHRI/DGS/KFK/081011/V1 DRAFT COPY 2011 Delta Garden Study.

8 Page 2 CHARACTERISTICS & PROCESSES OF SCIENCE Raindrops Keep Falling: Study Guide condensation precipitation evaporation collection transpiration the passage of water through a plant from the roots through the vascular system to the atmosphere erosion transportation of soil and rock by wind, water, gravity and ice irrigation the artificial application of water to land to assist in the production of crops; the flushing or washing out of anything with water or other liquid evaporation to change from a liquid to a gas condensation the process by which atmospheric water vapor liquefies to form fog, clouds, or the like, or solidifies to form snow or hail precipitation any form of water that falls to the earth collection something that is collected; a group of objects or an amount of material accumulated in one location

9 class assignment A CHARACTERISTICS & PROCESSES OF SCIENCE LS Conduct simulations demonstrating competition for resources within an ecosystem. 1. Write a paragraph comparing and contrasting what happens to crops if there is a drought or if there is a too much rain. Take it Home Which physical activities do you like to do that involve water? Swimming, fishing, playing water polo? Do a water activity this afternoon for 30 to 60 minutes.

10 class assignment A CHARACTERISTICS & PROCESSES OF SCIENCE answer key 1. Write a paragraph comparing and contrasting what happens to crops if there is a drought or if there is a too much rain. Answers will vary. Look for terms such as crops will die, crops will not grow well, crops will not produce fruit etc.

11 class assignment B CHARACTERISTICS & PROCESSES OF SCIENCE ESS Explain the relationship between the water cycle and ground water. 1. Name the four major parts of the water cycle Name several types of precipitation: Take it Home Which physical activities do you like to do that involve water? Swimming, fishing, playing water polo? Do a water activity this afternoon for 30 to 60 minutes Where does the precipitation go once it falls from the sky?

12 class assignment B CHARACTERISTICS & PROCESSES OF SCIENCE answer key 1. Name the four major parts of the water cycle. 1. Condensation 2. Precipitation 3. Evaporation 4. Collection 2. Name several types of precipitation: Possible answers could be: rain, sleet, snow, hail, dew, fog etc. 3. Where does the precipitation go once it falls from the sky? Possible answers could include: s Collection into ground water, lakes, oceans, streams etc. s Condensation back into the clouds. Evaporation into the atmosphere.

13 class assignment C CHARACTERISTICS & PROCESSES OF SCIENCE ESS Demonstrate an understanding of the agents of erosion: gravity, water, ice, wind, animals, including humans. 1. Imagine you are a farmer that relies on your crops for income. Explain how each of the following would affect your crops and ideas you have to help prevent damage: Drought: Too much rain: Take it Home Which physical activities do you like to do that involve water? Swimming, fishing, playing water polo? Do a water activity this afternoon for 30 to 60 minutes.

14 class assignment C CHARACTERISTICS & PROCESSES OF SCIENCE answer key 1. Imagine you are a farmer that relies on your crops for income. Explain how each of the following would affect your crops and ideas you have to help prevent damage: Drought: Answers will vary. Possible answers may include irrigation and a variety of ways the student decides to irrigate which may include rain water harvesting, ground water, water collection system, etc. Too much Rain: Answers may include things like digging trenches or ditches to help with run off of water.