02 The Water Cycle Module2guamwaterkids.com/documents/02 The Water Cycle Module2.pdf · Guam Water...

Guam Water Kids

Learning About Guam’s Fresh Water

Module 2 The Water Cycle

A High School Service Learning Project for

Guam Public Schools

Guam Water Kids • HIGH SCHOOL SERVICE LEARNING • Module 2

Section 2: Module 2,

Module 2: The Water Cycle Lesson Topic: The Water Cycle Grade level: 9th – 12th Subject: Earth Science / Physical Science Length of lesson: 5 class periods Content Standard(s): (Located in Section 1, Resources for All Modules) Understandings/Goals:

Students will understand: The water cycle and its importance for Earth

Enduring Understandings:

• Water is essential to all life on Earth; however, there is a limited supply of fresh water available.

• The water cycle is a recurring natural pattern with distinct processes which circulate water around Earth.

• Water has unique properties in its three states of matter which are important to the processes of the cycle.

• Some events in nature have a repeating pattern. The weather changes some from day to day, but things such as temperature and rain (or snow) tend to be high, low, or medium in the same months every year.

• Water in its three states moves from one place on earth to another in a continuous cycle called the water cycle. The water cycle includes the processes of evaporation, condensation, precipitation and the movement of water over and into the ground.

• Water can be a liquid or a solid and can go back and forth from one form to the other. If water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing.

• Water left in an open container disappears, but water in a closed container does not disappear.

• Weather is a daily occurrence, climate occurs over an extended period of time. • Different temperatures affect water, by changing the states. • Some common substances, such as water, can be changed from one state to

another by heating and cooling. • One common weather phenomenon is precipitation, which can be in the form of

rain, sleet, snow or hail.



• Clouds are made of condensed water vapor in the form of drops of liquid or crystals of ice. Rain falls from clouds when the drops of water become too heavy to stay suspended in the sky and are pulled toward the earth by gravity.

Essential Questions:

• What cycles do we observe in the natural world? • What happens daily to the water on earth? • What is the water cycle? What makes the water move through the cycle? (sun,

gravity, physical properties of water) • Why is the water cycle important? How is the water cycle important to plants

and animals? (It moves water to them; it makes water available at different times)

• How do we distinguish between weather and climate? • How does the water cycle impact the environment? • What would happen if the sun’s energy were blocked from the Earth? • What might happen if all of the Earth’s water stayed in the oceans? In the

clouds?

Student Objectives (Outcomes) Students will be able to:

• Be able to determine uses of water and identify sources of water. • Be able to explore how water changes states (i.e., solid, liquid and gas) from one

form to another. • Determine the relationship between temperature and the different states of

water. • Be able to describe the role of water in some weather phenomena. • Be able to explore the relationship of the water cycle to weather. • Identify the various types of precipitation.



Performance Tasks: Service Learning Performance Tasks

1. Water Cycle Educational Presentation – Design an exhibit that can be used when you travel to schools with the purpose of teaching younger children about the Water Cycle. Make sure your presentation:

a. Provides visual demonstration of the Water Cycle – such as a poster or a model. b. Explains the water cycle in detail and include the process of each stage c. Shows the importance of the Water Cycle’s recycling of water of Earth’s fresh

water supply (changing salt water of oceans into fresh rainwater).

Use: Educational Presentation Rubric in the Student Graphic Organizer

2. A Water Cycle Production – You are a writer and producer for the theater that hosts

educational productions for elementary students. You have been asked to write a script that will help tell the story of Drip the Raindrop and his adventures through the water cycle. You should identify the characters to represent the important elements in nature that play a role in the water cycle. These characters will all be part of your story that should be entertaining but also educational. Your play should

a. Creatively explain all processes of the Water Cycle and b. Persuade the children in the audience to help value and preserve our limited

fresh water resource. See: http://water.usgs.gov/edu/followadrip.html

Use: Educational Presentation Rubric in the Student Graphic Organizer

Differentiated Service Learning Performance Tasks

1. Create a flyer to promote the Water Cycle Educational Presentation or Water Cycle Play. Put a picture of the water cycle and two facts about it on the flyer so that people will be curious to learn more.

(Use: flyer Rubric in the Student Graphic Organizer)

2. Create a poster with pictures showing what the water cycle looks like. These images may be from a book, the Internet, photographs that you or your family have taken, or pictures that you draw.


3. Create captions for the items you have put on your poster. You should write at least

one sentence telling about each item you have on your poster.




Other Evidence: All Things Water pre-‐assessment Socratic dialogue K-‐W-‐L Venn diagram Oral review Weather in a Cup Worksheet Water Cycle Foldable

Learning Activities Background

Please note that the supporting Background information for all modules is located in Section 1: Resources for All Modules. Overview

• The water cycle is Earth’s natural mechanism for circulating water on, above, and below the surface of the planet. Although the balance of water on Earth remains fairly consistent over time, climate change is affecting parts of the water cycle and the distribution of our water resources. Understanding the hydrologic cycle is basic to understanding all water and is a key to the proper management of water resources.

• In this module, students will examine all the stages in the water cycle to gain a deeper understanding of how this process works and the implications it has on our planet and in our lives.

• Students will relate their knowledge of the properties of physical matter to identify how water is changed and moved by this cycle in nature.

• Students will also apply their prior knowledge of cycles to describe how the processes are related and the impact that people and the environment have on the cycle.

• Students will begin to understand the limited supply of fresh water on our planet and think about ways to maintain and preserve this water for human use.



• Ultimately, students will culminate the unit with one of two projects that will challenge them to think critically about a given real-‐world or simulated topic and comprehensively demonstrate their understanding of the information learned throughout the unit.



Vocabulary

collection -‐ When water that falls from the clouds it may collects as surface water in the oceans, rivers, lakes, streams. If it falls on land it may infiltrate (soak into) the ground and collect underground as ground water.

condensation -‐ The process by which water vapor in the air is changed into liquid water. Condensation is crucial to the water cycle because it is responsible for the formation of clouds. These clouds may produce precipitation, which is the primary route for water to return to the Earth's surface within the water cycle. Condensation is the opposite of evaporation.

evaporation -‐ The process by which water changes from a liquid to a gas or vapor. Evaporation is the primary pathway that water moves from the liquid state back into the water cycle as atmospheric water vapor.

evapotranspiration -‐ The sum of evaporation and transpiration.

groundwater -‐ Water that exists below Earth’s surface in underground streams and aquifers.

hydrologic cycle -‐ The continuous process by which water is circulated throughout Earth and its atmosphere; another term for the water cycle

infiltration -‐ The process by which water on Earth’s surface enters the soil

liquid -‐ having a consistency like that of water

precipitation -‐ Water released from clouds in the form of rain, freezing rain, sleet, snow, or hail. It is the primary connection in the water cycle that provides for the delivery of atmospheric water to the Earth. Most precipitation falls as rain.

process – A series of events or changes that happen from start to finish.

runoff -‐ The water flow that occurs when soil is infiltrated to full capacity and the excess water, from rain, snowmelt, or other sources, flows over the land.

transpiration -‐ The process that occurs in plants when they release water through their leaves.

vapor -‐ A gas formed from something that is usually a liquid or solid at normal temperatures. Clouds are made of condensed water vapor.

water cycle -‐ Earth's water is always in movement, and the natural water cycle, also known as the hydrologic cycle, describes the continuous movement of water on, above, and below the surface of the Earth. Water is always changing states between liquid, vapor, and ice, with these processes happening in the blink of an eye and over millions of years.



Materials Needed for Activities

Guam Water Kids presentation *Available on the DVD provided or online at: www.Guamwaterkids.com emphasizing slides #34-‐46 (water cycle)

Projection device, computer with speakers

Pencil (1 per student)

Pre-‐Assessment -‐All Things Water Worksheet (1 per student)

Chart Paper

K-‐W-‐L Large charts

K-‐W-‐L Worksheet (1 per student)

Guam Water Kids Organizer Worksheet (1 per student)

Large 2 Circle Venn diagram

Precipitation – Rain and Snow Venn Diagram Worksheet (1 per student)

Xerox Paper – for Water Cycle foldable (1 per student)

Water Cycle Worksheet (1 per student)

2 plastic cups

Water

Shaving cream

Blue food coloring

Water Cycle Educational Presentation Rubric

Water Cycle Script Rubric

Water Cycle Flyer Rubric

Water Cycle Poster Rubric

Water Cycle Poster Caption Rubric

TIP Print-‐friendly copies of the appropriate Worksheets that each student will need and the Evaluation Rubrics for teachers are included in the “Graphic Organizer” at the end of each module.



Learning Engagement

Activity: All Things Water Pre-‐assessment

Teacher: Teacher assigns the All Things Water worksheet and allows students to answer on their own or walks through the questions below. (Worksheet for duplication is available in the “Graphic Organizer” at the end of the module.)

All Things Water (Worksheet)

Activity:

Guam Water Kids Narrated Slide Presentation The Water Cycle

Teacher: Show the Guam Water Kids presentation* section about “The Water Cycle” Slides 34-‐46. *This presentation is available on the DVD provided or online at: www.Guamwaterkids.com Teacher asks:

Can you picture yourself using this presentation to help explain the four stages of the water cycle to younger children?

Students Take Notes: Students take notes on the blank Water Cycle worksheet.

Use: Water Cycle (Worksheet)



Activity Developing Content: Flyers, Poster, Caption

Use: Flyer, Poster, Caption Rubric

Explain Student Reflection:

Why is the water cycle important to life on Earth? Why do we have a global challenge to protect and keep our water supply clean?

Use: Student Reflection (Worksheet)



Activity:

Can You Spare a Drop? Measuring Fresh Water

Summary: Students remove measured amounts of water from a five-‐gallon bucket, simulating the amount of fresh water available on earth.

You Need:

50 minutes 5-‐gallon bucket 2-‐cup transparent measuring cup 1-‐cup transparent measuring cup 1 eyedropper paper towels or mop

Advance Preparation: Before class, fill the 5-‐gallon bucket with water. Have the other materials nearby in a place where the whole class can observe. Note: Be sure to wipe water off the floor if spills occur during this activity.

Part 1 – Activity continued: Can You Spare a Drop? Measuring Fresh Water

• Explain to students that the water in the 5-‐gallon bucket represents all the water on Earth. Ask them to where water exists in, on, or around Earth. They should be able to name rivers, lakes, oceans, clouds or water vapor, ice caps, groundwater, water held in soil, and water held in plants and animals. Provide hints so that all types of water are mentioned.

• Ask two students to come up and help with the demonstration. Ask one of them to remove two cups of water from the bucket, using a measuring cup. Have the student hold that amount so everyone in the class can see it.

• What does the water in the cup represent? Freshwater.

• What does the water in the bucket represent? Saltwater. Explain that the saltwater is not drinkable by humans.

• Move the bucket aside. Ask the first student to pour 1/2 cup of water into the one-‐cup measurer held by the other student.

• What does the 1-‐1/2 cups still left in the two-‐cup measurer represent? Polar ice caps. Explain that this water is unavailable for our use because it is frozen.

• What does the last 1/2 cup of water represent? Groundwater, surface water (lakes, rivers, ponds), and water vapor in the atmosphere.



• Have the class to guess how much water should be removed from the cup to represent only the surface water on Earth. After a few guesses, pull out the eyedropper from your pocket and draw some water into it. Place one drop of water into the hand of a student. Explain that one drop of water out of a whole 5-‐gallon bucket represents the water that is available to us and other animals for drinking.

• Allow the class to think about this for a minute.

• Then explain to them that the total amount of water on the planet is not going to change. Even though water moves around on the planet and changes from one kind to another, we will never have any more than we have right now.

Part 2 – Discuss the Results

Spend some time discussing the activity with the class based on some of following questions:

• Were you surprised at how little water is available for human use?

• Would you call water a scarce or an abundant resource? Why?

• What do we need/use water for?

• Why can’t we drink saltwater?

• The number of people who need to use Earth’s freshwater keeps increasing. If the amount of freshwater cannot change, but there are more people who need it, what does that mean? What might happen?

• Can people and animals live without clean freshwater?

• What is the main cause of the increased demand for freshwater?

• Ask students to think about the term water quality. Find out from them what they think it means. If they get stuck, have them think in terms of low or high water quality. Would they want to drink, wash, swim or cook with low quality water or high quality water? Have them come up with as many descriptions as they can for what might be low quality and high quality water.

Use: Can You Spare a Drop? Brain Check (Worksheet)



Additional Resources

Guam Resources

WERI: Water & Environmental Research Institute of the Western Pacific at the University of Guam, www.WERIGUAM.org Natural Resources Atlas of Southern Guam, Dr. Shahram Khosrowpanah, http://www.hydroguam.net/ Guam Division of Aquatic and Wildlife Resources (DAWR) http://dawr.guam.gov/guams-‐water-‐resources/guams-‐freshwater-‐resources/ Guam Water Kids http://guamwaterkids.com/teachers.html Protecting Guam’s Fresh Water www.protectguamsfreshwater.com

National Resources

U.S. Geological Survey Water Science School http://water.usgs.gov/edu/ U.S. Geological Survey / Educational Topics http://ga.water.usgs.gov/edu/sitemap.html National Oceanic and Atmospheric Administration (NOAA) Educational Resources http://www.education.noaa.gov/Freshwater/ U.S. Environmental Protection Agency http://water.epa.gov/learn/kids/drinkingwater/index.cfm

Additional Activities and Resources



Interactive Water Cycle Comprehensive, interactive illustration of the water cycle where students can click on different processes and elements. http://water.usgs.gov/edu/watercycle.html Help NASA Research Precipitation Students are invited to participate in global research program by interfacing with NASA. Compare Guam’s water resources to other places around the world. http://globe.gov/ Water, Water Everywhere Water Cycle Explained in a 6.5 minute video from NASA. https://www.youtube.com/watch?v=qyb4qz19hEk Where does our water go? Alaska Sea Grant project shares lots of ideas for activities and reflection. https://seagrant.uaf.edu/marine-‐ed/curriculum/grade-‐3/investigation-‐2.html The Water Cycle Song 3 minute video. A teacher wrote this catchy song presented as a sing along with lyrics. https://www.youtube.com/watch?v=T05djitkEFI&feature=kp Ideas for Community Action The Project WET Foundation reaches out to children, parents, teachers and community members of the world with water education that promotes awareness of water and empowers community action to solve complex water issues. This site contains lesson plans and other resources. http://www.projectwet.org/ Water Cycle Quiz Students can demonstrate what they’ve learned with this interactive quiz provided by the Scripps Institution of Oceanography. http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/watercycleq.htmll



Module 2 Graphic Organizer

This section includes “originals” to print or copy including:

• Worksheets for individual participants • Teachers’ evaluation rubrics



All Things Water Pre-‐assessment

Student Name: ____________________________________________________________

Date: ___________Class: __________________________________ Period: __________

Teacher: ___________________________________________________________________

All Things Water (Worksheet)

Directions: Read and answer each question with yes or no. yes no 1. The water cycle begins with evaporation. 2. When the Sun heats up the puddle of water in your backyard and

turns it into water vapor, this process is known as condensation.

3. The water cycle is Earth’s way of recycling water. 4. The water in lakes, rivers, streams and swamps can have bacteria

and other things in it that can make you sick if you drink it.

5. The water in lakes, rivers, streams and swamps must be cleaned before it is safe for you to drink.

6. Impurities in the water of lakes, rivers, streams and swamps make it look and smell bad.

7. Clouds are a large collection of very tiny droplets of water. 8. Clouds are white because they reflect the light of the sun. 9. A cloud forms when air is heated by the sun. 10. An aquifer is an underground formation that is able to store

water.

11. Drinking water can come from an aquifer. 12. Pollution can go through the ground and get into water we drink. 13. A person can survive without water. 14. A human can live off of food alone. 15. Water makes up between 55-‐78% of a human’s body weight.



Water Cycle Worksheet

Student Name: ____________________________________________________________

Date: ____________ Class: _______________________ Period: ___________________

Teacher: _______________________________________________



Evaluate

Student Name: ____________________________________________________________


Teacher: _______________________________________________


Weights 4 3 2 1

Creativity (x1)

The flyer is creative. Its design clearly represents the animal it explains. Color is used meaningfully.

The flyer is somewhat creative. Its design represents the animal it explains. Color is used.

The flyer uses little creativity. Its design somewhat represents the animal it explains. Some color is used.

The flyer is not creative. Its design does not represent the animal it explains. Little if any color is used.

Content Information (x1)

The flyer includes two true facts about the chosen animal. A picture that looks like the animal is included.

The flyer includes one true fact about this animal. A picture that resembles the animal is included.

The flyer includes inaccurate facts about the chosen animal. Picture is not included or does not look like the animal.

The flyer does not include facts about the chosen animal. Picture is not included or does not look like the animal.

Conventions (x1)

All words are spelled correctly in the title, labels and caption.

All familiar words are spelled cor-‐rectly in the title, labels and cap-‐tion. One or two scientific words may be misspelled.

Most of the words are spelled correctly in the title, labels, and caption.

Few of the words are spelled correctly in the title, labels, and caption.

Penmanship (x1) Writing is very neat and easy to read.

Writing is neat. Writing is somewhat sloppy.

Writing is very sloppy.

Art Connection (x1)

Invitation clearly shows an under-‐ standing of use of symbols in art to communicate meaning

Invitation shows an understanding of use of symbols in art to commun-‐icate meaning.

Invitation some-‐what shows an understanding of use of symbols in art to commun-‐icate meaning.

Invitation does not show an under-‐standing of the use of symbols in art to communicate meaning.

Evaluate



Student Name: ____________________________________________________________


Teacher: _______________________________________________


Weights 4 3 2 1

Labeling (x1)

Every item that needs to be identified has a label. Drawing includes an accurate title.

Most items that need to be identified have labels. Drawing includes an accurate title.

Some items that need to be identified have labels. Includes a title.

Few of the items that need to be identified have labels. Title is missing or not suitable for drawing.

Content and Accuracy (x2)

Poster includes all assigned information including: pictures of the animal as a baby and an adult, its habitat, and a variety of things it needs to survive. All information is correct.

Poster includes most assigned information including: pictures of the animal as a baby and as an adult, its habitat, and a variety of things it needs to survive. Most information is correct.

Poster includes some assigned information including: pictures of the animal as a baby and as an adult, its habitat, and a variety of things it needs to survive. Some information is correct.

Poster includes little of the assigned inform-‐ation including: pictures of the animal as a baby and as an adult, its habitat, and a variety of things it needs to survive. Information is incorrect.

Conventions (x1)


All familiar words are spelled correctly in the title, labels and caption. One or two scientific words may be misspelled.



Penmanship (x1)

Writing is very neat and easy to read.



Science Connection

(x1)

Information included on the poster clearly demonstrates an understanding of what animals need to survive.

Information included on the poster mostly demonstrates an understanding of what animals need to survive.

Information included on the poster some-‐ what demonstrates an understanding of what animals need to survive.

Information on the poster does not demonstrate an understanding of what animals need to survive.



Evaluate

Student Name: ____________________________________________________________


Teacher: _______________________________________________


Weights 4 3 2 1

Creativity (x1)

The flyer is creative. Its design clearly represents the animal it explains. Color is used meaningfully.

The flyer is somewhat creative. Its design represents the animal it explains. Color is used.

The flyer uses little creativity. Its design somewhat represents the animal it explains. Some color is used.

The flyer is not creative. Its design does not represent the animal it explains. Little if any color is used.

Content Information (x1)

The flyer includes two true facts about the chosen animal. A picture that looks like the animal is included.

The flyer includes one true fact about this animal. A picture that resembles the animal is included.

The flyer includes inaccurate facts about the chosen animal. Picture is not included or does not look like the animal.

The flyer does not include facts about the chosen animal. Picture is not included or does not look like the animal.

Conventions (x1)


All familiar words are spelled cor-‐rectly in the title, labels and cap-‐tion. One or two scientific words may be misspelled.






Art Connection (x1)

Invitation clearly shows an under-‐ standing of use of symbols in art to communicate meaning

Invitation shows an understanding of use of symbols in art to commun-‐icate meaning.

Invitation some-‐what shows an understanding of use of symbols in art to commun-‐icate meaning.

Invitation does not show an under-‐standing of the use of symbols in art to communicate meaning.



Evaluate

Student Name: ____________________________________________________________


Teacher: _______________________________________________


Weights 4 3 2 1

Labeling (x1)

Every item that needs to be identified has a label. Drawing includes an accurate title.

Most items that need to be identified have labels. Drawing includes an accurate title.

Some items that need to be identified have labels. Includes a title.

Few of the items that need to be identified have labels. Title is missing or not suitable for drawing.


Poster includes all assigned information including: pictures of the animal as a baby and an adult, its habitat, and a variety of things it needs to survive. All information is correct.

Poster includes most assigned information including: pictures of the animal as a baby and as an adult, its habitat, and a variety of things it needs to survive. Most information is correct.

Poster includes some assigned information including: pictures of the animal as a baby and as an adult, its habitat, and a variety of things it needs to survive. Some information is correct.

Poster includes little of the assigned inform-‐ation including: pictures of the animal as a baby and as an adult, its habitat, and a variety of things it needs to survive. Information is incorrect.

Conventions (x1)


All familiar words are spelled correctly in the title, labels and caption. One or two scientific words may be misspelled.



Penmanship (x1)

Writing is very neat and easy to read.



Science Connection

(x1)

Information included on the poster clearly demonstrates an understanding of what animals need to survive.

Information included on the poster mostly demonstrates an understanding of what animals need to survive.

Information included on the poster some-‐ what demonstrates an understanding of what animals need to survive.

Information on the poster does not demonstrate an understanding of what animals need to survive.



Evaluate

Student Name: ____________________________________________________________


Teacher: _______________________________________________

Water Cycle Poster Caption Rubric

Weights 4 3 2 1


Caption contains many true facts about the picture.

Caption contains some true facts about the picture.

Caption contains few true facts about the picture.

Caption does not contain true facts about the picture.

Conventions (x1)

Few or no errors in grammar, spelling, capitalization, and punctuation.

All familiar words are spelled correctly, some errors in spelling of content words. Some errors in capitalization, and punctuation, but the errors do not affect understanding.

Has many errors in grammar, spelling, capitalization, and punctuation, and somewhat affects understanding.

Shows little evidence of understanding correct grammar, spelling, capitalization, and punctuation.




Science Connection (x1)

Caption contains information that clearly shows an understanding of the relationship between animals and the things they need in order to survive.

Caption contains information that shows some understanding of the relationship between animals and the things they need in order to survive.

Caption contains information that shows minimal understanding of the relationship between animals and the things they need in order to survive.

Caption does not contain information that shows an understanding of the relationship between animals and the things they need in order to survive.



✔ Brain Check (Worksheet)

Can You Spare a Drop? Measuring Fresh Water

________________________________ Name I really understand ____________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ I don’t quite understand or I still wonder___________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________



Student Name: ____________________________ Date:______Class: _________________ Period:_______ Teacher: ______________________________

Student Reflection (In Class – After Each Module)

My point of confusion was …

What I learned was ….

I gained a new/greater understanding of ____________ by/when

This learning is important because it connects to my previous learning/experience, myself, and/ or my world (circle one), in the following way…

What I found meaningful about this module is…

02 The Water Cycle Module2guamwaterkids.com/documents/02 The Water Cycle Module2.pdf · Guam Water...

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