Pretend you are a water droplet in the water dome races. Give a detailed play-by-play account of what happens in your races.

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1 Water Writing to Learn Opportunities The following writing activities are intended for use after the science investigations, either as part of the student s notebook or separately. Students may refer to information in their science notebooks as they participate in these writing opportunities. Providing writing practice through science supports understanding of the science content while also improving writing skills. Investigation 1 Write in a variety of expressive forms (e.g., poetry, skit) that may employ: a. figurative language b. rhythm c. dialogue d. characterization e. a plot f. appropriate format Write a narrative based on imagined or real events, observations, or memories that include: a. characters b. setting c. plot d. sensory details e. clear language f. logical sequence of events Write in a variety of expository forms (e.g., summary, newspaper article, reflective paper, log, journal). Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.,3 Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, graphs/tables). Write communications, including: a. thank-you notes b. friendly letters c. formal letters d. messages e. invitations Water Observations Pretend you are one of the surfaces in the water investigation (i.e. paper towel, waxed paper, aluminum foil, etc.) Describe what happened to a water droplet as it was being dropped on you - write a creative poem. You might begin with What s happened to me? A big droplet I see! (Part 1) Pretend you are a water droplet in the water dome races. Give a detailed play-by-play account of what happens in your races. (Part 3) Make a Venn diagram comparing two of the four surfaces used in the investigation. Write a paragraph summarizing the similarities and differences. (Part 1) Read The Blue Report in the Water Science Stories. Make a chart and list how water on the Blue Planet is found as a solid, a liquid, and a gas. (Part 1) Write a descriptive paragraph about what happens to the surface tension of water when salt or soap is added to the water. Use pictures/diagrams with captions to support your paragraph. (Part 2) Record how many drops of soapy water and salty water it takes to spill the dome. Using this data, create a bar graph to illustrate your findings. Write two statements that you can make using the data on the graph. (Part 2) As a class, compose a letter to a hydrologist at Tucson Water Company, the University of Arizona, or in a local business inviting them to come to your class to discuss the question: What is happening with the water supply in Tucson? Include the phone number of your teacher so they can be contacted to set up a time to visit. (Part 1,2,3,4)

2 Write persuasive text (e.g., advertisements, paragraphs) that attempts to influence the reader. Write a response to a literature selection that connects: a. text to self (personal connection) b. text to world (social connection) c. text to text (compare within multiple texts Paraphrase notes from a variety of sources (e.g., Internet, reference materials). Organize notes in a meaningful sequence. Write an informational report that includes main ideas and relevant details. Write a letter to the president of a Paper Towel Factory. Convince the owners which material would be best to use if they were making raincoats. (Part 3) Read Surface Tension in the Water Science Stories. Connect it to your experiences by writing a paragraph about a time in your life when you have observed surface tension. (Part 2) Which brand of Paper Towel is the best? Bring in 3 different brands of paper towels. Drop water on them. See which one absorbs the most. Record your findings for the school newsletter. (Part 1)

3 Investigation 2 Concept 1: Expression P.O.1 Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information P.O.1 Also Expository P.O.1 Write a book report or review that may identify the: a. main idea b. character(s) c. setting d. sequence of events e. problem/solution Also Expository P.O.2 P.O.1,2,3.,2,3 Hot Water, Cold Water Write a creative narrative from the perspective of the thermometer during the investigation. Use vocabulary words from the Word Bank. (Part 1) As a group of students, act out the words contract and expand to demonstrate their meanings. (Part 1) With your group, write a creative narrative about a world where water is found only as ice. Describe how you live your daily life. (Part 3) Look up the words expand and contract in the dictionary and thesaurus. Write down their definitions and create a list of synonyms. (Part 1) Read A Report from the Blue Planet in Water Science Stories. Make a 3-flap book describing the 3 states of matter of water. Give examples of each state. (Part 3) If you wanted to do the Sinking and Floating experiment at home you need directions. Write step-by-step directions so they would be easy for your family to follow. (Part 2) Create a list of the top ten ways to conserve water. See how your list compares to the information in Water Conservation on page 21 of Water Science Stories. Then use your list and create a poster convincing people in the school why and how they should save water. (Part 1,2,3) Read The Pond in the Water Science Stories. Connect the story to life by pretending you are a duck living on the pond. Describe your habitat during all four seasons of the year. (Part 2) How was ice kept before refrigerators were invented? Read Ice History in Water Science Stories to research this question. Take notes and write a short informational report to answer the question. (Part 3) Where do Icebergs come from? Use information from the internet and Ice is Everywhere in Water Science Stories to research this question. Take notes and write a short informational report to answer the question. (Part 3)

4 Investigation 3 P.O.1,2 Water Vapor Imagine you are a water droplet. Write a creative narrative about your adventures through the water cycle using sequence words. (Part 4) As a class, create a song using a well-known tune about the water cycle. Perform your song for another class. (Part 4) Write a cinquain about water and the water cycle. (Part 4) First line: Noun: Water Second line: Two describing adjectives Third line: Three verbs or action words Fourth line: A 4 word short phrase Fifth line: Noun: A synonym with first word If one of the steps in the water cycle disappeared, what would happen? Write a descriptive paragraph about which step is missing and what happens. (Part 4) Draw and label a flow chart of the water cycle as described in The Water Cycle in Water Science Stories. (Part 1,2,3,4) Pretend you are an experienced water droplet in the ocean. Write a letter to an inexperienced water droplet explaining what will happen to them in the water cycle so they won t be scared. Convince them that being a water drop is ok, as eventually you always return home. (After Reading The Water Cycle in Water Science Stories) (Part 1,2,3,4) Read Evaporation and Condensation in Water Science Stories. Connect the text to your life by writing examples of evaporation and condensation in your life. (Part 3) How much water fell in Tucson last year? Using the Internet, research the answer to this question and create a graph showing your findings month by month. (Part 1,2,3,4)

5 Investigation 4 P.O.2.2 Waterworks Read Ellen Swallow Richards: The First Ecologist in Water Science Stories. Create 5 interview questions you would ask her. Use your interview to create a dialogue between you and Ms. Richardson (Part 1,2,3,4) Read Moon Dreams in Water Science Stories. Pretend you live on a planet with no water. Write a story about how you survive. (Part 1,2,3,4) Write a detailed plan of how you and your group will build a waterwheel. Then draw and label it. After your waterwheel demonstration, go back to your plan and write any improvements you could make to it. (Part 2) Write a letter to a hydrologist in Tucson. Tell him/her 3 things you have learned about waterwheels. Ask them to write back and describe how wells help us today in getting water from underground aquifers. (Part 2) After a hydrologist visits your class, responding to your question: What is happening with the water supply in Tucson, write a letter to the editor of the Arizona Daily Star expressing your thoughts on the importance of conserving water in Tucson. (Part 1,2,3,4) Divide the class in 3 parts to read Water, A Vital Resource by Keiro, David, Tamiko in the Water Science Stories. Summarize and illustrate the part you were given. Then create a big chart showing what happens to water in Tucson before and after being in our homes. (Part 1,2,3,4) How much water do regular and water saving toilets use? How much water do regular and water saving showerheads use? Using the Internet, research and answer these questions. Share your findings with the class. (Part 1,2,3,4)

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