1 Bruce Jessop, Fred Marcin Fall, 2004 Water on the Move in the Great Salt Lake Basin Abstract: This lesson explores the water cycle as it relates to the Great Salt Lake basin in Utah. Students will have the opportunity to learn how water moves in and out of the Great Salt Lake Basin. Topic: Water Cycle Grade: 4 Science Benchmark: Matter on Earth cycles from one form to another. The cycling of matter on Earth requires energy. The cycling of water is an example of this process. The sun is the source of energy for the water cycle. Water changes state as it cycles between the atmosphere, land, and bodies of water on Earth. Standards and Objectives: , Students will understand that water changes state as it moves through the water cycle. Objective 1: Describe the relationship between heat energy, evaporation and condensation of water on Earth a. Identify the sun as the source of energy that evaporates water from the surface of Earth. b. Compare the processes of evaporation and condensation of water. Objective 2: Describe the water cycle. a. Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled). b. Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle. c. Identify local Utah locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water). d. Construct a model or diagram to show how water continuously moves through the water cycle over time. Elements of Inquiry: Classify, Communicate New Terms: Great Salt Lake Basin, drainage basin, Intended Learner Outcomes: Students will explore the properties, position, and motion of water in the water cycle within the Great Salt Lake Water Basin (National Content Standard B) through role-play, hands-on activities, and creative writing in order to better understand the water cycle. Time: 60 minutes
2 Background Information: The Great Salt Lake receives water from four main rivers and numerous small streams (66 percent), direct precipitation into the lake (31 percent), and from ground water (3 percent). The total average annual inflow to the lake is about 2.9 million acre feet of water. The main rivers entering the lake are the Bear River from the north, the Weber and Ogden Rivers from the east, and the Jordan River from the south. The drainage basin of the lake covers an area of about 21,500 square miles. Materials: CD of water music, timer, 7 large pieces of paper for stations, Incredible Journey score sheet for each student, 7 dice Preparation: Label local Utah places around the room on large pieces of paper as Mountain, Stream, Cloud, Animal, Ocean/Lakes, Plant, and Ground Water. Place station sheets (see attached) at corresponding stations, and label directions on each sheet #1-6. Place dice at each station. Anticipatory Set: Students should already be familiar with the water cycle and vocabulary terms related to it. Review. Ask, What are the different places water can go as it moves through and around earth? and What does it look like when it is in these different places? Write responses on the board. Invitation to Learn: Ask the students to consider what it would be like to take a journey through the water cycle in the Great Salt Lake Water Basin as a water drop! How will they get to different places? What will happen to them along the way? Procedures: WARM UP-Ask students to identify the different places water can go as it moves through and around earth. Write their responses on the board. 1) Tell students they are going to become water molecules moving through the water cycle. 2) Categorize the places water can move in the Great Salt Lake Basin into seven stations: Clouds, plants, animals, streams, ground water, mountains. Create station locations around the room. 3) Assign an even number of students to each station. (The cloud station can have an uneven number.) Have students identify the different places water can go from their station in the water cycle. Discuss the conditions that cause the water to move. Students should discuss the form in which water moves from one location to another. 4) In this activity, a roll of the die determines where water will go. Each student takes a turn rolling the die and then relocates to the next station the die indicates.
3 5) As students begin changing stations they should keep track of their movements on their activity sheet. 6) Tell students the activity will begin and end with the sound of a bell. 7) After the activity, have students use their travel records to write stories about the places water has been. They should include a description of what conditions were necessary for water to move to each location and the state the water was in when it moved. Assessment/Closure: Students will show their understanding of the water cycle by writing a story about their journey based upon their score sheets. Students share their stories with the class and/or turn them in along with their score sheets. Assessment criteria would evaluate student understanding of water cycle, different ways water is taken in and re-introduced, depending on location, and of the various states water has in the water cycle. ELL/Special Needs: Model directions. Pair the student with someone who can help him or her. Have students act out or draw their story instead of writing it. Extensions: Group students (3-5 per group) to create a skit, story book, or poster describing a member s journey. See attached sheet for further extensions. Curriculum Connections: Language Arts (writing), Creative Arts (visual, drama) Resources: - This lesson has been adapted from The Incredible Journey activity in Project WET International - Teaching Guide and Activities Manual. - This lesson contains information found at 39/pi39pg03.htm.
4 Station 1 - CLOUD You fall as rain onto the Wasatch Range. Go to MOUNTAIN. You fall as snow onto the Wasatch Range. Go to MOUNTAIN. You fall as rain into Millcreek stream. Go to STREAM. You fall as rain into the Great Salt Lake. Go to LAKE. You fall as snow into the Great Salt Lake. Go to LAKE. You fall as rain onto your school s playground. Go to STREAM. Station 2- MOUNTAIN You evaporate into the Salt Lake Valley air. Go to CLOUD. You soak into the valley s ground and get absorbed by a Cottonwood s roots. Go to PLANT. You seep into Salt Lake Valley s ground and become part of the ground water. Go to GROUND WATER. You roll down the Wasatch Fault and drop into a stream. Go to STREAM. You get frozen in ice and stay where you are. Stay on MOUNTAIN.
5 Station 3- Great Salt Lake You are one of countless water molecules in the lake and you stay there. Stay in LAKE. You are one of countless water molecules in the lake and you stay there. Stay in LAKE. You evaporate into the air. Go to CLOUD. You evaporate into the air. Go to CLOUD. Some marsh grass at the Great Salt Lake absorbs you, releases you through its blades, and transpires you into the air. Go to CLOUD. Go to plant but do not roll the dice. Then go directly to CLOUD. Station 4- STREAM You evaporate into the air. Go to CLOUD. You evaporate into the air. Go to CLOUD. A cougar comes to Millcreek stream and drinks you. Go to ANIMAL.
6 You continue rolling downhill and eventually enter the Great Salt Lake. Go to LAKE. You seep into Salt Lake Valley s ground and become part of the ground water. Go to GROUND WATER. You seep into Salt Lake Valley s ground and become part of the ground water. Go to GROUND WATER. Station 5- GROUND WATER You become part of an underground stream that flows into the Great Salt Lake. Go to LAKE. You become part of an underground stream that flows into the Great Salt Lake. Go to LAKE. You become part of an underground stream that flows into a spring in Millcreek Canyon, where you become part of a stream. Go to STREAM. You become part of an underground stream that flows into a spring in Little Cottonwood Canyon, where you become part of a stream. Go to STREAM. A cottonwood tree takes you in through its roots. Go to PLANT.
7 You are pumped out of the ground from a well to irrigate a farm in Farmington, Utah. Go to PLANT. Station 6- COUGAR (Animal) After using you to process food, the cougar urinates and you end up on the ground. Go to MOUNTAIN. After using you to process food, the cougar urinates and you end up on the ground. Go to MOUNTAIN. You are exhaled from the cougar s lungs into the air as vapor. Go to CLOUD. The cougar uses you for rinsing the bad taste of horse out of his mouth. Go to STREAM. You evaporate from the cougar s tongue. Go to CLOUD. You are stored in the cougar s fat. Roll again!
8 Station 7- Plant A pickle weed plant at the Great Salt Lake transpires you into the air. Go to CLOUD. Some marsh grass at the Great Salt Lake transpires you into the air. Go to CLOUD. A cottonwood tree transpires you into the air. Go to CLOUD. A pine tree uses you to grow. Stay at PLANT. A plant stores you in its edible fruit. The fruit gets eaten by a horse, which in turn gets eaten by a cougar! Go to COUGAR. Roll Again! Roll Again!
9 The Incredible Journey Take a journey through the water cycle in the Great Salt Lake Water Basin as a water drop! How will you get to different places? What will happen to you along the way? Use this worksheet to keep track of your adventure! Station What Happened? Where are you going? 1. Example: Cloud I fell as rain onto the Wasatch Range. Mountain
11 Fred Marcin Bruce Jessop Fall, 2004 Honey, I Shrunk the Great Salt Lake! Abstract: This lesson on the water cycle physically involves students in simulating molecular movements in each of water s physical states. It introduces students to the scientific process by having them conduct a simple experiment that demonstrates how the sun is the source of energy that causes evaporation. It engages students in a discussion on the Great Salt Lake s shifting shoreline. Parts of this lesson have been adapted from the lesson Molecules in Motion taken from Project Wet Activity Guide. Grade: 4 th Science Benchmark: Matter on Earth cycles from one form to another. The cycling of matter on Earth requires energy. The cycling of water is an example of this process. The sun is the source of energy for the water cycle. Water changes state as it cycles between the atmosphere, land, and bodies of water on Earth. Primary Core Objective: Standard I: Students will understand that water changes state as it moves through the water cycle. Objective 1: Describe the relationship between heat energy, evaporation and condensation of water on Earth Objective 2: Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle. Intended Learning Outcomes: Students will: Observe a simple object and report their observations about it. Pose questions about objects, events, and processes. Record data accurately when given the appropriate form and format (e.g., table, graph, and chart). Make simple predictions and inferences based upon observations. Use instruments to measure using appropriate units. Use observations to construct a reasonable explanation. Explain science concepts and principles using their own words and explanations. Use scientific language appropriate to grade level in oral and written communication. Know science information specified for their grade level. Time: 120 minutes (2 class periods)
12 Student Prior Knowledge: Previous to this lesson, students should be given an introduction to the water cycle, and should be familiar with the terms solid, liquid, and gas as it relates to water. Vocabulary: Water cycle the series of conditions through which water naturally passes from water vapor in the atmosphere through precipitation upon land or water surfaces and finally back into the atmosphere as a result of evaporation and transpiration. Evaporation the movement of water from a liquid state to vapor. Condensation the movement of water from vapor to liquid Precipitation water that falls to the earth Experiment a procedure or operation carried out under controlled conditions in order to discover something or to test a hypothesis. Hypothesis something not proved but assumed to be true for purposes of argument or further study or investigation. Conclusion a final result or summing up. Background Information: The Great Salt Lake is a terminal lake because it has no surface outlet (rivers flowing from it). Water is lost from the lake mostly through evaporation. Evaporation rates are highest during the hot summer months and lowest during the winter. An average of about 2.9 million acre feet of water evaporates from the lake annually. When inflow equals evaporation, the level of the lake remains constant. If inflow is greater or less than evaporation, the level of the lake will rise or fall, respectively. Because of the recent drought, the inflow has been less than evaporation. (This information retrieved from on 11/16/04.) Materials: 2 flashlights (one covered with a red transparency and one with blue), Jars or clear plastic cups (2 for each group), measuring cup, index cards, experiment activity sheet (attached) Anticipatory Set: (30 minutes) 1. Show students old and new aerial photos of the Great Salt Lake (see resources). Ask, What has changed? Why is the Great Salt Lake shrinking? Discuss the history of the lake. Ask, What happens to a puddle of water after you finish playing in it? Can you jump into that same puddle tomorrow? Next week? Where does the water go? 2. Write condensation, evaporation, and precipitation on the board or overhead. Discuss the definitions for each of these terms (or have a student look them up in the dictionary as you talk. Ask, What happens to water when it gets really cold? What makes the water change from solid to liquid and from liquid to gas? This movement of water as it changes between these three states is called the Water Cycle. 3. Discuss how water molecules stick together and move very slowly in cold temperatures, but when heat from the sun is directed on them, they move faster and faster until they eventually separate and shoot up into the air because they need room to move. They become less dense.
13 4. Tell the class they are going to become water molecules. They will begin as water in its solid form, ice. As ice, students stand in place and move very little. 5. Inform students that the flashlight with the red filter will represent heat energy from the sun, and the blue flashlight will represent the loss of heat. 6. Beam the flashlight on a few students. They should begin to move slowly in place, gently bumping into each other. Tell students they are now liquid. As liquid, students should stay close together. 7. Add more heat; the liquid turns into a gas. Students step away from each other and roam randomly around the room. 8. Shine the blue flashlight on the students. The students slow down, forming droplets of water and moving closer together. Continue shining the blue light until they become ice. 9. Have students draw a picture to show how water moves in each of its three states and collect. Procedure : Tell students that they are going to conduct an experiment to find out what makes water disappear. Ask, What is an experiment? In the discussion they should be told, You experiment when you perform a test to support or disprove a hypothesis. Explain that good scientists follow a specific process when they experiment. Use an example to model the scientific process on the board or overhead projector. (The scientist comes up with a question, forms a hypothesis, tests, observes and records the results, and forms a conclusion.) Discuss and explain each step as you write it down. Separate students into small groups (3-4). Tell students that they will create an experiment, using the scientific process, to find out what makes water disappear. Show them the materials they are going to use. On a sheet of paper, have each student write the steps in the scientific process (question, hypothesis, experiment, results, and conclusion) as they create their experiment. Guide them through the following experiment (or let them figure out their own way): Experiment 1. Measure Use the measuring cup to pour the same amount of water in each jar. With a fine marker, draw a line on each jar at the water level. 2. Place one jar in a sunny area, and the other in a dark area. 3. Label one jar Sunny and the other Dark. On your paper make a chart to record the measurements for each day (model this for them). 4. Observe Establish a time to check the jars every other day (at the same time) for 1 week, measuring the water level in each jar and recording it on the chart. 5. After a week, revisit the hypothesis and create conclusions based on your observations. Assessment: Students will turn in their experiment papers that include the question, hypothesis, experiment steps, results, and conclusion. They should infer that evaporation takes place as the liquid water becomes water vapor from the sun's warmth. They infer this because water can't just "disappear" but has to follow the next step in the water cycle. See rubric.
14 Closure: Discuss with students how the Great Salt Lake is shrinking because it is evaporating faster than water comes into it. It doesn t get as much water as it used to because of the drought and because people are using more of the water before it can make it to the lake. Talk about how the process of the sun's energy causing evaporation is important. Have them name some places on the earth where evaporation takes place. Ask them to identify situations in which evaporation causes problems (swimming pools and fountains lose water, water holes in deserts dry up) and situations where evaporation is helpful (drying cement, clothes hanging on the line, making raisins). Have they noticed that evaporation occurs more frequently in the summer months when the sun is warmer? Adaptations for Diverse Learners: - Pair students up with someone who can help them. Let them record their results by drawing pictures instead of measuring. Model each step and/or perform the experiment as a class. - Instead of measuring water in jars, have students pour water on a tray and trace around the outer edge of the puddle every hour with chalk. Extensions: Have students create their own experiments with water, or repeat the experiment by placing the jars in different places. How were the results similar or different? Resources: - Satellite photos and maps of GSL can be found at and - Utah Geological Site - Project WET Curriculum and Activity Guide, 2004, Watercourse and Council for Environmental Education, ISBN
15 Name Question: What do you want to find out? Experiment! Hypothesis: What do you think will happen and why? Experiment: Describe how you will perform your experiment and draw a picture of it. Observe and Record Your Results: Write it out, draw pictures, or make a chart. Conclusion: Revisit your hypothesis. Did the experiment prove it or disprove it and why? What did you learn? Name
16 Experiment Scoring Rubric Clear and specific question and hypothesis Clear description of experiment procedures Correct use of scientific process Clear display of results in chart and on graph Conclusion shows understanding that evaporation takes place as a result of the sun s warmth Excellent (strong, praiseworthy, expressive, valuable) 3- Good (appropriate, sound, credible, interesting) 2- Fair (adequate, sufficient, generally satisfactory) 1- Poor (inadequate, insufficient, not satisfactory) Comments:
Grade 4 Standard 1 Unit Test Water Cycle Multiple Choice 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D. in oceans 2. What source of energy evaporates the most water from
th Grade Pre-Visit Activity # The Water Cycle Overview Objectives Subjects Earth s water molecules circulate among air, plants, animals, and soil by way of the water cycle. This activity uses a game to
Evaporation Unit Written By: Emily Ericson Jennifer Throndsen Science Methods EDUC 342 Spring 2003 Jennifer Throndsen Emily Ericson Spring 2003 Introduction to Evaporation Abstract: During the introductory
The Water Cycle Now You See It, Now You Don t Unit: Salinity Patterns & the Water Cycle l Grade Level: Elementary l Time Required: Introduction - 30 min. - Activity as groups 45min Wrap Up 20 min l Content
reflect Think of the last time it rained in your city. When the rain stopped, you probably saw puddles on the ground. After a few hours, though, the ground was dry again. Where did all that rainwater go?
Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Weather: 4.H.3 Water Cycle Grade Level 4 Sessions Seasonality
Water Cycle Activity Guide for Component 8.3.1 Guiding Questions (be able to answer these questions at the end of packet) 1. What forces move water through the water cycle? 2. What are the steps of the
Miami-Dade County Public Schools Curriculum and Instruction (Science) Required GRADE 5 ESSENTIAL SCIENCE Laboratory Activities QUARTER 2 LABORATORIES LAB # 8: AROUND AND AROUND IT GOES! Grade 5 Essential
The Water Cycle and the Influence of Global Warming Almost three-fourths of Earth s surface is covered by water. Over 96% of this water is in the oceans. The polar ice caps and glaciers hold another 2%
reflect Have you ever jumped in a puddle or played in the rain? If so, you know you can get very wet. What you may not know is that a dinosaur could have walked through that same water millions of years
Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials
Let s Make a Cloud Related Subject: Climate and Weather Group Size: 10-15 Length of Activity: 45 minutes Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke
44 WATER WONDERS Overview The water cycle is the system by which Earth s fixed amount of water is collected, purified, and distributed from the environment to living things and back to the environment.
Traveling on the Water Cycle 40- to 1-2 50-minute sessions ACTIVITY OVERVIEW 62 M OD E L I N G Students simulate traveling with water molecules through the water cycle, beginning in their own town. After
The Water Cycle I can build a model to simulate parts of the water cycle. I will be able to recognize and explain the essential elements of the water cycle. Background Water, in its different forms, cycles
Water Cycle Objectives: Students should be able to show how a water molecule moves through the water cycle through the creation of a diagram. Pre-Assessment: Using the pre-assessment on page 6 have the
The Water Cycle 1/2/3. Finding out about the Water Cycle Aims: To enable pupils to learn and understand what happens at each stage of the Water Cycle To introduce specific vocabulary related to the Water
TEST NAME: Matter TEST ID: 49717 GRADE:05 SUBJECT:Life and Physical Sciences TEST CATEGORY: My Classroom Matter Page 1 of 30 Student: Class: Date: 1. What is the MAJOR role of the Sun in the water cycle?
Teacher's Notes Solid, Liquid, Gas! The Water Cycle Almost 75% of the earth is covered in water. Every molecule of water that was present when the earth was formed is still present today. Just think, the
Chapter 2 Student Reading Atoms and molecules are in motion We warm things up and cool things down all the time, but we usually don t think much about what s really happening. If you put a room-temperature
Humidity Activity Background Water is the common name for a chemical that has two atoms of hydrogen (H) for each atom of oxygen (O). The chemical formula for water, then, is H 2 O. Water has some special
THE PLANT KINGDOM: THE WATER CYCLE Material: The Water Cycle Nomenclature The Water cycle Model Water Ice Heat Source (lamp with a clamp) Tables Presentation 1: Key Experience 1. Say, Today we are going
Water, Water, Everywhere! Standard(s) Addressed: Physical Science Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other. Students know water
SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SECOND GRADE WATER WEEK 1. PRE: Exploring the properties of water. LAB: Experimenting with different soap mixtures. POST: Analyzing
The Water Cycle Activities 1 Revised February 2013 Activities These activities can be used to enhance or reinforce concepts and vocabulary words learned in the Water Cycle lessons found at extension.usu.edu/waterquality.
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
Iowa Children s Water Festival Curriculum Water Cycle Module Gaining Understanding Students learn about precipitation, evaporation, and condensation as well as runoff, percolation and transpiration Teacher
4.2 LESSON 1 What is the Water Cycle? At-Home Activity Objectives... Learn key vocabulary terms: Evaporation, Condensation, Precipitation, and Transpiration and be able to apply them. Materials Needed...
This PowerPoint file contains information about the water cycle. The first slide shows a picture that includes all processes in the water cycle. Subsequent slides discuss each process individually. The
Grade 7 Science Calamity Day #8 Water Cycle Webquest In early 2014, NASA will launch an important satellite that will enable us to learn more about our home planet. The Global Precipitation Measurement
JetStream An Online School for Weather Aquifers Aquifers Aquifers 1 3 5 Aquifers Aquifers Aquifers 2 4 6 /atmos/ll_whatacycle_aquifers.pdf There are over 35 lesson plans in the National Weather Service
Multiple Choice Directions: Identify the choice that best completes the statement or answers the question. 1. Why does precipitation occur more often near the equator than near the poles? A. Colder air
Effects of Water Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess.
Name: Multiple Choice (2 pts each): 1. What is the source of energy for all parts of the water cycle? A. Wind B. The Ocean C. Soil D. The Sun 2. Which of the following processes would result in water pollution?
Answers The Water Cycle Year 7 Science Chapter 7 p153 1 Change of state from liquid to vapour happens over the water as liquid water evaporates into water vapour in the atmosphere. 2 The sun is the source
Scientist Guide Let s Talk About the Weather Introduction Agriculture is highly dependent on the weather. Ever since the first seed was sown, farmers have been watching the sky and hoping for good weather.
Water Cycle Close Reading 3 rd - 6 th Grade Image Source: Google Images Lexile Levels: 530, 800,1070 *CCSS Aligned* Non-fiction and Fiction Paired Texts HOW TO USE: During close reading, the teacher and
Where is all the freshwater on Earth? Subject/ target grade: Middle School (8 th grade) Earth Science Duration: Three 50 minute period Setting: Classroom and computer lab Materials and Equipment Needed:
Energy Transfer in the Atmosphere Energy Transfer in the Atmosphere The sun provides most of the Earth s energy. This energy is what drives winds and ocean currents and allows Earth s plants to grow and
Teaching Machine Based on the work of Judi Garratt 1. Ask students to name various machines they see in the room. 2. Establish that movement of machines is mechanical, repetitive, and often stationary.
Tayrn Cox Melissa Trujillo Ashley Page Spring 2002 Effects of Acid Rain Abstract: This lesson will explore the concept of acid rain and its effects on ecosystems. Grade Level: 3 rd grade Utah Core Curriculum
Clouds Exploration Phase How do clouds form? Above are fair weather cumulus (heaped/cotton ball) clouds. They do not form a single layer, as stratus clouds. They do not resemble wisps of hair, as cirrus.
Lesson 5 Introduction Water We Talking About? Learning Outcomes & Assessment Time Resources Activities Handouts Video every dr p counts 71 Lesson 5c: Water Actions: Evaporation, Condensation and Precipitation
Participants observe how water is continuously cycled between land, water formations and the atmosphere Grade Level: 2-8 Time: Two hours plus observation time on several days following Learning Objectives:
Overview Plants interact with their environment in many ways that we cannot see. Children often enjoy learning about these hidden secrets of plant life. In this lesson, children will learn about role of
Chapter 2, Lesson 5: Changing State Melting Key Concepts Melting is a process that causes a substance to change from a solid to a liquid. Melting occurs when the molecules of a solid speed up enough that
When at least two states of the same substance are present, scientists describe each different state as a phase. A phase change is the reversible physical change that occurs when a substance changes from
Overview In this activity, students will be introduced to the hydrologic cycle, how water collects and gets used in California, and how scientists measure the water cycle. Objectives By the end of this
KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF KINDERGARTEN WEEK 1. PRE: Defining the states of matter. LAB: Discovering the properties of water. POST: Analyzing the water
THIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF THIRD GRADE WATER WEEK 1. PRE: Comparing the different components of the water cycle. LAB: Contrasting water with hydrogen
LESSON 1: WHAT WE KNOW ABOUT WATER Estimated Time for Lesson 1 hour, 45 minutes State Standards Standards Taught S6C3PO1: Identify the sources of water within an environment (i.e., groundwater, surface
Unit: 07 Lesson: 02 Suggested Duration: 4 days Grade 02 Unit 07 Exemplar Lesson 02: Connecting the Water Cycle to Weather This lesson is one approach to teaching the State Standards associated with this
Select the be answer on the answer sheet. Please do not make any marks on this te. 1. Weather is be defined as the A. changes that occur in cloud formations from day to day. B. amount of rain or snow that
Still Waters Lesson Plan Grades 4-6 Lesson Summary Students make a solar still to observe different stages of the water cycle and to learn about desalination. Overview In this lesson, students will: Identify
ACIDS EATING MY NOSE! Acid rain is more acidic than normal rain and forms through a complex process of chemical reactions involving air pollution. The two most important pollutants that contribute to acid
KEY CONCEPT Most clouds form as air rises and cools. BEFORE, you learned Water vapor circulates from Earth to the atmosphere Warm air is less dense than cool air and tends to rise NOW, you will learn How
FOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FOURTH GRADE WATER WEEK 1. PRE: Comparing different reservoirs of water. LAB: Experimenting with surface tension and capillary
Guide Teaching Text Features with Wet Weather Handbook from Seeds of Science/Roots of Reading Book Summary Introduction Wet Weather Handbook is a reference book about eight different kinds of wet weather:
The States of Matter The audience is invited to stretch their minds about the expanding and contracting world of temperature. Solid, liquid or gas - everyone will see, it s all a matter of degree! Balloons
Supported by A seven part series exploring the fantastic world of science. Find out about different climates in different parts of the World. The only animal capable of surviving the harsh conditions in
WHERE DOES THE WATER GO IN THE WATER CYCLE? OBJECTIVES Identify the water cycle as a system that is a combination of systems Describe each process in the water cycle, including the changes in state (if
Lesson Plan 9 Mini Water Cycle Brief description Students observe the water cycle in action inside a mini solar still. The still consists of a plastic tub filled with a layer of moist soil or sand, and
Overview Children will measure and graph the precipitation on the playground throughout the year using a rain gauge. Children will also observe satellite images of clouds and begin to investigate how clouds
What is a Terrarium? A terrarium is a collection of small plants growing in a transparent, sealed container. A terrarium is a closed environment, and can actually be used to illustrate how an ecosystem
Designation: Ontario Curriculum: Science and Technology Earth and Space Systems: Grade 2 Air and Water in the Environment Written by: Andrea Schultz-Allison, Department of Earth Sciences, The University
The Water Cycle By Erica Hildebrand Evaporation Precipitation Condensation Sublimation Transpiration Infiltration Surface Runoff True False True False Water Cycle Idol Today on Water Cycle Idol we will
reflect You re going on vacation in a week and you have to start thinking about what clothes you re going to pack for your trip. You ve read the weather reports for your vacation spot, but you know that
Atmosphere SECTION 11.1 Atmospheric Basics In your textbook, read about the composition of the atmosphere. Circle the letter of the choice that best completes the statement. 1. Most of Earth s atmosphere
Humidity, Condensation, Clouds, and Fog or Water in the Atmosphere The Hydrologic Cycle Where the Water Exists on Earth Evaporation From the Oceans and Land The Source of Water Vapor for the Atmosphere
activity 14 Transferring Solar Energy BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 4 Quarter 2 Activity 14 SC.B.1.2.2 The student recognizes various forms of energy (e.g., heat, light, and electricity).
Watershed Connections Learning about watersheds in the Portland Metro area What is a Watershed? A watershed is an area of land where all the rain and snow drains into a Watershed Boundary Headwaters common
Title: Rock Cycle Comic Strip Author: Ashley Packard Subject Area: Geology Grade: 8 Description of Lesson: This lesson is designed to help the students understand how the rock cycle works. They will play
Kingdom Schools Science Department Grade 5- Term 2 Name: Date: Section: Summary Booklet Topic 8 Weather Patterns Lesson 1 :How does Air move? Skill 8-1: Understand that air pressure is related to altitude,
JOURNEY THROUGH THE WATER CYCLE Grade Level or Special Area: 2 nd Grade Written by: Lucile Arnusch, Trinity Lutheran School, Greeley, Colorado Length of Unit: Seven lessons and a Culminating Activity (eight
4THE UNIVERSITY OF THE STATE OF NEW YORK SPRING 2008 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test
Ocean and Weather Name: Period: Date: Essential Question: How does the ocean affect climate and weather on land? On the left is the Illustration of major ocean currents throughout the globe. Ocean currents
Water Recycles poster The "Water ReCycles" poster is designed for students of all ages. It shows the natural water cycle and humans influence on water resources. Raincloud illustration The raincloud in
Aim / Learning Objective: Looking at the world through science, students can learn about the marine elements of our natural environment and the importance of the water cycle. Students can look at and compare
A Science Notebook Set Up Packet for Primary Grades By Nancy VandenBerge Firstgradewow.blogspot.com Graphics By Thistle Girl, scrappindoodles This little unit is intended to be an aid in setting up a science
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he
Purpose Investigation III: Annual Precipitation, Evaporation and Surface Runoff in the US The purpose of this activity is to analyze the relationships between precipitation, evaporation, and surface runoff
About This Book Welcome to Investigating Science Weather! This book is one of ten must-have resource books that support the National Science Education Standards and are designed to supplement and enhance
Name Teacher: Mr. D. Strina Teacher: Mr. Dan Strina McCaig Elementary School 1 2 3 WATER Water Cycle Stages Answer Sheet A ocean (salt water) B evaporation C energy from the sun D condensation E precipitation
Weather Vocabulary Weather- The condition of the atmosphere at a certain time and place. Meteorologist-A scientist who studies weather Weather maps- a map or chart showing the meteorological conditions,
Science Project Idea 8 th -Grade Energy Water to Vapor; Water to Ice The Process Is Amazing Setting the Scene: Holding On To Heat If you leave a cup of cold water on a counter, it will warm up very quickly.
Your consent to our cookies if you continue to use this website.