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)
Southern Oscillation (ENSO) phenomenon
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
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
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
Resources for this project idea might include....
SandiCreek (Oceanside?)
San Diego Metro Water District
San Diego County Water Authority
CA State Water Dept.