SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE
Content Area: / Sixth Grade ScienceRecommended Days of Instruction: 6 / (one day equals 55 min)
Standard(s) addressed: 6-4
The student will demonstrate an understanding of the relationship between Earth's atmospheric properties and processes and its weather and climate. (Earth Science)Processes of the Water Cycle
Indicator / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water. / SC Science Standards Support Guide
https://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm
Downloads from NOAA
http://www.srh.noaa.gov/srh/jetstream/append/downloads.htm
Reader’s Theatre Script: “Water Adventure” from Enchanted Learning
http://www.enchantedlearning.com/rt/weather/watercycle.shtml
The Water Cycle
http://www.fergusonfoundation.org
This interactive website uses diagrams and text to explain the stages of the water cycle. From home-page go to “kids zone”.
Water Cycle Poster
http://www.srh.noaa.gov/srh/jetstream/atmos/hydro_cycle.htm
Environmental Agency
Water Cycle- Walter Droplet Explains the Water Cycle / See Module 6-4.2. / From SC Science Support Document:
The objective of this indicator is to summarize the interrelationships among the processes of the water cycle; therefore, the primary focus of assessment should be to generalize major points about the parts of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). However, appropriate assessments should also require students to identify parts of the water cycle; compare one part of the water cycle with another; or illustrate parts of the water cycle using words, drawings, diagrams, or symbols.
Module 6-4.2 Continued
Indicator / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines
http://www.national-aquarium.co.uk/interactive/water.asp
Through animations with sound this website explains the states of the water cycle.
NASA Teacher’s Guide – Meteorology: An Educator's Resource for Inquiry-Based Learning for Grades 5-9
http://www.nasa.gov/pdf/288978main_Meteorology_Guide.pdf
Supplement your existing curricula with this guide. Many of the activities build upon each other. They use the inquiry from the previous activity to assist in the activity that follows. Thus, this publication enhances the understanding of meteorology by beginning with basic and essential parameters of weather and then moving through mind-engaging interactions with complex meteorological systems. Students will build and use weather instruments; then they will build a weather station. Students will collect weather information and combine it with existing information about cloud systems. They can then apply their knowledge to predict weather systems.
SC ETV Streamline
http://etv.streamline.org
Water Smart: The Sun, Water Cycle, And Climate
http://player.discoveryeducation.com/index.cfm?guidAssetId=C929D8EE-24CC-421D-B00D-5BF3174850A7&blnFromSearch=1&productcode=US
The sun is presented as Earth's energy source that drives the water cycle. This program covers the fundamental phases of the water cycle, but goes beyond precipitation, evaporation, and condensation. We recognize how plants assist in evaporation via transpiration. We also see how ice “evaporates” in the process of sublimation. Runoff is presented as a link between precipitation and evaporation as water flows into lakes and oceans. The heat capacity of oceans and large water bodies is shown to be a climate control, all at a level that children can comprehend. Excellent visuals and animations illustrate unique forms of condensation in dew and frost. Students become aware that the water cycle is far-reaching, never-ending, and crucial to life in plants and people. At the program conclusion, a true/false quiz assesses students' understanding.
Module 6-4.2 Continued
Indicator / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines
Teachers’ Domain: The Hydrologic Cycle http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.hydrocycle
EPA: Thirstin’s Water Cycle http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
EarthGuide Diagrams: Water Cycle http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/index.html
Teachers’Domain: Observe Precipitation http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.precipitation
Teachers’ Domain: Water Vapor Circulation on Earth http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.cloudprecip
August 2010 Science S3 Sixth Grade Module 6-4.2 1
Sixth Grade
Science Module
6-4.2
Processes of the
Water Cycle
Lessons A-D
August 2010 Science S3 Sixth Grade Module 6-4.2 1
From the South Carolina Science Support Documents:
Indicator 6-4.2: Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water.
Taxonomy level of indicator:
Understand Conceptual Knowledge (2.4-B)
Previous/Future Knowledge:
In 4th grade, students summarized the processes of the water cycle (including evaporation, condensation, precipitation, and runoff) (4-4.1) and classified clouds according to their three basic types (4-4.2). In 5th grade (5-4.2), students compared the physical properties of the states of matter. The addition of transpiration and the two areas of run-off are new information. In 7th grade (7-4.5), students will study groundwater zones and surface water drainage basins.
It is essential for students to know that water is always moving between the atmosphere (troposphere) and surface of Earth. Each components of the water cycle process has certain conditions under which each form of precipitation develops:
Precipitation
· After condensation occurs (forming clouds), water droplets fall in various forms of precipitation – rain, snow, freezing rain, sleet, or hail, depending upon weather conditions.
· Temperature variations within clouds and/or within the region between the cloud and Earth allows for the various forms of precipitation.
Evaporation/Transpiration
· Water enters the atmosphere as water vapor through evaporation and transpiration, plants releasing water vapor.
Condensation
Condensation happens in the atmosphere as water vapor changes to water droplets.
· Clouds form as a result of condensation.
· Dew forms when water vapor condenses directly onto a surface;
· Frost forms when water vapor changes from gas directly to ice crystals on a surface when the temperature at which condensing would take place is at the freezing point or below.
Run-off
· If precipitation falls on land surfaces, it always attempts to move back toward sea level as surface-water flow or groundwater flow.
· The surface that receives the precipitation determines its flow back towards sea level. Examples are:
· Water will remain on the surface when the surface is not porous or the precipitation is falling too fast for the water to sink into the ground.
· Water will sink into the ground when the surface is porous and there is lots of space in the soil to hold the water.
It is not essential for students to know what happens to the individual water particles as they change from one state of matter to another.
Assessment Guidelines:
The objective of this indicator is to summarize the interrelationships among the processes of the water cycle; therefore, the primary focus of assessment should be to generalize major points about the parts of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). However, appropriate assessments should also require students to identify parts of the water cycle; compare one part of the water cycle with another; or illustrate parts of the water cycle using words, drawings, diagrams, or symbols.
August 2010 Science S3 Sixth Grade Module 6-4.2 1
Teaching Indicator 6-4.2: Lesson A-- “Water, Water Everywhere”
Introduction to the lesson:
This lesson is an example of how a teacher might address the intent of this indicator. Water is the most abundant and important resource on earth. It continually moves through the water cycle changing state as it travels: solid, liquid, gas. The amount of water on earth today is the same as it was millions of years ago. It is located on the surface of the earth, in the ground and in the atmosphere. Water moves through the water cycle changing states as it moves. In addition to precipitation, evaporation and condensation, water moves through transpiration, on the surface (surface-water flow) and into and through the ground (groundwater).
The Science and Technology Concepts for Middle SchoolTM (STCTM) kit Catastrophic Events and the Foss Weather and Water kit provide an opportunity for conceptual development of the concepts within the standard.
Important: If you have not already completed Inquiry Lesson 6-1.1, you should use it during these lessons to introduce the students to the sling psychrometer and its importance in measuring the amount of water vapor in the air. Transpiration may be a new term for students. If you have completed 6-2.7 then they have been introduced to it, if not you may want to be sure they are familiar with the term.
Preparation for the Lesson:
The teacher will need to obtain containers or beakers as indicated in the Engage section of the lesson. Each student group will also need a 1-2 liter bottle of water. Students or parents may be able to contribute to this.
Misconceptions:
Students have a hard time believing that the water we use today is the same water that was on Earth during the time of the dinosaurs.
Be careful not to emphasize the terms evaporation, condensation, precipitation and transpiration to the extent that students lack an understanding of what is actually happening to the water within the cycle. Many students still have a hard time accepting the fact there water exists in the atmosphere. Often diagrams of the water cycle lead to the misconception that the water evaporates to form a white cloud then has to move to form the dark clouds from which precipitation eventually falls. This often leads to the misconception that one cloud is formed from evaporation and the other from condensation.
Safety Note:
Safety must be emphasized at the beginning of the school year and reinforced with every lab activity. Students should understand that safety is everyone’s responsibility.
Lesson time:
2 Days (1 day equals 55 minutes)
Materials Needed:
Eyedroppers
Poster showing the water cycle http://www.srh.noaa.gov/srh/jetstream/atmos/hydro_cycle.htm
Eight 1000 ml beakers (per group if available) or various other containers and
Liter bottle with 100 mL water (per group)
Plastic Cup
Focus Question:
Where is our earth’s water supply located?
Engage:
1. Ask students to predict where they think the Earth’s water is located and how much they think they would find in each location. Example: If you’re given a liter of water (1000 mL), how much of it would represent the oceans, how much the amount of water in lakes, etc. Have them record their predictions in their notebooks using percentages or amounts.
2. Label beaker 1 “oceans” and fill it with 1000 ml of water
Label beaker 2 “Glaciers and icecaps”
Label beaker 3 “groundwater”
Label beaker 4 “fresh water lakes”
Label beaker 5 “inland seas”
Label beaker 6 “soil moisture”
Label beaker 7 “atmosphere”
Label beaker 8 “rivers”
Put all the beakers except the first one aside for use later.
3. Inform students that the earth’s total water supply has been reduced to 1000
mL as shown in beaker 1.
4. Provide students with a liter bottle of water. Tell them this represents the 1000 mL that is shown in beaker 1.
5. Ask them to divide their 1000 ML by pouring it into containers that represent the location and amount of water found on Earth. Ask them to label their containers with the location (i.e. pond, lake, groundwater, etc).
6. After students have poured what they think is the correct amount of water in each beaker, discuss their results. Have them share the amounts, locations and reasons for those decisions.
7. Use the beakers prepared earlier and illustrate the location of the Earth’s water
by placing the amounts listed below in each beaker as you indicate what that
amount represents.
2. 21.4 ml
3. 6.1 ml
4. 0.09 ml
5. 0.08 ml
6. 0.05 ml
7. 0.01 ml
8. 0.001 ml
That leaves most of the water in the Ocean Beaker. 97.2% of earth’s water is found in the ocean.
Explore:
1. Set up a demonstration or simulations of the water cycle process. This can be done
a. using baggies, and colored water. Once the colored water is in the bag, students close the bag and place them in a sunny location in the classroom.
b. using a large container (plastic or glass), plastic wrap such as Saran Wrap and ice. Place water in the container and stretch the plastic wrap tightly over the top. Add ice on top of the plastic wrap and observe.
2. Have students observe the baggies for several days, adding observations, sketches of changes and date and time to their data.
3. If you demonstrate using the large container, again have students draw sketches of and describe their observations.
4. Have student groups construct a concept map of the water cycle to include the following terms: evaporation, condensation, solar energy, transpiration, clouds, ground water, surface water, precipitation.
5. Post student maps.
6. Have students complete a Gallery Walk (see description below):
a. With notebooks and pens or pencils in hand, and without talking, students walk around classroom viewing posters of other groups. In notebooks, they note commonalities and any questions they might have. They return to their seats and prepare to share.
Explain:
1. Ask students what commonalities they saw on the posters. As they share the commonalities, they should also share a description or definition of any processes they are naming.
2. Ask questions such as: What is transpiration? What is the difference between transpiration and evaporation? Transpiration and precipitation? What causes evaporation to occur? What types of water sources can be classified as surface water? Why? What is ground water? Since transpiration, ground water and surface water are new terms, the teacher may have to provide knowledge on these processes.
3. Tell students that they have just completed an activity showing where the earth’s water is located. Ask them where they would find the water that has transpired? Evaporated? Is it ground water? Is it surface run off? Ask them when they would expect to see greater surface run off?
4. Ask students to pose questions they have about the posters or water cycle maps. Scribe these questions.
Extend:
1. Have students create a RAFT (Role/Audience/Format/topic) for the water cycle. Identify the role (water drop), audience (other water drops), format (travel guide), topic (journey through the water cycle) for the students and have them use this information to provide a written summary of the processes in the water cycle.
2. Review the Water Cycle and its parts by using: Reader’s Theatre Script: Water Adventure from Enchanted Learning
http://www.enchantedlearning.com/rt/weather/watercycle.shtml
August 2010 Science S3 Sixth Grade Module 6-4.2 1
Teaching Indicator 6-4.2: Lesson B—“Evaporation and Transpiration”