The Wonderful World of Water

 

Sally Smull

Encanto Elementary School San Diego, CA, USA

4th/5th Structured English Immersion (619)264-3191 phone

E-mail Address: ssmull@mail.sandi.net

Grade Level: 3-8

Principal Curricular Areas Addressed: Science- 4th Grade California Science

FOSS Kit supplement- cycles, water, properties and forms of matter

Art-Create

 

TPFS Section: Triton/Patterns Fall Symposium Wednesdays @ Encanto

Topic: Water

 

This will be a unit that reviews the Water Cycle, properties and forms of water, and includes experiments for students to try.

This project will cover...

 

Learning Goals:

Students will refamiliarize themselves with the water (hydrologic) cycle and it's functions.

 

Students will learn formal science vocabulary for the parts of the hydrologic cycle.

ie: transpiration, precipitation, condensation, groundwater, evaporation, vapor,etc.

4th Grade California Science (Proposed) Standards:

http://www.ca.gov/goldstandards/Drafts/Science/Sci35.html#Grade4P

• Matter changes forms as it moves through the environment.

•Waves, wind, water and ice shape and reshape the Earth's land surface. As a basis for understanding this concept, students know:

•. some changes in the Earth are due to slow processes, such as erosion (weathering, transport, and deposition), and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

• natural processes, including freezing/thawing and growth of roots, cause rocks to break down into smaller pieces.

• moving water erodes landforms, reshaping the land by taking it away in places and depositing it as pebbles, sand, silt, and mud in other places.

• Organisms, including humans, can change the physical condition of the environment, and these changes may be beneficial, neutral, or detrimental. (Water and Air Pollution)

5th Grade California Science (Proposed) Standards

Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept, students know:

a. almost all of the Earth's water is present as salt water in the oceans which cover most of the Earth's surface.

b. when liquid water evaporates, it turns into water vapor (invisible) in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water.

c. water moves in the air from one place to another in the form of clouds or fog, which are tiny droplets of water or ice, and falls to the Earth as rain, hail, sleet, or snow.

d. the amount of fresh water, located in rivers, lakes, underground sources, and glaciers, is limited,and its availability can be extended through recycling and decreased use.

e. the origin of water used by their local communities.

4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. As a basis for understanding this concept, students know:

a. uneven heating of the Earth causes air movements (convection currents).

b. the influence of the ocean on weather, and the role of the water cycle in weather.

c. causes and effects of different types of severe weather.

d. how to use weather maps and weather forecasts to predict local weather, and that prediction depends on many changing variables.

e. the Earth's atmosphere exerts a pressure that decreases with distance above the Earth's surface, and is the same in all directions.

 

Student will learn...

 

Students will familiarize themselves with the forms and properties of water:

Gas

Vapor

Steam

Clouds

Solid

Ice

Snow

Hail

Liquid

Water

Rain

Solid/Liquid

Sleet

 

Learner Task:

Students will be able to recreate the Water (Hydrologic) Cycle using ClarisWorks, KidPix or other Drawing Program or an Inspiration Flowchart or System Loop Diagram; appropriately labeled.

 

Students will create a Bottle Environment showing the Water Cycle http://www.msichicago.org/ed/env/envsample.html

What are you going to ask your learners to do/perform/create to indicate that they've learned what you wanted

them to learn? An oral presentation? A HyperStudio representation of a tidal pool?

 

The culiminating task in this project might be...

to Create a HyperStudio Stack on

 

Resources:

 

What websites have you already identified that might be useful?

Triton 98-99

Water Cycle and More!- a hotlist that I have been working on . :-) http://www.kn.pacbell.com/wired/fil/pages/listwaterworl.html

Water Cycle in a Bottle Activity http://www.msichicago.org/ed/env/envsample.html

The Learning Web at the U.S. Geological Survey http://131.113.58.10:10081/=@=:www.usgs.gov/education/edulist.html

Drinking Water; Kids' Stuff http://www.epa.gov/OGWDW/kids/

Flash Flood! http://weathereye.kgan.com/cadet/flood/teacher.html

[E] Cover Story -- Water, Water Everywhere (Sept-Oct 1998)

NOAA/PMEL/TAO El Nino Theme Page - access distributed climate data and information related to the El Nino

Southern Oscillation (ENSO) phenomenon

Drinking Water; Kids' Stuff

Conservation and the Water Cycle teacher's site http://www.teleport.com/~pacheco/swcs/snow/h2ocycle.html

USGS Water Science for Schools http://wwwga.usgs.gov/edu/indexjs.html

Water Cycle Info- Short Sheet

Weather- The Final Front http://www.sudburyrc.edu.on.ca/csg/matt1.htm#home

Water Cycle Research-Advanced http://www.sudburyrc.edu.on.ca/csg/water.htm

Simple Water Cycle Diagram

Acid Rain http://ericir.syr.edu/Projects/Newton/9/acdrain.html

Getting impurities out of the water http://ericir.syr.edu/Projects/Newton/14/drinkingwater13.html

EPA Drinking Water and Water Cycle Info http://www.epa.gov/region07/kids/drnk_b.htm

Cartoon Story of the Water Cycle http://publish.uwrl.usu.edu/h20cycle1.html

Bill Nye's Water Cycle Episode http://nyelabs.kcts.org/nyeverse/episode/e47.html

Weather and the Water Cycle- "What will the Weather be Like Today?" http://www.acps.k12.va.us/MTVernon/wwctek.html

Water Cycle Masks

Resources for this project idea might include....

SandiCreek (Oceanside?)

San Diego Metro Water District

San Diego County Water Authority

CA State Water Dept.