the water cycle · objective #4 to write, in paragraph form, the observations made about erosion...

Frameworks

sCIeNCeNS 1.6.1 Verify accuracy of observations. LS 4.6.2 Conduct simulations demonstrating competition for resources within an ecosystem.ESS 8.7.16 Conduct investigations demonstrating the water cycle. ESS 8.7.17 Explain the relationship between the water cycle and ground water.ESS 8.7.18 Investigate cloud formation.ESS 8.8.8 Demonstrate an understanding of the agents of erosion: gravity, water, ice, wind, animals, including humans.

maTHNO 1.6.2 Find decimal and percent equivalents for proper fractions and explain why they represent the same value.A 5.6.2 Write simple algebraic expressions using appropriate operations (+, -, x, /) with one variable.A 7.6.1 Identify and compare situations with constant or varying rates of change.M 12.6.1 Identify and select appropriate units and tools from both systems to measure (Es. angles with degrees, distance with feet/meters).M 12.8.1 Understand, select and use, with and without appropriate technology, the appropriate units and tools to measure angles, perimeter, area, surface area and volume to solve real world problems.

LaNGUaGe arTsOV 1.6.6, OV 1.7.6, OV 1.8.6 Contribute appropriately to class discussion.

s objeCTIvesThe students will learn:

objeCTIve #1 Todefineandexplainthefunctionsofthewatercycle.

objeCTIve #2 To recognize the importance of water collection and conservation.

objeCTIve #3 To calculate the amount of water conserved with rain water harvesting barrels.

objeCTIve #4 To write, in paragraph form, the observations made about erosion and evaporation.

raindrops keep fallingthe water cycle

CHARACTERISTICS &PROCESSES OF SCIENCE

ACHRI/DGS/KFK/072612/V1 DRAFT COPY • ©2012 Delta Garden Study.

ACHRI/DGS/KFK/072612/V1DRAFTCOPY•©2012DeltaGardenStudy.

Page2 CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Teachers’ Guide

Evid

ence

of t

he w

ater

cycle can be observed throughout the garden from puddles

and

pla

nts t

o ra

inwater harvest units, the water cycle is everywhere.

overvIewThe main components of the water cycle are evaporation (transpiration), condensation, precipitation and collection. Only a tiny amount, 0.0067 percent of total water, is available for human consumption as fresh surface water from rivers and lakes.

GardeN aCTIvITIes▲s Conduct a water cycle search of the garden and record

observations.

▲s Investigate the average amount of water collected by rainwater harvest units in the garden.

▲s Taste tests as available


CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Teachers’ Guide

TIps For THe CLassroomPre-lesson preparation:

1. Determine how the “water cycle” visual will be used and prepare appropriately.

2. Check with Garden Program Specialist to determine which if any experiments will be conducted in the garden.

LessoN oUTLINe

activities estimated duration actual duration

in the classroom

▲s Offer the icebreaker

▲s Explain the water cycle, using the Visual page for illustration

5 minutes

10 minutes

in the garden ▲s Conduct the Water Cycle search 15 minutes

▲s Conduct experiments measuring evaporation and rain fall, then:

10 minutes

▲✔ Walk around and identify areas of erosion and runoff

▲✔ Examine the rainwater harvest unit and its role in the water cycle

▲✔ Calculate the amount of water collected

back in the classroom

▲s Hand out Student Learning Workbooks, review and assign “Take it Home Activity” as homework

5 minutes

TIps For THe GardeN1. Prepare to discuss the rainwater harvest unit and its

relationship to both the water cycle and conservation.

2. Prepare to assist students in Water Cycle Search of the garden.

3. Set out any supplies needed for optional experiments

classroommaterials needed

▲s Student Workbooks in the garden

▲s Keep the “water cycle” visual handy during class

▲s Keep rainwater harvesting calculations handy to calculate the amount of collected water with students (see Supporting Information for Teachers)

gardenmaterials needed

▲s Fully operational rainwater harvest units

▲s Materials needed for optional experiments



LessoN pLaN

I. Start in the classrooma. Icebreaker

Ask the students: “ Think about your water usage. What are ways that we use water daily?”

SOME ANSWErS MIGHT bE: baths, showers, drinking etc., but theteachershouldalsopointoutthingslikecooking,flushingthetoilet, watering plants and so on.

b. present main Topic▲s Explain the major components of the water cycle, referring to

the illustration on the Visual page as illustration.

meeTs objeCTIve #1

II. Take class to the garden▲s Examine the rainwater Harvest Unit with students and discuss its

purpose, as well as its role in conservation and the water cycle.meeTs objeCTIves

#2, 4▲s Instruct the students to calculate the amount of water yielded by

the rooftop in any given rainfall, using the formula (.25) x (.623) x (1,400) = gallons of water. Have students use the journaling & calculations page in the Student Workbook.

meeTs objeCTIve #3

▲s Conduct the Water Cycle Search (in the Student Workbook) allowing students to work individually, in pairs or in groups. Ask students to record their observations by answering each question. Time permitting, integrate experiments into the Water Cycle Search (see Supporting Information for Teachers). Ask students to discusstheirfindingswiththeclass.

meeTs objeCTIves #1, 4

▲s Implement recipes and taste tests as time permits (refer to Delta Garden recipe book). Explain that irrigation with water collected in rainwaterharvestingbarrelsbenefitsplants.

III. Take class back to classroom▲s Hand out the Student Learning Workbook as reference material

and class assignment. review take it home activities and encourage students to do them.

meeTs objeCTIve #5


CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Teachers’ Guide

sUpporTING INFormaTIoN For TeaCHersThe Earth’s water supply is limited. The only sources of fresh surface water available for drinking, bathing and irrigation are rivers and lakes, which provide about 22,300 cubic miles. That’s only 0.0067 percent of total water on earth. Students are encouraged to consider the following advantages of rainwater harvesting units:

▲s Theyreducethevolumeofwaterflowingtothe sewer treatment facility, saving tax dollars.

▲s They capture water that could otherwise causeerosion,orboggyorfloodedareas.

▲s They lower the percentage of roof top rainfall as a component of polluted urban runoff.

▲s They save money by lowering water bills.

▲s They provide rainwater that’s free of added chemicals and dissolved minerals.

One inch of rain on a 1,000 sq. ft. roof yields about 623 gallons of water. With this formula, studentscancalculatespecifics:

rain caught (in gallons) = (inches of rain) x .623 x (area of roof).

For example, a 1,400 sq. ft. roof yields about 218 gallons following a quarter-inch of rain.

(.25) x (.623) x (1,400) = 218.05

Instructions can also be found in the Garden Guide under the “Double barrel rainwater Harvesting System Construction Manual.”

Students will be conducting a Water Cycle Search for the phases of the water cycle. Phases of the water cycle are happening everywhere outside and in the garden. Here are some examples of the water cycle phases that students mightfind:

▲s Evaporation: dry soil surface, humidity in the greenhouse

▲s Transpiration: plants throughout the garden releasing water, humidity in the greenhouse

▲s Condensation: clouds or fog in the sky, water condensing along the inside of the greenhouse walls

▲s Precipitation: rain, snow, condensed and collected water falling from along the inside of the greenhouse walls

▲s Collection: rainwater harvest unit, puddles, buckets or sprinkling cans of water left in the rain, snow on the ground

In addition, the students can conduct these experiments:

▲s Water Cycle in a Bag: Pour 2 tablespoons of water into a clear plastic, zipper-style sandwich bag. blow air inside the bag quickly with your mouth and zip the bag closed or seal with rubber band or twist-tie. Place bag in the sun (window sill or outside) and observe. What changes to you see? Variation: For instant results, prepare two bags, one with cold water, the other with hot. Compare.

▲s Evaporation: Pour 1⁄4 to 1⁄2 cup of water on a sunny spot on the ground, preferably concrete. Outline the puddle with chalk. Observe and measure the puddle over time. What happens to the water? In comparison, conduct the same experiment in a shady area. Compare the amount of time it takes for this water to evaporate. Key: The sun (heat) is the driving force behind evaporation.

▲s Precipitation: Onarainyday,putsomeflourin a shallow pan or plate. Hold it in the rain for a brief moment. Individual rain drops willhaveballedupintheflour.Instructthestudents to measure the drops and compare sizes. repeat experiment during slight drizzles and heavy downpours.

soUrCes

kidzone: The water Cycle http://www.kidzone.ws/water/

The water Cycle http://ellerbruch.nmu.edu/classes/cs255f02/cs255students/abarker/P4/watercycle.html

Lecture 3: Transpiration http://water.me.vccs.edu/courses/SCT112/lecture3_print.htm

study guide for studentsThe water of the earth goes round and round, round and round, round and round, The water of the earth goes round and round, all throughout time.The earth’s water cycle is indeed one never-ending recycling program. The water you drink today has been around pretty much as long as the earth has, some six billion years. It is in constant motion, moving in what we call the water cycle or hydrologic cycle. There is no beginning or end. but since most of earth’s water exists in the oceans, let’s start there.

Simply put:

1. Water evaporates (turns into water vapor) and rises from the ocean

2. Water vapor condenses and turns into clouds or fog

3. Clouds are carried over land by winds

4. Water vapor continues to condense and forms precipitation (rain, snow, etc.) that falls to earth

5. Fallenrainwatercollectsintolakes,rivers,andstreamstheflowbackintotheocean

Let’s look at details:

The sun, which drives the water cycle, heats water in the oceans. Some of it evaporates, that is, it turns to vapor in the air and rises. Think of vapor as tiny droplets or droppettes. Nearly 90 percent of evaporation occurs from oceans, lakes, rivers and seas.

A similar process occurs with water transpired or released by plants. Plants transpire through their leaves in order to move excess heat away from their bodies, which helps keep the plants from overheating. Transpiration also helps pump the plants’ vascular system. As transpiration releases water from leaves into the air, it creates a sort of vacuum that pulls water and nutrients up through the plant. Plants use transpiration to pump nutrients through their vascular system, very much like we use our heart.

These droplets, both from evaporation and transpiration, rise up in the air. If they are over the ocean, strong winds will grab them and hurl them hundreds of miles away to land. Over land, they keep rising until they reach colder air masses then turn to liquid again. This process is condensation, and it is the opposite of evaporation. Initially, the droppettes condense on tiny

Continued next page

raindrops keep fallingthe water cycle

CHARACTERISTICS &PROCESSES OF SCIENCE

ACHRI/DGS/KFK/072612/V1 DRAFT COPY • ©2012 Delta Garden Study.


Page2 CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Study Guide

transpiration the passage of water through a plant from the roots through the vascular system and released into the atmosphere through their leaves

precipitation any form of water that falls to the earth

evaporation to change from a liquid to a gas

condensation the process by which atmosphericwatervaporliquefiestoformfog,cloudsorsolidifiestoformsnoworhail

collection something that is collected; a group of objects or an amount of material accumulated in one location; in the water cycle, a form of water accumulated in one location

particles of dust, smoke and salt crystals to become part of a cloud.

After a while, they combine with other drops to form a bigger cloud. Once the cloud cannot hold any more water, thewaterfinallyfallstothegroundasprecipitation, such as rain sleet, hail or snow.

The falling water collects in bodies of water, like rivers, lakes and oceans. Then the cycle starts again from the ocean. Water that falls on land either evaporates back into the atmosphere, like it does over the ocean, or it is soaked up by the earth. Water soaked up by the earth travels downward through the soil and ends up in the groundwater, which you will learn more about in the next lesson.


w

ater cycle search

1. evaporation

Definition: _____________________________________________________________________________________

where in the garden might evaporation be happening? ____________________________________________

why? __________________________________________________________________________________________

___________________________________________________________________________________________

2. Transpiration

Definition: _____________________________________________________________________________________

where in the garden might transpiration be happening? __________________________________________

why? __________________________________________________________________________________________

___________________________________________________________________________________________

3. Condensation

Definition: _____________________________________________________________________________________

where in the garden might condensation be happening? __________________________________________

why? __________________________________________________________________________________________

___________________________________________________________________________________________

4. precipitation

Definition: _____________________________________________________________________________________

where in the garden might precipitation be happening? ___________________________________________

why? __________________________________________________________________________________________

___________________________________________________________________________________________

5. Collection

Definition: _____________________________________________________________________________________

where in the garden might collection be happening? ______________________________________________

why? __________________________________________________________________________________________

___________________________________________________________________________________________


raindrops keep fallingCHARACTERISTICS & PROCESSES OF SCIENCE

Aclass

assignment

LS 4.6.2 Conduct simulations demonstrating competition for resources within an ecosystem.

1. write a paragraph describing the water cycle from beginning to end. Use vocabulary words in your answer.

Take it HomeWhich physical activities

do you like to do that involve water? Swimming, fishing, playing water polo? Do a

water activity this afternoon for 30 to 60 minutes.



Aclass

assignment

answer key

1. write a paragraph describing the water cycle from beginning to end. Use vocabulary words in your answer.

Answers will vary.



Bclass

assignment

ESS 8.7.17 Explain the relationship between the water cycle and ground water.

1. Name the four major parts of the water cycle.

1. __________________________________

2. __________________________________

3. __________________________________

4. __________________________________

2. Name several types of precipitation:

1. __________________________________

2. __________________________________

3. __________________________________

3. where does the precipitation go once it falls from the sky?






Bclass

assignment

answer key

1. Name the four major parts of the water cycle.

1. Condensation

2. Precipitation

3. Evaporation

4. Collection

2. Name several types of precipitation:

Possible answers could be: rain, sleet, snow, hail, dew, fog etc.

3. where does the precipitation go once it falls from the sky?

Possible answers could include:

s Collection into ground water, lakes, oceans, streams etc.

s Condensation back into the clouds. Evaporation into the atmosphere.



Cclass

assignment

ESS 8.8.8 Demonstrate an understanding of the agents of erosion: gravity, water, ice, wind, animals, including humans.

1. write a paragraph describing some ways you could conserve water at school or home. In what ways would conserving water be beneficial?






Cclass

assignment

answer key

1. write a paragraph describing some ways you could conserve water at school or home. In what ways would conserving water be beneficial?

Answers may vary, but possible answers may include:

s conserve water by: collecting rainwater to water plants

s turning off unused water spigots or faucets

s only using as much water as needed

Conserving water is beneficial because:

s save money on water bills

s save a precious resource for a time it is really needed

s reduce water going into sewers for teatments

the water cycle · objective #4 to write, in paragraph form, the observations made about erosion...

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