Hidden Hydrosphere
Summary: This is a collection of brief activities which address various learning modalities and
combine to deepen students understanding of the hydrosphere as a natural resource.
Grade: 8
Subject area: science
Activity Time: 15 min each (45 min total)
Setting: indoor/ outdoor (preferably open space)
Skills: examine, infer, record, identify, describe
Vocabulary:
evaporation: water molecules in liquid state escape into the air as water vapor
condensation: molecules of water vapor in the air become liquid water
precipitation: any form of water that falls from the clouds and reaches Earth’s surface
transpiration: water released into the atmosphere directly from the leaves of plants
potable: water safe enough for drinking and food preparation
non-potable: water that is not of drinking water quality, but which may still be used for many
other purposes, depending on its quality
natural resource: something, such as a forest, a mineral deposit, or fresh water, that is found in
nature and is necessary or useful to humans
nonrenewable resource: a resource that cannot be readily replaced by natural means on a level
equal to its consumption.
Materials:
Activity 1: Access to video viewing, or if facilitator has watched video ahead of time and is
willing to demonstrate, no materials needed
Activity 2: inflatable globe, whiteboard, dry erase markers
Activity 3: laminated photos, wet erase markers
Objectives:
Students will be able to
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Explain the steps of the water cycle
Describe the ratio of land to water on our planet and how that effects living things
Distinguish between sources of potable and non-potable water
Identify abiotic and biotic sources of water
NC Essential Standards:
Science
8.E.1.1 Explain the structure of the hydrosphere including:
• Water distribution on earth
• Local river basins and water availability
Background:
One thing that connects us all is water. It does not matter if a thing is biotic or abiotic, ancient or
newborn, every inch of the planet is connected to water. As living things we are dependent on
water in many ways, both direct and indirect. Cultures through all of time and from every corner
of the Earth have seen water as sacred and spiritual, but also as necessity. These activities help
students to think about water in places and in ways they may not have given much thought to
previously. It also challenges students to hold seemingly contradictory ideas in their minds, as
they contrast the amount of water on our planet to the fact that water is a limited natural
resource.
Procedures:
Activity 1: Water Cycle Tai Chi
https://youtu.be/8Ec1dIiElBk
This activity physically engages students in the basics of the water cycle. This could be
done in an outdoor or indoor setting. It could be used as a review or as an introduction to
vocabulary such as condensation, precipitation, etc. as well as the understanding of
continuous nature of a cycle. In this case, it will be used as a review as well as a way to
differentiate for students who need an alternative way to connect to this concept. (Ranger
Will Butler was kind enough to demonstrate this activity in the video for this unit.)
Activity 2: Surf and Turf:
Using an inflatable globe, students stand in a circle and toss it from person to person.
When a student catches the globe, they will look at their right thumb and say “surf” if it
in on the water, or “turf” if it is on land. Someone will record each person’s answer on
the whiteboard. Do a practice round, but still record the answers. The next time around,
they will do the same toss the ball then who ever catches it states “surf” or “turf”, but will
then answer an additional question. Some possible questions are listed below.
What is something you use water for?
What different kinds of bodies of water do we have on Earth?
Name an animal that lives in freshwater.
Name an animal that lives in saltwater.
Be sure to keep recording your “surf” and “turf” throughout. Then have students guess
what percentage of the Earth is covered in water. Total up results to estimate and
compare our results to actual facts.
“About 71 percent of the Earth's surface is water-covered, and the oceans hold about
96.5 percent of all Earth's water. But water also exists in the air as water vapor, in rivers
and lakes, in icecaps and glaciers, in the ground as soil moisture and in aquifers, and even
in you and your dog.” USGS
http://water.usgs.gov/edu/earthhowmuch.html
Activity 3: Where is water?
Students should be in group. Using laminated photos (included at the end of this lesson),
have students identify sources of water in each photograph and circle with BLUE
overhead marker. Have them share their results and add circles if they decide. Next have
them reexamine the photo, leaving the blue circles, and adding an additional GREEN
circle around it if it is available as a source for potable water or RED if it is not available
as potable water. Share again. Then discuss the following questions.
What were some water sources you didn’t think of when you first looked at your
photo?
Is there more potable or nonpotable water on our planet?
What are some reasons water may not be safe for drinking or cooking?
Do you know where the water you drink comes from at home? At school?
Extension Activities:
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Invite an expert to your class:
Cherokee Bottled Water
P.O. Box 488
Cherokee, NC 28719
Phone: 828-497-1857
Bryson City Water Treatment
1568 E Deep Creek Rd
Bryson City, North Carolina 28713
(828) 488-1004
Swain County Soil and Water Conservation
Phone 828-488-8803
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Perform various tests on water from around your own school campus or community.
Start a water conservation awareness program at your school.
Visit Great Smoky Mountain National Park for a Water program and learn firsthand how
real scientists are collecting data monitoring water quality in the park.
Photos for “Where is water?”