GRADE

4

Author: K. Arinaga Lesson #: 4

Unit Title: Earth System Science Time Frame: Two 50­Minute Periods

Water: The Super Traveler

ABSTRACT Water cycles continuously through the geosphere, hydrosphere, atmosphere, and biosphere in all its different forms. Water evaporates into the atmosphere from the land and the sea. Plants and animals use and reuse water and release water vapor into the air. Once in the air, water vapor circulates and can condense to form clouds and precipitation, which falls back to Earth. At one time or another, all of the water molecules on Earth have been in an ocean, a river, a plant, an animal, a cloud, a raindrop, a snowflake, or a glacier! In this lesson students will discover that models can be an important tool to use to help identify and explain the water cycle processes and the essential elements of the water cycle. Students will observe a model that simulates parts of the water cycle. They will be able to identify and explain the essential elements of the water cycle, and have a better understanding of how the water cycle impacts the environment.

PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES

BACKGROUND INFORMATION FOR TEACHERS Evaporation occurs when water such as from our ocean changes from its liquid state to its gaseous state, or vapor, due to the absorption of the Sun’s heat. This phase is an endothermic reaction. Air rises up the mountain cliffs where it cools as it rises. When water is in the condensation phase, water vapor in the air cools, heat is lost and water then changes from a gas state to a liquid state. The water vapor condenses into tiny visible droplets of water, which we see as clouds. Condensation is the reverse process of evaporation and this phase is an exothermic reaction due to the loss of heat. In these clouds, water droplets may join other droplets, becoming larger and larger until the air cannot support their weight. These drops then fall out of the clouds as precipitation, or rain. This type of rain caused by mountains is called orographic rainfall. Plants contribute water to the water cycle through transpiration. Transpiration, a form of evaporation, is the transfer of water from the pores or stomata on leaves to the atmosphere. Evapotranspiration is the evaporation of water from soil and transpiration. Evapotranspiration is greater in dry seasons or dry areas compared to wet seasons or wet areas. In wet areas or wet seasons, showers and humidity reduces transpiration.

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Fog drip, a form of condensation, occurs when vegetation and tall trees intercept moisture from passing clouds or fog. The moisture condenses on the vegetation and trees and eventually drips into the ground, recharging the groundwater below. Some of the water that drips to the ground is used by the underlying vegetation.

Some of the rain that reaches the ground becomes surface runoff, which is the transfer of water on land to the ocean via lakes, streams, and rivers. Infiltration occurs when water percolates. Percolation occurs when water is under pressure moving downward through saturated or nearly saturated soil due to the forces of gravity. It also occurs when Water moves through the ground by trickling between the little gaps in sand or rock. Usually water percolates downward from the surface into an aquifer.

PLANNING Essential Questions

How can models be an important tool to use to help understand the water cycle processes? How does collecting and analyzing data allow us to make future predictions of how changes affect

the various cycles within the Earth system? How does the water cycle impact the environment?

Instructional Objectives

Students will: Identify changes in water on our planet and explain the essential elements of the water cycle. Identify and explain the water cycle processes. Analyze and interpret data in order to make predictions of how the water cycle impacts the

environment. Record findings by taking notes in their science notebooks and sharing their information in

small groups. Key Vocabulary

Transpiration Surface runoff Infiltration Percolation Precipitation

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INSTRUCTION Materials

Artist's clay or formed plastic model of a mountain Plastic shoe box with cover Petri dish Lamp Water Crushed ice Science notebooks or individual worksheets provided in the lesson.

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Preparation Science notebooks or individual worksheets provided in the lesson must be available for students

during the lesson. Download videos. Internet for digital links.

Resources

NASA: The Water Cycle: Following The Water:

http://svs.gsfc.nasa.gov/cgi­bin/details.cgi?aid=10885 Precipitation Education: The Water Cycle:

http://pmm.nasa.gov/education/water­cycle GPM Droplet Handout:

http://pmm.nasa.gov/education/images/gpm­water­cycle­droplet­handout NASA | Anatomy of a Raindrop:

https://www.youtube.com/watch?v=46otS0Wjz­E Bishop Museum:

GRADES 3 ­ 4: WOW! Wonders of Water http://www.bishopmuseum.org/education/science_programs.html

Other: The Water Cycle video:

https://www.youtube.com/watch?v=al­do­HGuIk The song “Water Cycle Boogie” by Banana Slug String Band:

http://bishopmuseumeducation.org/bishop/default/view/111

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ENGAGE

1. The water cycle is the continual movement of water. During this cycle, water travels in in three

physical states: liquid as rain, water drops, clouds, and fog, gas as water vapor and solid as ice and snow. Pose the following questions:

What is surface runoff? What is infiltration? What is percolation? What is transpiration?

2. Elicit discussions to include students’ knowledge. Have students work in pairs or triads to answer

these questions and share with the class what they know or ideas that they might have about water travelling. Students write in their science notebooks or the use the KWL Chart when responding to answers and ideas of their classmates.

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3. Students will view the video as it uses animation, graphics, and video clips to illustrate and explain each of the "flow" and "storage" processes in the Water Cycle video.

4. Pause periodically so that students will have the opportunity to discuss the earlier questions. While

students watch and discuss the video, they will be able to fill in the KWL Chart to add new information. Ask students in groups to come up with several questions and give their own ideas to contribute to the class discussions. When the video is finished pose the question:

What does "flow" and "storage" mean to you?

5. Students can share their own ideas in small groups, share their knowledge and create their own

questions to ask later to the class. Listen to students’ ideas and pose the following question for small discussion:

Where does the water cycle start? Listen for ideas as student share in small groups. Share these ideas with students.

6. Water usually enters the surface sediments as precipitation which is the moisture that falls from the

atmosphere as rain, snow, sleet, or hail. This water then percolates or moves through rocks and soil into the soil layer. Some of this water flows horizontally as throughflow. Water continuing to flow downward eventually reaches a permanent store of water known as the groundwater, the water located beneath Earth's surface in soil pore spaces and in the fractures of rock formations. The movement of groundwater horizontally is called groundwater flow.

7. Thanks to gravity, the water just keeps moving downward, underneath the Earth’s surface, until it

cannot go any farther. When the water hits a layer of rock or Earth it cannot get through, it just sits there and builds up. This tub of water underneath the surface is called an aquifer.

8. Groundwater makes up about 20 percent of the world's fresh water, but it’s still less than one

percent of all the water on Earth, including all ocean water and permanent ice on the planet.

9. Water moves above, on, and through the Earth. Much more water is "in storage" at any one time than is actually moving through the cycle. By storage, it could be in groundwater, soil moisture, wetlands, ponds and tanks, and dams and reservoirs. Large amounts of water are stored in the ground. The water is still moving, possibly very slowly, and it is still part of the water cycle. Most of the water in the ground comes from precipitation that infiltrates downward from the land surface.

10.Mini Lesson: Helping students understand how groundwater is stored can be difficult. A simple way

to visualize the concept is to fill a large sponge with water. Place the filled sponge on a counter and ask students if they believe there is water in it. Once students have given their hypothesis, ring out the sponge into a bucket to show all the water that was stored. Explain to them that the sponge is a permeable surface, like many soils, and that it held water much like groundwater is collected under land’s surface.

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Image courtesy of J. Evans and H. Perlman..

EXPLORE

1. Provide a large aquarium so that you can do this activity as a demonstration, allowing the students

to study and observe the phenomena and develop their own ideas and conclusions for class discussion.

2. Using the clay, shape a mountain. Place the mountain on one side of the shoe box with the sloped side facing the interior of the box where the "ocean" will be.

3. Pour water into the "ocean" basin until about one­fourth of the mountain slope is covered. Replace the lid of the shoe box.

4. Place a petri dish on top of the shoe box over the mountain as shown. Place crushed ice into the petri dish.

5. The teacher should position the lamp over the ocean. Turn on the lamp for heat. Please use extra caution: The lamp needs to get hot, caution students about safety around heat in science. Have students observe the container carefully and note any changes that they see.

6. Have students in small groups select a question to discuss and ask them to share out their ideas with the whole class. As students share their ideas, the teacher can listen to responses and provide guidance and support as needed.

How does this experiment help us learn more about water travelling? The water cycle was simulated by creating a model. Which part of the activity simulated evaporation?

Evaporation was simulated as the 'ocean' was heated by the lamp. Which part simulated condensation? Condensation occurred as the water vapor from the

ocean cooled on the lid of the shoe box near the petri dish of ice. Which part simulated precipitation? The drops of water falling from the lid of the shoe box

simulated precipitation. _______________________________________________________________________________________________________________________________

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What is the energy source and what does it represent? The energy source was the lamp, which represented the Sun.

What elements of the water cycle are not represented? Transpiration, infiltration, sublimation, and percolation were not represented.

How do you think we could we demonstrate transpiration in this activity? We could demonstrate transpiration by adding live plants to the shoe box.

7. After observing this activity, ask students to explain why water is a super traveller.

How is it considered a renewable resource? Water is continually recycled through the various parts of the water cycle.

EXPLAIN

1. Have students explain how the system that they just observed is a model of the way the water cycle

works on Earth. You may use this prompt question for discussion: Why might scientists use a model like this in their research into the water cycle in the real world?

EXTEND

1. Have students create their own model, but instead of using the lamp, have them put their model in

the Sun and observe changes over time.

EVALUATE

1. Have students respond to reflection questions: What new questions has this activity raised for you?

What are you still wondering about?”

2. Have students respond to these reflection questions in their science notebook.

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ASSESSMENT OPTIONS Formative Assessment

The KWL Chart will be used at the beginning of a unit to assess students’ background knowledge and interest in the topic, or it can be used at various points throughout the unit to assess student progress. Students can track their own progress and help determine what they most need to work on next.

When the teacher circulates around the classroom while students work, he/she is able to provide immediate feedback to clarify student thinking, check what students are doing correctly and support those who need the help.

Summative Assessment

Teacher observations as students respond to questions determine if the students have met their instructional objectives. Final science notebook entries are opportunities for summative assessment.

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CULTURE CONNECTION

Image courtesy of K. Arinaga.

ʻŌlelo Noʻeau

A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.

Ola i ka wai a ka ‘ōpua. (Hawaiian proverb) There is life in the water from the clouds. (English translation)

Hawai‘i’s lush rain forests have evolved over millions of years. They utilize the water cycle to support life on the land. Native Hawaiian wet forests of trees, shrubs, ferns, and mosses absorb moisture from the mist and rains then slowly and continuously release water into the ground; thus providing a steady renewal for underground fresh water sources.

DIFFERENTIATION Emerging Learners

Some students may need help with recording daily data in their science notebooks. Students should be encouraged to rely on labeled diagrams to help answer the assessment

questions. Students may need visual for understanding key vocabulary word. Students may need to work together with teacher and in small groups when recording data in their

science notebooks. Advanced Learners

Students may wish to create visuals and/or use technology to show their understanding of how air, land, and water absorb and reflect sunlight differently. They may create and share presentations such as posters, flyers, newsletters, PowerPoints, with other classes.

English Language Learners _______________________________________________________________________________________________________________________________

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Students may need help with the key vocabulary and might benefit from creating vocabulary notecards to use throughout their investigations. Their science notebooks may have more illustrations and diagrams with labels for sheltered English language development. Students may be given the option to share their findings verbally rather than in written form.

Students with language difficulties should be encouraged to rely on labeled diagrams to help answer the assessment questions.

EXTENSIONS

Students may create a song or poetry about traveling water using at least two key vocabulary words.

STANDARDS Next Generation Science Standards

Crosscutting Concepts: Patterns ­ In grades 3­5, students identify similarities and differences in order to sort and

classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.

Systems and System Models ­ In grades 3­5, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.

Science and Engineering Practices: Asking questions (for science) and defining problems (for engineering). Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Constructing explanations (for science) and designing solutions (for engineering). Obtaining, evaluating, and communicating information.

Disciplinary Core Idea: 4­ESS2­1 Make observations and/or measurements to produce data to serve as the basis

for evidence for an explanation of a phenomenon. 4­ESS2.A Earth Materials and Systems: Rainfall helps to shape the land and affects the

types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

Common Core

CCSS.ELA­Literacy RI.4.4 Craft and Structure: Determine the meaning of general academic and domain­specific words or phrases in a text relevant to a grade 4 topic or subject area.

Hawaii Content & Performance Standards III SC.4.1.1 Describe a testable hypothesis and an experimental procedure.

General Learner Outcomes

Self­directed Learner Community Contributor Complex Thinker Quality Producer Effective Communicator Effective and Ethical User of Technology

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ADDITIONAL RESOURCES

The Water Cycle ­ United States Environmental Protection Agency: http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html

Hydrologic Cycle: http://www.ngdir.ir/sitelinks/kids/html/water_en_co_hydrologic%20cycle.html.htm

Transpiration ­ The Water Cycle: http://water.usgs.gov/edu/watercycletranspiration.htm

Connecting Earth’s Water Cycle to Climate Change: https://www2.ucar.edu/atmosnews/people/aiguo­dai

Science Notebook: http://www.sciencenotebooks.org/

REFERENCES

Arinaga, Kalei. (Photographer). (2015). Untitled. [Photograph] Evans, M. and Perlman, H. (2014). The Water Cycle. Retrieved April 10, 2015, from:

https://water.usgs.gov/edu/watercyclehi.html NASA Earth Observatory. (n.d.) Earth Observatory Water Cycle Overview. Retrieved April 10, 2015, from:

http://pmm.nasa.gov/education/images/gpm­water­cycle­droplet­handout

National Aeronautics and Space Administration. (2015, April 30). The Water Cycle ­ Animation. NASA. Retrieved March 30, 2015 from:

http://pmm.nasa.gov/education/videos/water­cycle­animation Pukui, M. (1983). Ōlelo noʻeau: Hawaiian proverbs & poetical sayings. Honolulu, Hawaiʻi: Bishop Museum

Press.

Sponge­in­a water. [Photograph] Retrieved April 107, 2015, from: https://openclipart.org/detail/83923/sponge­in­water

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Name: ______________________________ Date: _______________________

K.W.L. Chart Investigating Flow and Storage ­ What is transpiration?

K What I Already Know

W What I Wonder

L What I Have Learned

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Name: ____________________________ Date: __________________________

K.W.L. Chart Investigating Flow and Storage ­ What is surface runoff?

K What I Already Know

W What I Wonder

L What I Have Learned

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Name: ___________________________ Date: __________________________

K.W.L. Chart Investigating Flow and Storage ­ What is infiltration?

K What I Already Know

W What I Wonder

L What I Have Learned

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Name: __________________________ Date: __________________________

K.W.L. Chart Investigating Flow and Storage ­ What is percolation?

K What I Already Know

W What I Wonder

L What I Have Learned

.

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Name: _________________________ Date: ____________________________

Water Cycle Diagram for Note Taking

Notes ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name: _________________________ Date: ____________________________

Observation Organizer ­ Model Activity Writing Frame

Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…

I observed…

Think of the other senses of smell, sound, touch, and perhaps taste!

I noticed…

Connect it with something that you already know.

It reminds me of…

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Add more detail as needed.

This is so because…

Be curious and ask questions you could investigate.

I am curious about… OR It surprised me that…

OR I wonder what would happen if…

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Name: _________________________ Date: ____________________________

Observations Organizer Reflections

What questions has the model activity activity raised for you? What are you still wondering about?”

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