Key Concepts in Science THE WATER CYCLE TEACHER GUIDE Sally Ride Science

Transcription

1 Key Concepts in Science THE WATER CYCLE TEACHER GUIDE 2015 Sally Ride Science

2 THE WATER CYCLE: CONTENTS Student handouts are at the back of the Teacher Guide. Correlation to Standards Sally Ride Science Teacher Guides... 5 The Water Cycle: About the Book... 6 Getting Started: In Your World...7 Preview The Water Cycle, read the introduction, and discuss key concepts. Chapter 1: Water Planet... 8 Model creating a personal science dictionary, read Chapter 1, and discuss key concepts in the chapter. Students: Chapter 1 handout Chapter 2: The Water Cycle Model asking questions as you read, read Chapter 2, and discuss key concepts in the chapter. Students: Chapter 2 handout Thinking Like a Scientist...11 Read Thinking Like a Scientist and answer the questions about the shrinking Aral Sea. Students: Thinking Like a Scientist handout Science Writing...12 Make a plan to restore the Aral Sea. Students: Science Writing handout Chapter 3: Follow That Water Molecule...13 Model summarizing with a sequence chart, read Chapter 3, and create a sequence chart. Students: Chapter 3 handout Create a Comic Strip...14 Make a comic strip about a water molecule s adventures. Students: Create a Comic Strip handout How Do We Know? > Read How Do We Know?...15 Read How Do We Know?, about hydrologist Hugo Loáiciga, and answer the questions. Students: How Do We Know? handout > Math Connection...16 Make calculations about how much water a spring produces. Students: Math Connection handout Study Guide: Hey, I Know That! Complete the study guide questions. Students: Hey, I Know That! handout 2015 Sally Ride Science 2

3 CORRELATION TO STANDARDS Correlation to Science Standards For information on alignment to state science standards and NGSS, visit Correlation to Common Core Sally Ride Science s Key Concepts and Cool Careers book series provide students with authentic literacy experiences aligned to Common Core in the areas of Reading (informational text), Writing, Speaking and Listening, and Language as outlined in Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. The Water Cycle: Fantastic Feats of H 2 O and the accompanying activities align to the following standards: Reading Standards for Literacy in Science and Technical Subjects 6-12 (RST) Grades 6-8 Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 (WHST) Grades 6-8 Text Types and Purposes 1. Write arguments focused on discipline-specific content. a.-e. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b., d., f. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research Sally Ride Science 3

4 CORRELATION TO STANDARDS Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening Standards 6-12 (SL) Grades 6-8 Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6, grade 7, and grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. a.-d. Presentation of Knowledge and Ideas 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Grade 6 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Grade 7 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Grade 8 Language Standards 6-12 (L) Grades 6-8 Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6, grade 7, and grade 8 reading and content, choosing flexibly from a range of strategies. a.-d. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression Sally Ride Science 4

5 SALLY RIDE SCIENCE TEACHER GUIDES The Sally Ride Science Key Concepts in Science and Cool Careers book series are available as print books and ebooks.* A Teacher Guide accompanies each of the 36 Key Concepts books and 12 Cool Careers books. More information: sallyridescience.com/learning-products *Book pages pictured in the Teacher Guides are from ebook editions. Some pages in the print books have different images or layouts. Cool Careers Cool Careers in Biotechnology Cool Careers in Earth Sciences Cool Careers in Engineering (Upper Elementary) Cool Careers in Engineering (Middle School) Cool Careers in Environmental Sciences (Upper Elementary) Cool Careers in Environmental Sciences (Middle School) Cool Careers in Green Chemistry Cool Careers in Information Sciences Cool Careers in Math Cool Careers in Medical Sciences Cool Careers in Physics Cool Careers in Space Sciences Key Concepts in Science Adaptations Biodiversity The Biosphere Cells Earth s Air Earth s Climate Earth s Energy Earth s Natural Resources Earth s Water Elements and Compounds Energy Basics Energy Transformations Flowering Plants Food Webs Forces Genetics Geologic Time Gravity Heat Life Cycles Light Motion Organic Molecules Photosynthesis and Respiration Physical Properties of Matter Plant and Animal Systems Plate Tectonics The Rock Cycle Solids, Liquids, and Gases Sound Space Exploration Sun, Earth, and Moon Units of Measurement Vertebrates The Water Cycle Weathering and Erosion Sally Ride Science provides professional development and classroom tools to build students passion for STEM fields and careers. Founded by Dr. Sally Ride, America s first woman in space, the company brings science to life for upper-elementary and middle school students. Visit us at SALLYRIDESCIENCE.COM for more information Sally Ride Science 5

6 THE WATER CYCLE: Fantastic Feats of H 2 O About the Book The Water Cycle: Fantastic Feats of H 2 O highlights the importance of water to life on Earth. Students learn about the unique set of properties that make water so valuable and important. They also learn how water moves around on Earth in a continuous cycle of evaporation, transpiration, condensation, precipitation, runoff, and absorption. Students then focus on how the water cycle affects conditions in the Pacific Northwest. At the end of each two-page spread, a brief statement called The Bottom Line sums up the key ideas about the water cycle covered in those pages. In Your World piques students interest in the water cycle by describing a scenario involving a snowflake. The scenario encourages students to think about where a drop of water has been and where it will end up next. Doing so highlights the importance of water and introduces topics related to how water moves and changes. Chapter 1 explains that water has unique properties that make it behave differently from other substances. Students also learn that Earth s water moves in a continuous cycle, from location to location and from phase to phase. Chapter 2 explains how currents and temperature differences in the oceans help fuel the water cycle. Students learn that water moves into the atmosphere mainly by evaporation from the oceans. In the atmosphere, water vapor moves to different locations, condenses into clouds, and falls as precipitation. When water returns to the surface through precipitation, it is stored or moves about as surface water, groundwater, or ice. Students also learn that people are part of the water cycle and affect it in many ways, including by changing the climate. Thinking Like a Scientist features the story of the shrinking of the Aral Sea, which is considered one of the greatest environmental disasters of our time. Students get a chance to interpret and draw conclusions based on a satellite photo of the Aral Sea and on real science data about the area and volume of the Aral Sea from 1960 to Students also make a line graph using the data and analyze it to answer questions. Chapter 3 reinforces the concept that water moves around the globe in a continuous cycle. To illustrate water s movement, the chapter follows a water molecule as it rides an air current from Hawaii to Seattle and then moves from place to place, changing from water vapor to liquid water to ice and back again. Students learn that evaporation from the warm Pacific Ocean feeds moist air that flows toward the Pacific Northwest and that the Cascade Mountains affect where precipitation falls. How Do We Know? focuses on Hugo Loáiciga, a hydrologist whose childhood experiences on his family s rice farm led him to a career researching the management of water resources in California. Then in Math Connection, students calculate the impact and value of the water that comes from a natural spring. Hey, I Know That! allows students to assess their own learning through a variety of assessment tasks relating to the key concepts covered in The Water Cycle Sally Ride Science 6

7 THE WATER CYCLE: GETTING STARTED In Your World Preview the book Ask students to browse through The Water Cycle. Encourage them to look at the cover, table of contents, chapter titles, special features, photographs, and diagrams. Explain that paying attention to these features will give them clues about the text. Read In Your World (pages 4 and 5) and discuss key concepts Tell students to read In Your World. When they have finished reading, start a discussion by asking, Where is water shown in the photo? [There is water in the snow and the clouds. Snow is frozen water, and the clouds are made of tiny water droplets.] Remind students that water in its gaseous state, water vapor, is also always present in the air around us, but that we don t see it because it is an invisible gas. Lead students to understand that the air in the image on page 4 contains water vapor. Have students look over the questions in the last paragraph of page 5: How does water travel? How long does its journey take? What amazing feats does water perform along the way? Spend some time as a class discussing students ideas related to these questions. Guide students to an understanding that water is always moving. Have them share which aspects of the water cycle they think are most dramatic, such as rainstorms, crashing ocean waves, or giant waterfalls. SCIENCE BACKGROUND Energy from the Sun powers the water cycle, the endless movement of water around the globe. Most of Earth s water is in the oceans. When the Sun warms the surface of the oceans, some water molecules gain enough energy to evaporate they break free of the surrounding water molecules and float off into the air as water vapor. When water vapor rises and cools, it condenses the water molecules lose energy and join with other water molecules to form tiny droplets of liquid water. Billions of these droplets get together to form clouds. Winds driven by the Sun s energy shuttle clouds to different places. Eventually, when enough water molecules have joined together, droplets in the clouds become heavy enough to fall as rain. If this rain falls on the land, some of it is absorbed and some flows as runoff into rivers, lakes, and oceans Sally Ride Science 7

8 THE WATER CYCLE: CHAPTER 1 Water Planet Read Chapter 1: Water Planet Before reading: Model how to create a personal science dictionary Before students read Chapter 1 of The Water Cycle, model how to use a personal dictionary to learn science words. Use the word evaporate on page 5 to model how to use context clues to help determine a word s meaning. Say, Sometimes you can figure out what a word means by reading the text around it. Let s read the sentences in the second paragraph to find the context, or how the word is used. (Next stop the ground, a creek, or perhaps the stem of a daisy. Eventually, the drip may evaporate back into the atmosphere.) This context shows that evaporate is a verb that means causing water to move from Earth s surface back into the atmosphere. Tell students that they can use a dictionary or the glossary to find that evaporate means to change from a liquid state and become a gas. Write the definition on the board. Add the sentence: Liquid water in the puddle will evaporate and become a gas in the air. Tell students that they could add an example, a diagram, or a picture that illlustrates the term. As students read The Water Cycle book, have them create a personal dictionary for science vocabulary. Students should list each glossary word as well as any additional terms they encounter that are unfamiliar. Read Chapter 1: Water Planet (pages 6-9) Ask students to read Chapter 1: Water Planet. Give them the Chapter 1 handout and ask them to use it to take notes as they read. Point out that there is a place on the handout to make illustrations or diagrams of key ideas in the chapter. After reading: Discuss key ideas After students read Chapter 1, have students look at the image of Earth on page 6, shown here. Ask, Where do you see water in this image? [The oceans, clouds, lakes, and ice cap shown in the image all contain water.] Where can you find water on Earth? [Water is mostly found in the oceans, but it is also found frozen in ice caps and glaciers; in the ground; in lakes, rivers, and swamps; and in the air.] What are some unique characteristics of water? [Water molecules stick together; water s frozen form is less dense than its liquid form; many things dissolve in water.] Why is the water found in different places on Earth different temperatures? [Heat from the Sun hits Earth at different angles, so the surface of Earth is warmed unevenly. Also, different forms of water react differently to sunlight.] Call on students to express their ideas and expand on each other s answers Sally Ride Science 8

9 THE WATER CYCLE: CHAPTER 2 The Water Cycle Read Chapter 2: The Water Cycle Before reading: Model asking questions as you read Have students turn to page 14 in The Water Cycle. Focus their attention on the diagram at the bottom of the page, shown here. Say, This diagram has two labels Groundwater and Surface water. I know what surface water is, but I m not sure what groundwater is. A question that I already have is, What is groundwater? On the board, write, What is groundwater? Tell students that they can improve their reading comprehension by asking questions as they read. Then they can look for answers in the text or in diagrams or captions. Call on a student to read aloud the caption for the diagram on page 14: Some groundwater stays in layers of rock or soil. But some trickles downhill and flows into lakes or rivers. Say, Groundwater Surface water That helps me understand what groundwater is it is water that either stays underground or trickles out of the ground and becomes surface water. But how does the ground hold groundwater? Is it like a river running underground? That s another question, and I can look for the answer as I read. Encourage students to practice asking questions and looking for answers as they read Chapter 2. Read Chapter 2: The Water Cycle (pages 10-19) Ask students to read Chapter 2: The Water Cycle. Give them the Chapter 2 handout and tell them to use it to write down any questions that occur to them as they read and any answers that they find. Point out that the handout also has a place for them to summarize their notes by drawing a simplified diagram of the water cycle. After reading: Discuss key concepts Have pairs of students discuss any questions that they still have about ideas in the chapter. If a student s partner cannot help to answer the question, then have both students look up the answer in a reference book or online. Come together as a group and call on student pairs to share questions they had and explain how they were able to find an answer. To assess students understanding of key concepts in Chapter 2, say, The subtitle of Chapter 2 is Endless Journey. Why does the subtitle Endless Journey make sense in a chapter about the water cycle? [The water cycle is an endless cycle. Water moves around the Earth in a continuous cycle of evaporation, transpiration, condensation, precipitation, and absorption.] 2015 Sally Ride Science 9

10 THE WATER CYCLE: CHAPTER 2 The Water Cycle How do currents and temperature differences in the oceans help fuel the water cycle? [Warmer water in the ocean rises and colder water sinks. This movement drives huge currents that move all through the oceans and distribute heat around the planet.] How does water move into the atmosphere? [Water moves into the atmosphere mainly by evaporation from the oceans. In the atmosphere, water vapor condenses into clouds.] How are people part of the water cycle? [Water makes up about 60 percent of the human body. We need water to survive, and we get it by drinking and eating. Then we pass it on through sweating, breathing, and eliminating waste. People also affect the water cycle in many ways, such as when they dam rivers, irrigate fields, or add greenhouse gases to the air that make Earth warmer. Changes in Earth s temperature affect the water cycle.] SCIENCE BACKGROUND Explain to students that the word cycle comes from a Greek word, kyklos, meaning circle or wheel. Ask students to relate the meaning of the Greek word kyklos to the meaning of cycle. Help them understand that a cycle is something that occurs in a repeating or circular pattern or a loop. Brainstorm other cycles that they have studied in science class, such as the rock cycle, the life cycles of certain organisms, and the carbon cycle. Have students share their thoughts with the class Sally Ride Science 10

11 THE WATER CYCLE: THINKING LIKE A SCIENTIST The Shrinking Aral Sea Read Thinking Like a Scientist (pages 20 and 21) Ask students to read Thinking Like a Scientist. Give them the Thinking Like a Scientist handout and tell them to use it to answer the questions on page 21. Have students work in small groups to discuss the questions and come to agreement on the answers. Then ask each group to present to the class. Each group should go through one question and show how they arrived at their answer. Your turn! Look at the data table and the satellite image of the Aral Sea. Then answer these questions. ANSWER KEY 1. Based on the satellite photo, how did the Aral Sea change from 1960 to 2010? [The satellite photo shows that most of the area once covered by the Aral Sea had become dry land by Only a small fraction of the former area was still covered by water. The photo also shows that the lake had separated into a northern part and a southern part.] 2. During this time, what do you think happened to the Aral Sea ecosystem? [Rising salinity, or saltiness, killed off most of the fish in the lake. Also, wind whipped up the dry lake bottom, causing dust storms. Because the bottom also contained agricultural chemicals, the dust is harmful to human health and to other animals that live in the area. So the drying up of the lake damaged the ecosystem both in the water and around it.] 3. How might restoring the Aral Sea affect the water cycle in this region? [The shrinking of the lake changed the water cycle in a way that made winters colder and summers hotter and drier. If the sea were restored, seasonal weather might return to normal. With more water available for evaporation, rainfall and runoff might increase.] 4. Study the data table. In 1960, the Aral Sea covered 67,499 square kilometers. By 2011, the area had shrunk to 12,130 square kilometers. What percentage of the sea s 1960 area was left in 2011? [About 18 percent of the sea s 1960 area was left in (12,130 67,499 = x 100 = about 18 percent)] 5. Make a line graph of the Aral Sea s volume from 1960 to 2011, with Year on the X-axis and Volume (km 3 ) on the Y-axis. What percentage of the Aral Sea s 1960 volume remained in 1989? In 2011? [About 33 percent of the Aral Sea s 1960 volume remained in By 2011, only about 8 percent of the sea s original volume remained. (364 1,089 = 0.33 x 100 = 33 percent) (90 1,089 = 0.08 x 100 = 8 percent)] 2015 Sally Ride Science 11

12 THE WATER CYCLE Science Writing Save the Aral Sea Give students the Science Writing handout for The Water Cycle. Tell students to imagine they are scientists coming up with a plan to restore the Aral Sea. Have students work in pairs to write a description of their plan on the handout. Students can review Thinking Like a Scientist on pages 20 and 21 for background on the Aral Sea. If time permits, allow students to do some research on the Internet to get ideas about how to restore the sea. Students plans should include: > an explanation of why it is important to restore the Aral Sea. > details about how people can help to bring the sea back to the size it was in > pros and cons that could result from the restoration of the sea. Call on several students to share their plans with the class. ADDRESS MISCONCEPTIONS Because the water cycle is presented as a continuous loop in which water is constantly recycled and is never used up, students may mistakenly believe that water resources do not need to be managed or conserved. Point out to students that while the total amount of water on Earth is constant, the access to water resources, especially fresh water, must be managed. Damming rivers, like the ones that fed the Aral Sea, is one example of how use of a water resource for one purpose can affect humans and other living things. Pollution of fresh drinking water is another way that water resources can be mismanaged Sally Ride Science 12

13 THE WATER CYCLE: CHAPTER 3 Follow That Water Molecule Read Chapter 3: Follow That Water Molecule Before reading: Model summarizing with a sequence chart Before students read Chapter 3: Follow That Water Molecule, give them the Chapter 3 handout. Tell them that the chapter tells a story about the path of a water molecule that travels from Hawaii to the deserts of the Pacific Northwest. Tell students that the handout has a place to summarize the water s molecule s journey by making a sequence chart. To get students started, call on a student to read aloud the first three paragraphs on page 24. Then draw a box on the board and say, To begin my sequence chart, what should I write in the box to show the first part of the water molecule s journey? Listen to students responses and then write, A water molecule evaporates from the ocean near Hawaii. Then draw an arrow to a second box. Say, What should I write in the second box? Again, listen to students responses. Then write, The molecule joins a current of warm air moving Northeast. Tell students to copy the sequence chart on their handouts. They should keep adding arrows and boxes to the sequence chart as the molecule continues on its journey. Read Chapter 3: Follow That Water Molecule (pages 22-25) Ask students to read Chapter 3: Follow That Water Molecule. Have them take notes on their handouts and continue their sequence charts of the molecule s journey. After reading: Make a sequence chart After students read Chapter 3, have them work in pairs to draw a sequence chart of what might happen to the water molecule as it continues its journey after the end of Chapter 3. Call on several pairs to share their sequence charts. Ask, What processes in the water cycle does the molecule go through in your sequence chart? Will the water molecule ever stop moving through the water cycle? [A water molecule may stay for thousands of years in one part of the water cycle, such as frozen in a glacier, but it will always be part of the water cycle.] Call on several students to share their ideas Sally Ride Science 13

14 THE WATER CYCLE Create a Comic Strip A water molecule s adventure Give students the Create a Comic Strip handout. They will use it to draw a comic strip about a water molecule s movement through the water cycle. Tell students that they can use part or all of the water molecule s journey from Chapter 3 of The Water Cycle or come up with an original adventure. Comic strips should trace the molecule s movement through several parts of the water cycle. Students should use captions or speech or thought balloons to explain what is happening in each panel of their comic strips Sally Ride Science 14

15 THE WATER CYCLE: HOW DO WE KNOW? Meet hydrologist Hugo Loáiciga Read How Do We Know? (pages 26-29) Give students the How Do We Know? handout for The Water Cycle. Have them look at the questions on the handout for the first section, The Issue (page 26). Then have them read that section and answer the questions. Have them complete the rest of the sections (The Expert, page 27; In the Field, page 28; Technology, page 29) in the same way. Then go over each question as a class. Call on two or three students to share their answers to each question. ANSWER KEY 1. With such an abundance of water on Earth, why is fresh water such a valuable resource? [Fresh water is a valuable resource because only 3 percent of Earth s water is fresh; the rest is salt water. Also, most of Earth s fresh water is not easily accessible to people.] 2. Where can you find fresh water on Earth? [You can find fresh water frozen in glaciers and ice caps; you can find liquid water in lakes, ponds, rivers, swamps, and other bodies of water; you can also find liquid water in the ground; clouds and air contain water in the form of water vapor.] 3. What does Hugo Loáiciga focus on in his work? [Hugo Loáiciga focuses on managing water resources in Central California so that the area does not run out of fresh water.] 4. How does Hugo Loáiciga explain the light volume coming out of the spring that the students encounter? [He explains that seasonal variations in the water cycle have led to a decrease in rain, which causes a decrease in the amount of water that comes from the spring.] 5. The author of the book compares Earth s water to a 100-milliliter beaker filled with water and explains that, of this water, only 3 milliliters would be fresh. Describe two other ways to compare or relate this data to a realworld application. [Sample answer: If you had 100 marbles that represent all of Earth s water with blue marbles representing salt water and red marbles representing fresh water, 97 of the marbles would be blue and only 3 would be red. If 100 students gathered together to represent all of Earth s water with some students holding signs that say salt water and some holding signs that say fresh water, only 3 students would be holding the fresh water signs. All the other students would be holding the salt water signs.] 2015 Sally Ride Science 15

16 THE WATER CYCLE: MATH CONNECTION Half a Penny Answer the Math Connection questions (page 29) Give students the Math Connection handout and have them use it to answer the Math Connection questions on page 29 of The Water Cycle. Remind students to show their work. Math Connection: Half a Penny In Santa Barbara, households pay about 0.5 cents a gallon for tap water. The area has few sources of fresh water, so even the smallest springs are considered important and valuable. One of the springs that Hugo Loáiciga and his students monitor has an average flow rate of 189 liters (50 gallons) per minute. Show your work as you answer the questions. ANSWER KEY 1. How many gallons of water does that spring produce in a year? [To find the amount of water the spring produces in a year, multiply to determine how much it produces per hour, per day, and per year: 50 x 60 (minutes per hour) = 3,000 gallons per hour 3,000 x 24 (hours per day) = 72,000 gallons per day 72,000 x 365 (days per year) = 26,280,000 gallons per year] 2. How much is that water worth, at household prices? [To determine the value of the water produced by the spring in a year, multiply the yearly amount by the cost of a gallon of water: 26,280,000 x 0.5 cents = 13,140,000 cents, or $131,400.00] 3. How many average homes would that supply? See page 26. [To determine how many homes the water from the spring can supply in a year, divide the yearly amount by the number of gallons of water a typical home uses per day: 26,280, = 66,363.6 homes for one day] 2015 Sally Ride Science 16

17 THE WATER CYCLE: HEY, I KNOW THAT! Study Guide Complete the Hey, I Know That! study guide (page 30) Give students the Hey, I Know That! handout to answer the questions on page 30 of The Water Cycle. Have pairs of students discuss their answers and note any misunderstandings they may have. Whip around the room, asking one student to read aloud a question and one or two students to share their answers to each question. ANSWER KEY 1. What s the main way that water gets into the air? (pages 12 and 15) [About 90 percent of the water in the air gets there through evaporation. That s the process of liquid becoming a gas. As water molecules are heated, they gain energy. Eventually, they move so fast that some near the surface escape from surrounding water molecules and float off into the air as water vapor. The other 10 percent of water in the air gets there through transpiration. Water molecules escape into the air from tiny holes on the surfaces of plant leaves. Because of hydrogen bonds, the escaping molecules pull chains of water molecules behind them, and the process of transpiration continues.] 2. Water has some unusual properties. Pick one and explain what it is and how it affects the water cycle. (pages 6 and 7) [Water is the only common substance that naturally occurs in all three phases solid, liquid, and gas. This adds to its mobility and allows water to move through the water cycle as vapor, ice, or liquid. Water is the only common substance that expands when it is frozen. This makes ice float on top of liquid water and preserves life under the ice in winter. Hydrogen bonds between water molecules make water sticky so that water can move up through tall trees or seep through soil.] 3. What parts of the water cycle may store water for centuries? (pages 11 and 14) [Water that becomes part of a glacier may be stored for centuries before it melts and rejoins the water cycle. Water may spend thousands of years snaking along the ocean floor as part of an ocean current. Also, some groundwater may remain underground for thousands of years.] 4. Make a drawing of a tree showing how it contributes to the water cycle. (page 15) [The drawing should show the tree s roots pulling water up from the soil, water moving up through the tree, and transpiration water molecules escaping into the air through tiny holes in the tree s leaves.] 5. Imagine a drop of water falling as rain and another as snow. Which will move through the water cycle faster? Why? (page 14) [Rain will move through the water cycle faster because it doesn t need to melt first to continue its journey. A drop of water that falls as snow might be stored for days, months, or even centuries (in glaciers) before it rejoins the water cycle.] Caption: Scenic Mount Rainier is the tallest peak in the Cascade Range. Why are the Cascades so wet on the west side and so dry on the east side? (pages 23 and 24) [When clouds hit tall mountains, they rise and cool. Since cool air cannot hold as much moisture as warmer air, the water condenses and falls as precipitation. In this way, mountains can block moisture and create a drier rain shadow on the side farthest from the prevailing winds that carry moisture. Since most clouds in the Pacific Northwest move from west to east, the area east of the tall Cascades gets far less precipitation than the west side.] 2015 Sally Ride Science 17

18 Key Concepts in Science THE WATER CYCLE STUDENT HANDOUTS 2015 Sally Ride Science 18

19 THE WATER CYCLE Chapter 1 Water Planet: Notes for Chapter 1 As you read Chapter 1, write down the most important information you come across. Resist the urge to write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading. WHERE S THE WATER? WEIRD, WONDERFUL MOLECULE MIXING IT UP WATER-GO-ROUND 2015 Sally Ride Science 1

20 PICTURE THIS THE WATER CYCLE Chapter 1 Review your notes for Chapter 1. Create an illustrated summary of the key ideas in the chapter. Each important idea should be represented by a drawing, diagram, or other visual and should include a caption explaining the importance of the image. PUT IT ALL TOGETHER Use your notes and illustrated summary to help you identify and list the most important ideas the key concepts in Chapter Sally Ride Science 2

21 THE WATER CYCLE Chapter 2 From Solid to Liquid: Notes for Chapter 2 As you read Chapter 2, write down the most important information you come across. Resist the urge to write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading. ENDLESS JOURNEY CIRCLE RIGHT! INTO THE SKY GAS TODAY, LIQUID TOMORROW PRECIPITATION RETURN TO EARTH TRANSPIRATION PUMP IT UP NEXT STOP YOU BACKTRACK BOOGIE FAST-FORWARD 2015 Sally Ride Science 1

22 PICTURE THIS THE WATER CYCLE Chapter 2 Summarize Chapter 2 by making a simplified diagram based on the diagrams on pages 18 and 19. Use arrows and labels to show how water moves through the water cycle by evaporation, condensation, precipitation, absorption, and transpiration. PUT IT ALL TOGETHER Use your notes and diagram to help you identify and list the most important ideas the key concepts in Chapter Sally Ride Science 2

23 THE WATER CYCLE Thinking Like a Scientist Thinking Like a Scientist: The Shrinking Aral Sea Read Thinking Like a Scientist on pages 20 and 21 of The Water Cycle. Then use the information on those pages, the satellite image of the Aral Sea, and the data table to answer these questions. 1. Based on the satellite photo, how did the Aral Sea change from 1960 to 2010? 2. During this time, what do you think happened to the Aral Sea ecosystem? 3. How might restoring the Aral Sea affect the water cycle in this region? 2015 Sally Ride Science 1

24 THE WATER CYCLE Thinking Like a Scientist 4. Study the data table. In 1960, the Aral Sea covered 67,499 square kilometers. By 2011, the area had shrunk to 12,130 square kilometers. What percentage of the sea s 1960 area was left in 2011? 5. Make a line graph of the Aral Sea s volume from 1960 to 2011, with Year on the X-axis and Volume (km 3 ) on the Y-axis. What percentage of the Aral Sea s 1960 volume remained in 1989? In 2011? 2015 Sally Ride Science 2

25 THE WATER CYCLE Science Writing Science Writing: Save the Aral Sea Imagine you are a scientist whose job it is to come up with a plan to restore the Aral Sea. Your plan should include: > an explanation of why it is important to restore the Aral Sea. > details about how people can help to bring the sea back to the size it was in > pros and cons that could result from the restoration of the sea. Write a summary of your plan to restore the Aral Sea. Title: 2015 Sally Ride Science

26 Follow That Water Molecule: Notes for Chapter 3 THE WATER CYCLE Chapter 3 As you read Chapter 3, write down the most important information you come across. Resist the urge to write down everything that you read. Instead, focus on the big ideas, or gist, of what you are reading. A PACIFIC NORTHWEST ADVENTURE HIT THE SLOPES! WINTER BREAK ON THE MOVE AGAIN SUMMER MORNING 2015 Sally Ride Science 1

27 PICTURE THIS THE WATER CYCLE Chapter 3 Review your notes for Chapter 3. Summarize your notes by making a sequence chart of the water molecule s journey from Hawaii to the desert of the Pacific Northwest. Draw a labeled box for each stage of the journey with an arrow pointing to the next box. PUT IT ALL TOGETHER Use your notes and sequence chart to help you identify and list the most important ideas the key concepts in Chapter Sally Ride Science 2

28 Draw a comic strip about a water molecule s movement through the water cycle. You can use part or all of the water molecule s journey from Chapter 3 of The Water Cycle or come up with an original adventure. Your comic strip should trace the molecule s movement through several steps of the water cycle. Use captions or speech or thought balloons to explain what is happening in each panel. THE WATER CYCLE Create a Comic Strip Create a Comic Strip: A Water Molecule s Adventure Title: 2015 Sally Ride Science

29 THE WATER CYCLE How Do We Know? How Do We Know? An Out-of-Sight Water Source Review the questions below for each section of How Do We Know? Then read each section in the book and answer the questions. THE ISSUE 1. With such an abundance of water on Earth, why is fresh water such a valuable resource? 2. Where can you find fresh water on Earth? THE EXPERT 3. What does Hugo Loáiciga focus on in his work? IN THE FIELD 4. How does Hugo Loáiciga explain the light volume coming out of the spring that the students encounter? TECHNOLOGY 5. The author of the book compares Earth s water to a 100-milliliter beaker filled with water and explains that, of this water, only 3 milliliters would be fresh. Describe two other ways to compare or relate this data to a real-world application Sally Ride Science

30 THE WATER CYCLE Math Connection Math Connection: Half a Penny In Santa Barbara, households pay about 0.5 cents a gallon for tap water. The area has few sources of fresh water, so even the smallest springs are considered important and valuable. One of the springs that Hugo Loáiciga and his students monitor has an average flow rate of 189 liters (50 gallons) per minute. Show your work as you answer the questions. 1. How many gallons of water does that spring produce in a year? 2. How much is that water worth, at household prices? 3. How many average homes would that supply? See page Sally Ride Science

31 THE WATER CYCLE Hey, I Know That! Hey, I Know That! Study Guide Use this sheet to answer the Hey, I Know That! questions on page 30 of The Water Cycle. 1. What s the main way that water gets into the air? (pages 12 and 15) 2. Water has some unusual properties. Pick one and explain what it is and how it affects the water cycle. (pages 6 and 7) 3. What parts of the water cycle may store water for centuries? (pages 11 and 14) 4. Make a drawing of a tree showing how it contributes to the water cycle. (page 15) 2015 Sally Ride Science 1

32 THE WATER CYCLE Hey, I Know That! 5. Imagine a drop of water falling as rain and another as snow. Which will move through the water cycle faster? Why? (page 14) Caption: Scenic Mount Rainier is the tallest peak in the Cascade Range. Why are the Cascades so wet on the west side and so dry on the east side? (pages 23 and 24) 2015 Sally Ride Science 2