The Water Cycle By: Nazirah Abdelaziz, Walton Gamory, Jessica Mark, and Isis Shorter.

The Water Cycle

By: Nazirah Abdelaziz, Walton Gamory, Jessica Mark, and Isis Shorter

StandardsWater Works Unit correspond to New York City

4th Grade Standards:New York City Science Scope & SequenceNCTM MathISTE NETS

Unit Plan Overview

Unit OverviewLesson 1: The Physical Properties of Water – Part

I Lesson 2: The Physical Properties of Water – Part

IILesson 3: The Solvency of WaterLesson 4: BuoyancyLesson 5: The Water Cycle – Part ILesson 6: The Water Cycle – Part II

Three MST LessonsThe following three lessons will be presented to

provided a general idea of the basis of the unit:Lesson 2: The Physical Properties of WaterLesson 4: BuoyancyLesson 5: The Water Cycle – Part I

Lesson 2: The Physical Properties of WaterBloom’s Taxonomy: Gardner’s Multiple

Intelligence(s): Knowledge Comprehension Spatial

Logical – Mathematical Kinesthetic

Lesson 2: The Physical Properties of Water NYC Science Scope and Sequence:

Inquiry Skills: Observe, describe, and explore the physical properties of water: Color, texture, odor, sound. Observe, describe, and explore the physical properties of water: Changes in shape Observe, describe, and explore the physical properties of water: Changes in the amount of space occupied Generalizing – drawing general conclusions from particulars

Process Skills:

II. Safely and accurately use the following tools: thermometer IV. Manipulate materials through teacher direction and free discovery. VII. Estimate, find, and communicate measurements, using standard and nonstandard units XIII. Observe, analyze, and report observations of objects and events. XVIII. Collect and organize data, choosing the appropriate representation: journal entries, graphs, drawings, or

pictorial representations.

NCTM Math Skills:

Process Standards: Create and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problems

Content Standards: Represent data using tables and graphs such as line plots, bar graphs, and line graphs Recognize the differences in representing categorical and numerical data. Develop and evaluate inferences and predictions that are based on data.

ISTE NETS Standards for Literature Students:

Creativity and Innovation: use models and simulations to explore complex systems and issues Research and Informational Fluency: evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Behavioral Objectives:

To investigate and analyze the water's three states of matter in detail. To explore how much heat it will take to convert a solid (ice) to a liquid.

Standards Addressed…

Lesson 2: The Physical Properties of Water

1. Review and discuss with students that there are three states of matter that water takes; liquid, ice, and steam. In order to change from one state of matter to another form of energy, heat in this case, needs to be used.

2. Explain that all things are made of matter and everything they see around them is made of matter. Remind students that there are three phases of matter; solid, liquid and gas. Explain that their desks made out of matter.

3. Ask is a desk a solid, a liquid, or a gas? Repeat these steps for a book, a window, tap water, hair, air, and so on. Then ask students to identify additional objects in the room and categorize the items as solids, liquids, or gases and tally this information in their notebooks.

4. Place students into groups of three to create a mathematical representation using pictograph of the items they counted and tallied in the classroom that either fell into the category of solid, liquid or gas. Students should know what a pictograph is and how to use Microsoft Word to create a pictograph prior to this activity.

5. Also explain to students that many times a substance acts like a liquid, but then sometimes it acts as a solid. Explain that ice and water is a classic example of this. Matter can change just by increasing or decreasing the temperature and water is an excellent example of this.

6. Ask students to get back into their groups of three and ask them to visit Filamentality: Water Works and click on the link titled, “Drippy the Raindrop.” Have them follow the story of Drippy, to see how this little raindrop journeyed through different stages of matter.

7. In today’s experiment, students will investigate and see how much heat it will take to convert a solid (ice) to a liquid.

8. Give each student a baggy with one ice cube inside. Have the students feel the coldness and predict the temperature of the ice cube. Then ask students to use a thermometer to take the temperature of the ice cube and record it in the science journals beside their predictions. Were your predictions close to the thermometer reading? Explain (students will use Fahrenheit).

9. Ask students how we can change this ice cube into a liquid. Students will reply to place heat to it by using the natural body heat from their hands. Ask students to begin to melt the ice cube by grasping it. As students are doing this activity, make sure you go over the change of states of matter (solid to liquid). After melting of the ice, students will take the temperature of the water and compare the temperatures.

10. After the students melt the ice cube have students choose a window that gets plenty of sun. Place some water in Ziploc baggies and then tape the bags to the window where they will stay for the rest of the day. At the end of the day have the students observe the bags.

11. Ask students, what do you see? What happened to the water? (Top of the bag will look cloudy that’s water vapor) This can help emphasize that water goes through another state of matter to form gas. The baggies will be left open by the window sill for the next day. Students will make predication of what will happen. The next day students will continue to make observations. What happened to the water? (The water will evaporate into the air in the room, evaporation)

Procedure


Closed-Ended Questions: What state of matter is an ice cube?

Answer: A solid

How can we change the ice cube into a liquid? Answer: By adding heat to the ice cube will help it melt into a liquid.

Open-Ended Questions: Where are some places you have noticed water in its liquid form?

Answer: I have noticed water as in its liquid form while in the ocean, lakes, and puddles on the ground.

Where are some places you have noticed water in its solid state? Answer: I have seen water as a solid inside my freezer, icicles during winter and glaciers on

television.

Questions


Ice cube per student Plastic Ziploc bags Paper towel Thermometer Computer Microsoft Word

Materials

AssessmentTeacher will grade students according to the following rubric for melting ice:

Behavioral ObjectivesTarget Satisfactory Unsatisfactory

Score3 2 1

#1

To investigate and analyze water's three

states of matter in detail

Student accurately displays knowledge

of water's three states of matter

Student somewhat

displays knowledge of water's three

states of matter

Student shows little to no

knowledge of water's three

states of matter

#2

To explore how much heat will be necessary to convert a solid (ice)

into a liquid

Student has an accurate

explanation of how a solid can take the

form of a liquid

Student has some understand of

how a solid can take the form of a

liquid

Student has minimal

understanding of how a solid can take the

form of a liquid

Assessment


Score3 2 1

#1To label a pictograph using

descriptive titles and correct grammar

A creative title that represents that represents the

pictograph is present

A title is present at the top of the pictograph

A title is not present

#2To create a pictograph key

using the mathematical representation of objects

There is a neat key at the bottom of the

pictograph displaying how many votes are represented by each

symbol

There is a key displaying how many votes are represented by each symbol, but it is not at the bottom of

the pictograph or is incorrect

There is no key for the pictograph

#3

To evaluate and transfer collected data and to

create a mathematical representation

Student correctly transferred information in their tally to create a

pictograph

Student had no more than 2 incorrect items

in the transfer of information from the tally to the pictograph

Student failed to turn in tally and pictograph

sketch

Teacher will grade students according to the following rubric for his or her pictograph:

Student Performance Based Product


How Many Items within Each Phase of Matter Do you Count in Our Classroom?

Solid

Liquid

Gas

= 3 Solids = 2 Liquids = 1 Gas

Key

Lesson 4: BuoyancyBloom’s Taxonomy: Gardner’s Multiple

Intelligence(s): Knowledge Application Analysis

Visual, Spatial Interpersonal Linguistic

Lesson 4: Buoyancy NYC Science Scope and Sequence:

Inquiry Skills: Test objects to determine whether they sink or float: Different materials (plastic, rubber etc.) Different shapes. Comparing and Contrasting- identifying similarities and differences between or among objects, events, data, systems, etc. Gathering and organizing data- collecting information about objects and events which illustrate a specific situation Predicting- making a forecast of future events or conditions expected to exist

Process Skills:

IV. Manipulate materials through teacher direction and free discovery X. Classify objects according to an established scheme XIII. Observe, analyze and report observations of objects and events XV. Observe, identify and communicate cause-and-effect relationships XVI. Generate appropriate questions (teacher and student based) in response to observations, events and other experiences XIX. Make predictions based on prior experiences and/or information XXIII. Communicate procedures and conclusions through oral and written presentations

NCTM Math Skills

Process Standards: Data analysis and probability

Content Standards: Develop and evaluate inferences and predictions that are based on data Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or

predictions. ISTE NETS Standards for Literature Students

Creativity and innovation: use models and simulations to explore complex systems and issues Research and Informational Fluency: evaluate and select information sources and digital tools based on the appropriateness to specific

tasks

4th Grade Science Performance Test Manipulative Skills: Task 2: Grouping objects by students sort a set of eight objects into appropriate groups and create their own classification system by

forming subgroups for the objects.

Behavioral Objectives: To identify and classify what objects sink or float To explain why objects float or sink


Lesson 4: Buoyancy

1. Teacher will refer to the Filamentality website to have students watch a three minute video clip on Cool Science Experiment: Sink or Float demonstrating the buoyancy of objects.

2. After watching the video ask students, what did they learn from watching the float and sink experiment? Why did some soda cans float while others sink?

3. Ask students to explain what does density have to do with if an object floats or sinks? If an object floats, then it displaces a lot of water. If an object does not displace much water, it will sink. Then it is dense. Objects that are less dense float in water while more dense things sink. Objects that have greater density than water will weigh more than an equal volume of water. However, if an object is less dense than the water, it will float because the weight of the object is less than the fluid—there will be an upward force preventing the object to submerge beneath the water.

4. Students will be placed in groups of four or five and conduct the experiment as group. 5. Ask students to predict which objects will float? Which objects will sink? Ask students to record their predictions in their science

journals. Also to write a few sentences explaining why they made these predictions. 6. During the experiment they must record observations to later share with the class. Students will be instructed not to remove

objects from the container during the experiment. 7. Fill the empty container with water (at least half-way) 8. Students will begin by placing the following objects one at a time in the container filled with water:

cork , clear glass ball ,Lego, long wooden stick, orange rubber ball, paperclip, penny, piece of stocking, plastic green ball, play-doh, purple wooden ball, rainbow metal ball, rectangular wooden piece, rubber band, shell, wooden cylinder, white Styrofoam ball, empty container, wet sponge

9. During the experiment students will observe whether the object floats or sinks and record observations on the table.

10. Students will share their findings and explain, why did some objects float? And why did some objects sink

Procedure

Lesson 4: Buoyancy

Close-Ended Questions: Which objects floated?

Answer: The following objects floated: cork, straw, orange rubber ball, long wooden stick, piece of stocking, plastic green ball, purple wooden ball, and rectangular wooden piece.

Which objects sank? Answer: The following objects sank: paper clip, clear glass ball, Lego, penny,

play-doh, rainbow metal ball, rubber band, shell, wooden cylinder, wet sponge, and white Styrofoam ball.

Open-Ended Questions: Which objects do you think will sink? Explain your answer

Answer: Objects that will sink are the objects that are heavy. Which objects do you think will float? Explain your answer

Answer: Any object that is light in weight will float like the straw.

Questions

Lesson 4: Buoyancy

Cork clear glass ball Lego long wooden stick orange rubber ball paperclip penny piece of stocking plastic green ball play-doh purple wooden ball rainbow metal ball rectangular wooden

piece rubber band shell wooden cylinder wet sponge white Styrofoam ball empty container

Materials

AssessmentTeacher will grade students according to the following rubric:


Score3 2 1

#1

To identify and classify what objects float

Student correctly identified 6 to 7

objects that float


objects that float

Student correctly identified less than 4 objects

that float

To identify and classify what objects sink

Student correctly identified 10 to 11 objects that sank


objects that float

Student correctly identified less than 7 objects

that sank

#2To explain why objects

float and sink

Student shows great

understanding by correctly

explaining with detail why some

objects float, while others sink

Student shows understanding by

explaining why some objects float, while others sink

Student shows limited to no

understanding as to why some objects float,

while others sink - is unable to

explain

Student Performance Based ProductObjects that Float

Objects that Sink

Object Sink Floatcork

clear glass ball

Lego

long wooden stick orange rubber ball

paperclip

penny

piece of stocking plastic green ball

play-doh

purple wooden ball rainbow metal ball

rectangular wooden piece rubber band

shell

wooden cylinder

wet sponge

white Styrofoam ball

Sink or Float?


Which objects floated? Why do you think they did? Answer: The following objects floated: cork, straw, orange

rubber ball, long wooden stick, piece of stocking, plastic green ball, purple wooden ball, and rectangular wooden piece. Objects that floated were light in weight.

Which objects sank? Why do you think they did? Answer: The following objects sank: paper clip, clear glass

ball, Lego, penny, play-doh, rainbow metal ball, rubber band, shell, wooden cylinder, wet sponge, and white Styrofoam ball. Objects that sank are heavy compared to those that floated.

Questions

Lesson 5: The Water Cycle Part IBloom’s Taxonomy: Gardner’s Multiple

Intelligence(s): Knowledge Analysis Synthesis

Interpersonal Linguistic Visual - Spatial

Lesson 5: The Water Cycle Part I NYC Science Scope and Sequence:

Inquiry Skills: Examine and describe the transformation of matter from one state to another, e.g., solid water (ice) to liquid (water) to gas

(water vapor). Water is recycled by natural processes on earth.

Precipitation Evaporation Condensation

Communication giving oral and written explanations or graphic representations of observations Identifying variables-recognizing characters of objects or factors in events that are constant or change Inferring-drawing conclusions based on prior experiences

Process Skills:

IV. Manipulate materials through teacher direction and free discovery XIII. Observe, analyze and report observations of objects and events XIX. Make predictions based on prior experiences and/or information

NCTM Math Skills

Process Standards: Problem solving: Apply and adapt a variety of appropriate strategies to solve problems

Content Standards: Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions

or predictions. ISTE NETS Standards for Literature Students

Creativity and innovation: use models and simulations to explore complex systems and issues Research and Informational Fluency: evaluate and select information sources and digital tools based on the appropriateness to

specific tasks

Behavioral Objectives: To understand the processes of precipitation, evaporation and condensation through literature and experiments To recognize that water moves from the earth’s surface to the atmosphere and back again in what is known as “the water cycle.”


1. Before reading The Magic School Bus at the Waterworks (Large chart paper with the KWL chart) before reading the book ask students, what do you know about the water cycle? What they learned from watching the video? Write students responses on the first column What I Know. After students respond to the first column ask students, what would you like to know? Jot down their questions in the second column What I Want to Know.

2. Begin to read The Magic School Bus at the Waterworks.

3. Discuss the terms precipitation, evaporation, and condensation to determine prior knowledge and help students gain an understanding of the process of the water cycle.

4. After reading the book, ask students what they learned and share their answers to the third column titled, What I Learned. Display the Chart in the Science section of the classroom for students to see.

5. Tell the students that they are going to do some experiments to learn more about the water cycle.

6. Explain to the students that we are now going to do a couple of experiments, so we can better understand the process of evaporation, condensation and precipitation.

Lesson 5: The Water Cycle Part IProcedure

7. Using a Smart board and Filamentality: Water Works explain to the students, that Water doesn’t stay in one place, and we are very lucky that it doesn’t. The sun heats the water on Earth in oceans, lakes, rivers to turn it into water vapor. We call this process evaporation, when water changes from a liquid into a gas. Show them the visual aid of the How Stuff Works: The Water Cycle

8. Then go on to explain that when water vapor changes from a gas back into a liquid, we call that process condensation. Did you ever notice when you have a cold drink with ice in it that the outside of the glass will get wet? Where does the water come from? It is water vapor in the air outside of the glass. When the air touches the cold glass, the air cools and the water precipitates out. Inform students that they will go on a scavenger hunt using Filamentality: Water Works to complete the Scavenger Hunt Worksheet. Direct students to the following sites on the Filamentality site to find their answers:

Thirstin's Water Cycle Kidzone: Water USGS Water Cycle USGS Water Science Mrs. Travis' Classroom Water 101 Geography For Kids: The Hydrosphere

9. Explain that precipitation is another word for rain. Rain is caused by the same process. Water vapor in the clouds cools, and cooler air cannot hold as much water vapor as warm air. So the water vapor precipitates out and falls to the ground. Rain, snow, sleet, fog, and dew are all forms of precipitation.

10. Handout Experiment Question Sheets and materials. Model for students the experiment #1 on condensation. Fill a jar one-third full with water. Add the cup of ice to your jar. Add 3 drops of food coloring to the jar. Notice what happens to the jar after 15 minutes or so. Have the students answer the questions in the condensation section of the handout.

11. Now have the children do experiment #2(precipitation) and #3(evaporation) on their own. This should take about 10 minutes. After students finish the two simple experiments, review the Question sheet with the students.

Lesson 5: The Water Cycle Part IProcedure (continued)

Teacher’s guide for the experiment question sheet:

Condensation Fill a jar one-third full with water. Add the cup of ice to your jar. Add 3 drops of food coloring to the jar.

Notice what happens to the jar after 15 minutes or so. Ask the students to answer the following questions:

What do you see on the outside of the jar? Is the water on the outside of the jar colored? Did the water come from the inside of the jar?

(The water vapor on the outside of the jar was cooled off and condensed to form liquid. This is an example of how water vapor is cooled off and condenses in clouds.)

Evaporation

Have the students wet a sponge and wipe it once on their chalkboard. Have them notice what happens after a few minutes have passed. Have them answer the following questions:

Is the water still there? What happened? (The water evaporated. It changed from liquid to a gas. This is an example of how water evaporates into the sky.)

Precipitation

Have the students completely saturate or fill a sponge with as much water as possible. Have them hold it above a tub of water. Have the students answer the following question:

What do you notice happens? (The sponge will leak water. This is an example of how the clouds in the sky get so full of water that eventually the water falls and we have precipitation.)

Using the water cycle diagram, demonstrate to the students the water cycle process. As a whole class activity, have them help out in labeling the parts of the diagram.

Lesson 5: The Water Cycle Part IProcedure (continued)

Lesson 5: The Water Cycle Part I

Closed- Ended Questions: What is precipitation?

Answer: Precipitation is rain, snow, hail. What is condensation?

Answer: Condensation is when water vapor changes from a gas back into a liquid. What is evaporation?

Answer: The sun heats the water on Earth in oceans, lakes, rivers to turn it into water vapor.

Open-Ended Questions: What do you think would happen if water always stayed in its liquid form and never

evaporated? Answer: There would be lots of flooding and the earth would be very wet.

What do you think would happen if water always stayed in gas form? Answer: Plants and animals would not have any water to drink and use to stay alive.

Questions

Joana Cole’s The Magic School Bus at the Waterworks

small chalkboards glass jars sponges cups of ice tubs of water food coloring KWL chart Smart board

Lesson 5: The Water Cycle Part IMaterials

Assessment Have children do the

experiments and answer the questions on activity sheet

Assess students on their level of participation during the Label the water-cycle diagram activity

Rubric Assess students with The

Magic School Bus at the Waterworks Worksheet


Score3 2 1

#1

To understand the processes of precipitation,

evaporation, and condensation through

literature and experiments

Student gave a complete and

accurate explanation of the following: condensation,

evaporation, and precipitation

Student gave a partial and

somewhat accurate explanation of the

following: condensation,


Student gave an incomplete and

inaccurate explanation of the

following: condensation,


Student answered all 6 questions correctly

on the experiment worksheet

Student answered 4-5 questions

correctly on the experiment worksheet

Student answered 3 or less questions correctly on the

experiment worksheet

#2

To recognize that water moves from the Earth's

surface to the atmosphere and back

again in what is known as the "Water Cycle"

Student demonstrates clear understanding of the water cycle - labeled the diagram of the water cycle

correctly

Student demonstrates clear understanding of the water cycle -

labeled the diagram of the water cycle

with 1 mistake

Student demonstrates clear understanding of the water cycle -

labeled the diagram of the water cycle

correctly 2 or more mistakes

CONDENSATION (experiment #1)Fill a jar one-third full with water. Add the cup of ice to your jar. Add 3 drops of food coloring to the jar. Notice what happens to the jar after 15 minutes or so. Have the students answer the following questions:

What do you see on the outside of the jar?

Is the water on the outside of the jar colored?

Did the water come from the inside of the jar?

(The water vapor on the outside of the jar was cooled off and condensed to form liquid. This is an example of how water vapor is cooled off and condenses in clouds.)

PRECIPITATION (experiment #2)Completely saturate or fill a sponge with as much water as possible. Hold it above a tub of water. Have the students answer the following question:

What do you notice happens?(The sponge will leak water. This is an example of how the clouds in the sky get so full of water that eventually the water falls and we have precipitation.)

EVAPORATION (experiment# 3)Wet a sponge and wipe it once on their chalkboard. What happens after a few minutes have passed? Answer the following questions:

Is the water still there?

What happened? (The water evaporated. It changed from liquid to a gas. This is an example of how water evaporates into the sky.)

Experiment Question Sheet

Directions: Label each part of the water cycle using the best appropriate letter.

Graphic Organizer


How much of your body is made up of water?Our body is made up of 60% water.

Water is the _____only_____ substance that is found in the form of a liquid, solid, and gas.

When water evaporates, it changes from a _____liquid_____ to a _____gas_____. What is a cloud?

A cloud is a visible mass of water droplets or frozen ice crystals suspended in the atmosphere.

True or False: There is exactly the same water on earth as there was millions of years ago? True False

True or False: Most of the water on earth is salty. True

True or False: Clear water is always clean water. False

Today's water pipes are made out of _____copper_____, _____cast Iron_____, and _____brass_____. _____Water pressure_____ is so strong that you can't keep water from coming from an open

faucet.

The average city in the United States loses about _____1/5_____ of its water through leaks.

Scavenger HuntGraphic Organizer

Scavenger Hunt

Utilize the following sites to locate your answers:

Filamentality: Water Works Kidzone: Water Geography For Kids: The Hydrosphere Mrs. Travis' Classroom Thirstin's Water Cycle USGS Water Cycle USGS Water Science Water 101

Where to go?

Resources Students will utilize the following Web 2.0 resources throughout the unit, but in particular, the

following sites were used throughout the three lessons presented: Cool Science Experiment: Sink or Float

Video used to demonstrate the buoyancy of objects How Stuff Works: The Water Cycle Drippy the Raindrop

Follow the journey of a raindrop as it goes through the three stages of matter Filamentality: Water Works

Web 2.0 Tools Thirstin's Water Cycle

Watch the water cycle in action with this multimedia flash site – select a specific part of the water cycle you would like to view or just choose to follow Thirstin along the entire journey

Kid Zone: Water Facts about water and the water cycle

USGS Water Cycle USGS Water Science Mrs. Travis' Classroom Water 101 Geography For Kids: The Hydrosphere

The Water Cycle By: Nazirah Abdelaziz, Walton Gamory, Jessica Mark, and Isis Shorter.

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Transcript of The Water Cycle By: Nazirah Abdelaziz, Walton Gamory, Jessica Mark, and Isis Shorter.