Teacher’s
Edition
Acknowledgements
These materials were created under the direction of Max L. Longhurst. Appreciation is
expressed to the numerous individuals who provided input and effort into the creation of
this curriculum. The following Utah teachers and science leaders contributed ideas and
lessons as part of a professional development project: Joy Brower, Linda Cullimore, Donald
Daugs, Rachel Daugs, Nancy Digerness, Michelle Ditlevsen, Andrae Ferguson, Kathryn
Foster, Joy Haws, Gwyneth Holladay, Teryl Jeffs, Kurt Johnson, Angela Justesen, Lorna
McCleary, Elaine Negus, Carrie Kirk, Jana Lynn Poulsen, Kandace Riggs, Mark Smith, and
Penny Archibald Stone.
The International Office for Water and Science Education staff, under the direction of
Geoffrey G. Smith, wrote, compiled, edited, and formatted materials. Artwork by Robert
Coombs.
This book is provided with funding assistance from Central Utah Water Conservancy
District, 355 West University Parkway, Orem, Utah 84058, 801-226-7100.
Additional copies of this curriculum may be obtained by contacting the Living Planet
Aquarium, 522 South 400 West Suite 200, Salt Lake City, Utah 84101, 801-320-9951.
2
The Search for the Water Cycle
F
ourth grade stu
d
experience scie ents, as scientists, should
nc
their world wit e as a process of learning a
bout
h a focus
classification.
Science instruc on the skills of
ti
students with
opportunities to on should provide
on learning ex
periences. Exe actively engage in handsm
requires educa
tors to design plary science instruction
ed
inquiry as a ke
y-embedded co ucational activities with
mp
the Water Cycle
curriculum has onent. The Search for
with the Utah
Science CORE C been specifically created
urr
springboard qu
estions and ac iculum in mind. The
tivit
student inquiry
and develop so ies will encourage
key principles
of the hydrolog und understanding of the
ic
understanding
the water cycle cycle. Scientifically
make appropria
w
te decisions re ill enable students to
la
water use and
allow them to ted to their personal
influence how
community use
th
s our precious
resource of wa eir
ter.
Brett Moulding
State Science S
pecialist
Teacher’s Edition
3
4
The Search for the Water Cycle
How to Use the
Teacher’s Edition
The use of the activities in The Search for the Water
Cycle: Teacher’s Edition will be valuable and helpful
in teaching fourth grade students about the water
cycle. The Teacher’s Edition provides activities
designed to: introduce the science language of the
water cycle (condensation, evaporation,
precipitation, transpiration, etc.); establish an
understanding of the complex processes of the
water cycle, engage students in application
activities and emphasize the important role the
water cycle plays for all living things.
Activities in The Search for the Water Cycle are
designed to meet the Utah Science Core objectives and are structured such that teachers
can choose the learning activities that best meet their needs. The teaching strategies
engage students in a variety of learning experiences that actively involve them in the
scientific process.
Each lesson plan is structured with a background section related to the activity and
includes a list of easily-obtainable materials. Teaching strategies include an invitation to
learn, instructional procedures, extensions where appropriate, and assessment suggestions
for each lesson. A teacher glossary, student glossary, additional resources, and a sample
final exam are provided as well.
The invitation to learn section of each lesson is essentially an exploratory introduction to
the lesson. The instructional procedures come next and are the concept development part
of the lesson followed by extensions and assessment suggestions.
In addition to this Teacher’s Edition, students are provided with a Findings Booklet. This
resource includes a variety of sequenced formats directly tied to the teaching strategies
found in the Teacher’s Edition. A strength of the Findings Booklet is the variety of
activities designed for home use as extensions or replications of classroom experiences.
It is suggested that students take their booklets home and conduct investigations with
family members. Teachers should promote responsible behaviors by instilling the need for
the Findings Booklet to be constantly available for additional in-school learning
experiences.
The Teacher’s Edition also includes all of the materials found in the Findings Booklet along
with appropriate answers. For most situations, answers will vary and the judgement of the
appropriateness of the answer is left to the teacher.
Teacher’s Edition
5
6
The Search for the Water Cycle
Table of Contents
How to Use the Teacher’s Edition .............................................................................5
Curriculum Organizers .............................................................................................9
The Water Cycle ...................................................................................................11
Springboard Question #1: Where can you find water?
Activity A – Where is Water Found? ...................................................................13
Springboard Question #2: What happens when you spill water on a hot sidewalk in the
summer?
Activity B – Why Does a Puddle Shrink? .............................................................17
Integration Activity – Evaporation Art ..........................................................20
Activity C – Condensation Chambers ..................................................................21
Activity D – Heat Energy and Water ...................................................................23
Springboard Question #3: How does water move?
Activity E – The Water Cycle Model ....................................................................25
Activity F – Water on the Move .........................................................................29
Activity G – A Water Cycle Chamber ...................................................................33
Springboard Question #4: Why is water important to me?
Activity H – Water Cycle Celebration ..................................................................37
Teacher’s Guide Glossary........................................................................................39
Student Glossary ..................................................................................................43
Teacher’s Edition
7
Answers to Findings Booklet and Final Exam .............................................................47
Resources
Teaching Resource Books..................................................................................59
Children’s Literature ........................................................................................59
Agency Contacts .............................................................................................60
Final Exam .....................................................................................................63
8
The Search for the Water Cycle
Curriculum Organizers
Standard I of the Utah Science Core Curriculum for Fourth Grade centers around the
changes of state that occur in water as it moves through the water cycle. The following
explanation connects the Core Curriculum with the springboard questions and activities
contained in The Search for the Water Cycle.
Science Benchmark
Matter on Earth cycles from one form to another. The cycling of matter on Earth
requires energy. The cycling of water is an example of this process. The sun is the
source of energy for the water cycle. Water changes state as it cycles between the
atmosphere, land, and bodies of water on Earth.
STANDARD I: Students will understand that water changes state as it moves through the
water cycle.
Objective 1: Describe the relationship between heat energy, evaporation, and
condensation of water on Earth.
a. Identify the relative amount and kind of water found in various
locations on Earth (e.g., oceans have most of the water, glaciers and
snowfields contain most fresh water).
b. Identify the sun as the source of energy that evaporates water from
the surface of Earth.
c. Compare the processes of evaporation and condensation of water.
d. Investigate and record temperature data to show the effects of heat
energy on changing the states of water.
Objective 2: Describe the water cycle.
a. Locate examples of evaporation and condensation in the water cycle
(e.g., water evaporates when heated and clouds or dew forms when
vapor is cooled).
b. Describe the processes of evaporation, condensation, and precipitation
as they relate to the water cycle.
c. Identify locations that hold water as it passes through the water cycle
(e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground
water).
d. Construct a model or diagram to show how water continuously moves
through the water cycle over time.
e. Describe how the water cycle relates to the water supply in your
community.
Teacher’s Edition
9
Activities are designed to answer the following springboard questions:
• Where can you find water?
• What happens when you spill water on a hot sidewalk in the summer?
• How does water move?
• Why is water important to me?
Students should be encouraged to use scientific language such as: clouds, condensation,
dew, energy, evaporation, groundwater, humidity, liquid, nuclei, precipitation, temperature,
vapor, and water cycle.
Core Curriculum Connections
Springboard
Question
Core
Objective
Connection
Findings
Booklet
Teacher’s
Guide
1&2
pp. 5-7
pp. 13-15
1
Where is Water Found?
2
Why Does a Puddle Shrink?
1
pp. 8-10
pp. 17-19
Condensation Chambers
1
pp. 11-12
pp. 21-22
Heat Energy and Water
1
p. 13
pp. 23-24
The Water Cycle Model
1&2
p. 14
pp. 25-27
Water on the Move
1&2
pp. 15-17
pp. 29-31
A Water Cycle Chamber
1&2
p. 18
pp. 33-35
Water Cycle Celebration
1&2
p. 19
pp. 37-38
3
4
10
Activity
The Search for the Water Cycle
The Water Cycle
The water cycle is one of nature’s never-ending processes. Water is a variable substance
in that it exists on Earth as a solid, a liquid, and a gas. As the water in oceans, rivers,
clouds and glaciers change from one form to another they impact Earth’s water budget. An
amazingly small portion of that budget is in the form of freshwater. Water covers 70% of
Earth’s surface. The total amount of water in the oceans, atmosphere, and on land is hard
to comprehend. Oceans contain 97.5% of Earth’s water. The atmosphere holds less than
0.001% and 2.4% is found on land. Annual precipitation amounts to 30 times the total
water found in the atmosphere at any given time. These facts indicate how rapidly water
recycles.
The sun provides the energy needed to change liquid water into water vapor. About 80%
of all evaporation is from oceans, and the balance comes from inland water, soils, and
vegetation. Winds carry the water vapor around Earth. When air rises and cools, the
water vapor changes from gas to a liquid, forming clouds. Condensation is dependent on
temperature, humidity, and condensation nuclei.
Precipitation is the process of transporting water from the atmosphere to the surface of
Earth. Precipitation may fall as rain, snow, sleet, or hail and varies in amounts by
location. For example, most of the western part of Utah receives less than ten inches of
precipitation per year, while parts of the Wasatch Mountains receive over fifty inches of
precipitation.
One of the unique characteristics of Utah precipitation is how the Great Salt Lake affects
snowfall. As cold winds, generally from the northwest, blow across the lake they pick up
warm humid air over the lake. Evaporation of warm surface water increases the moisture in
the colder, drier air flowing over the lake. As the air becomes saturated, ice-crystal clouds
form. As the air reaches the southeast shore and rises, snow falls along the Wasatch front
and in surrounding mountains. This is sometimes referred to as the “lake effect.”
Teacher’s Edition
11
Groundwater is the water that penetrates the soil and underlying rock layers. Water that
flows off the surface is called “runoff”. Most of Utah’s runoff flows south in the Colorado
River Drainage and a small amount leaves the northwest corner of the state and flows into
the Snake River Drainage. Much of Utah’s water never leaves the state. The Sevier River
Drainage water flows into a sometimes-present lake. Other water flows into the Great Salt
Lake. Water in Sevier Lake and the Great Salt Lake has only one way out, evaporation.
Left behind are all the dissolved solids.
Using water wisely is the responsibility of every member of society. It is a valuable
resource, and we are responsible for its management and reasonable consumption.
Suggestion: Prior to beginning the unit distribute a Findings Booklet to each student.
Read and discuss the Welcome page (p. 3). Instruct students in how the booklet will be
used. Have them record their names on this page. If working in groups, have them also
write their group name or number in the space provided.
12
The Search for the Water Cycle
Activity A
Where is Water Found?
Springboard Question #1
Where can you find water?
Teacher Background:
Water covers 70% of Earth’s surface and is found in different locations on Earth. The
amount of water in the oceans, atmosphere, and on land is hard to comprehend.
Approximately ninety-seven percent (97%) of it is found in the oceans. The atmosphere
holds less than 0.001%, about two percent (2%) is found frozen on Earth in glaciers, and
one percent (1%) is freshwater found in lakes, rivers and groundwater. Annual
precipitation amounts to 30 times the total water found in the atmosphere at any given
time.
In the western United States, water is a valuable resource that comes and goes with the
seasons. During the winter the snow falls and accumulates in the mountains. As the snow
melts in the spring and during the summer, the water is absorbed into Earth or forms small
streams that flow down the mountains. Groundwater is all the water that penetrates the
soil and underlying rock layers. Water that flows off the surface is called runoff.
Using water wisely is the responsibility of every member of society.
It is a valuable resource, and we are responsible for its
management and reasonable consumption.
Where
is Wate
r Foun
d?
Materials:
List th
e plac
es
____
•
•
100 pennies for each group
Earth globe
____
____
____
____
____
____
____
Invitation to Learn:
In small groups, ask students to brainstorm a list of all the
places where water is found on Earth. Have them write this
list on page 5 of their Findings Booklet.
____
____
____
____
____
____
____
____
where
____
____
____
____
____
____
____
____
____
____
____
____
____
____
you ca
n find
water
:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Write
____
th
____
below, e 3 mai
n
in th then plac categorie
e the
e ca
s of
te
water
estim
ite
ate th gory wher ms from
locatio
catego
your
e they
e pe
ns
lis
rcent
ry.
of wa belong. t above
ter fo
Finally
und
in ea ,
—
ch
______
C A
______
T E
_____
______
G O
__% es
R I
______
timate
E S
______
—
_____
______
__% es
______
timate
______
_____
______
__% es
timate
Findin
gs Book
let
5
Teacher’s Edition
13
Instructional Procedures:
1. After compiling their list, discuss how one might group or categorize the items in their
list. Write the categories oceans, glaciers, and freshwater on the board. Discuss each
category, and then have the students write these headings in their Findings Booklet.
Have students list the items from the top of page 5 in the three categories.
— C A T E G O R I E S —
_________________
_________________
_________________
________% estimate
________% estimate
________% estimate
2. Have students engage in a group discussion of estimating the percentage of water
found in each of the categories. Note: Based on the category lists most students will
probably estimate that most water is found as freshwater. Have students write their
estimates in their Findings Booklet. The total of the percentages should add up to
100% correlating with 100 pennies.
3. Distribute 100 pennies to each group. Have them show their estimate using the
pennies.
4. Provide students with the actual percentages: Oceans 97%, Glaciers 2%, and
Freshwater 1%. As a class, compare group estimations to the actual percentages.
5. To help students conceptualize what 97% as ocean water, 2% as glaciers, and 1% as
freshwater means, ask the students to recreate these percentages by stacking 97
pennies (97% oceans), 2 pennies (2% glaciers), and 1 penny (1% freshwater). Have
students record the true percentages in their Findings Booklet on page 6. Discuss
these proportions.
6. Review appropriate science language as the class discusses the various water sources.
Looking at a globe of Earth, describe the difference between how much land you see
compared to water. Point out that 70% of Earth’s surface is covered by water.
14
The Search for the Water Cycle
7. Challenge students to come up with a “new name” for Earth based on what they now
know about water. Have students assume they came here as space explorers. What
would they see? (clouds, oceans, land, etc.) Have students record their answers in
their Findings Booklet.
8. Have students respond to the Findings question on page 6 of their Findings Booklet.
Possible Extensions/Adaptations/Integration:
1. Create a mural of the locations of water on Earth. Be sure
that this mural graphically represents the relative amount
of water in each of the areas (oceans, glaciers,
freshwater)
2. Describe in detail the places where water can be found
around your home, school, or community.
3. Discuss and have students do the Home Activity in the
Findings Booklet.
Assessment/Findings:
Check for students’ understanding with the answers they
record for the Findings and Rename Earth activity in
their Findings Booklet.
Teacher’s Edition
HOME AC
TIVITY
Where is
All the W
ater?
Today
I learne
d that
• 97%
:
For Re
view:
De
of
found Earth’s wate
in the
r is
• 2%
of Earth ocean
’s
water
is foun
• 1%
d in gla
of Ea
ciers
is fresh rth’s water
water
monstra
from cla te these
fac
100 pe ss with your ts by doin
g th
nnies.)
family
memb e penny ac
ers. (Y
tivity
ou will
need
The fo
llo
the am wing home
ounts
ac
of wate tivity will
demons
r we fin
trate
d on Ea
rth.
Materia
ls:
2-liter
po
measur p bottle
ing cu
p
water
2 clear
plastic
cups
Proc
Fun Fo
cus:
edure:
Fill a
po
This rep p bottle wit
h 20
resents
all the 00 ml. (2liters)
water
Pour 40
of
found
on Earth water.
ml (ab
a cup
.
and pla out 1/4 cu
p) fro
water
ce
m the
on Earth it in the
containe freezer. Th 2-liter bottl
is repres
e int
d in gla
Pour 20
ents the o
ciers.
into a ml (about
2
cup to
tables
po
repres
ent the ons) from
the 2-l
fresh
The rem
ite
water
on Earth r bottle
water aining water
in the
.
oceans. in the bottl
3.5%
sal
e
1/3 cu t. To repres Water in the represents
the
p) to
en
the rem t saltwate ocean consi
bottle.
r, add
sts of
aining
68
water
in the ml (about
2-liter
15
— Notes —
16
The Search for the Water Cycle
Activity B
Why Does a
Puddle Shrink?
Springboard Question #2:
What happens when you spill water on a hot sidewalk in
the summer?
Teacher Background:
The sun provides the energy needed (solar energy) to change liquid water to water
vapor. Approximately 80% of all evaporation is from oceans and the balance comes from
inland water, soils, and transpiration from vegetation. Winds carry the water around
Earth. When moist air rises and cools, the water vapor condenses from a vapor to very
small liquid water droplets forming clouds.
Materials:
Why Do
Puddle es a
Shrink?
(per student)
• water
• 1 cotton swab
• 1 paper towel
• 1 pipette (eye dropper)
(per group)
• 1 clipboard
• square of aluminum foil/or laminated sheet of
paper
• 1 ruler (metric)
K
What
do you
already
know
about
evapor
ation?
KWL Ch
art:
W
What
do you
want
to know
about
evapor
ation?
L
What
have yo
learned u
about
evapor
ation?
You wi
ll
Follow be conductin
your te
g
acher’s an experim
ent wi
Factor
instruc
th
s that
tions
to cond 5 small pu
are th
e same
dd
uct th
is evap les of wate
for all
r.
five pu
oration
ddles:
activity
.
Factor
(s) th
at are
differen
t for all
five pu
ddles:
8
The Sea
rch for
the Water
Cycle
Invitation to Learn:
1. Begin this activity by having the students fill out the K section of the K-W-L chart
found on page 8 of the Findings Booklet. Here the students will list every possible
thing that they already know about evaporation. (In the K section the students list
the facts that they already know, in the W section they list the items that they want
to know, and in the L section they will list the new content that they have learned.)
2. Distribute a wet cotton swab and paper towel to each student. Have students compare
evaporation rates when the back of the hand and an equal area of a paper towel are
moistened with the wet swab.
Teacher’s Edition
17
3. Discuss the results. Lead the discussion to inquire about the role heat energy plays in
evaporation.
4. Allow the students to list the items that they would like to know about evaporation in
the W section of their K-W-L chart.
Instructional Procedures:
1. Distribute clipboards, pipettes, a square of aluminum foil or a laminated sheet of
paper, and water to each group of students. Instruct them to place the foil on the
clipboard, and then place the clipboard in a level location where it will be kept for the
remainder of the experiment (the clipboard needs to be somewhere that will not be
disturbed overnight).
2. Students are to make five puddles of water on the aluminum foil or laminated paper.
Each puddle should receive ten more drops of water than the previous one. The first
puddle should be made using five drops of water, the second with 15, and so on. Have
the students record the starting amount of water (number of drops) and the starting
diameter (measure in centimeters) of the puddles in their Findings Booklet on page 9.
NOTE: Be sure that the puddles are as round as possible before the students measure
them.
3. Discuss the factors that will remain constant, for example, same surface, same
temperature, and same air movement. Then help the students conclude that the factor
that is different for each puddle is the surface area. Have them record these
similarities and differences in their Findings Booklet on page 8.
4. After the water has sat overnight, have the students measure and record the diameter
of each puddle in their Findings Booklet on page 9.
5. Have students determine the ending amount of water by drawing the remaining water
into a pipette and then counting the drops as they are squeezed out. This information
should also be recorded on page 9 of their Findings Booklet.
Measurements
Puddle A Puddle B Puddle C Puddle D Puddle E
Starting amount of
water (number of
drops)
Starting diameter/
size
Ending diameter/size
Ending amount of
water (number of
drops)
Amount of water
evaporated*
18
The Search for the Water Cycle
6. Have students use the formula (starting amount of water minus ending amount of
water) in their Findings Booklet to determine the amount of water that evaporated.
7. Have students use the Evaporation Data Chart on page 9 to create a graph (i.e., bar
graph or line graph) that represents their collective data. Example: amount of water
evaporated, comparison of size, comparison of droplets initially with final measures.
8. Discuss findings and compare the two charts. Have students record these comparisons
in their Findings Booklet.
Possible Extensions/Adaptations/Integration:
1. Introduce students to the take Home Activity – Drying Laundry, page 10 in the Findings
Booklet. Go over what they need to do in order to carry out the experiment by reading
and discussing all the components of the activity.
2. Do the Evaporation Art activity on the following page
as a fun approach for an integrated science art
Drying
Laundry
experience.
HOME AC
TI
Today
Assessment/Findings:
Fun Fo
cu
VITY
I lear
ned
that:
Tempe
rature
rates.
and su
compa In class we rface area
affe
red ho
measu
water
w
red an ct evapor
puddle different
ation
-sized d
s evap
orate.
This ho s:
factor me activity
s that
wi
influen ll demon
st
ce ev
aporat rate some
of the
ion.
Ma
terials:
Check for students’ understanding by viewing their
evaporation data chart, evaporation graph, and their
recorded conclusion.
Proced
ure:
4 Pape
r towe
Water
ls
Teaspo
on
Fan
Place
one tea
spoon
of wa
ter on
Put on
e
each
of the
see wh towel in
a co
4 pape
ich dri
es first. ld place an
r towe
ls.
d on
Record
Put an
the dry e towel in
other
a warm
ing tim
towel
Record
place.
es.
in a bre
the dry
Observe
ez
ing tim
y place
both
es.
(fan)
to
Conditi
and on
on
e where
th
ere
Cold
Locatio
is not
a breez
n
e.
Wa
Drying
time
rm
Breezy
No
Discu
breeze
ss wh
at ha
ppened
with
Talk wi
family
th a gra
memb
when
ers.
they we ndparent
or an
re youn
older
g. Wr
ne
What
igh
ite ab
conclus
out yo bor and as
ions ca
ur dis
k
cussion how they
n be
made
dried
.
from
clothing
doing
this ac
tivity
?
Teacher’s Edition
19
Integration Activity
Evaporation Art
Materials:
•
•
•
•
•
•
Paper Towels
Metal or Plastic Trays (cookie sheet)
Food Coloring in a variety of colors
Cups
Pipettes (eye dropper)
Water
Instructional Procedures:
1. For each food color fill a cup with water. Add a few
drops of food coloring.
2. Place a paper towel in a tray.
3. Using a pipette (eye dropper) and different colors of
water, make a pattern on the paper towel.
4. Hang the paper to dry.
5. Observe changes as water EVAPORATES.
6. When dry, add lines to make pictures.
20
The Search for the Water Cycle
Activity C
Condensation Chambers
Discussion Question:
Why does water collect on the bathroom mirror when someone takes a hot shower?
Teacher Background:
The process by which water vapor turns into liquid water is called condensation. When
warm, moisture-laden air is cooled, the water vapor in the air changes into its liquid state
and forms water droplets. This is evident when water condenses on the cool surface of a
mirror or window in a bathroom while you are taking a shower or when chilled car
windows fog up on the inside. Condensation is generally associated with warm water
vapor in contact with cold surfaces or other relatively cold solid particles.
Materials:
(teacher)
• small mirror
(per group)
• 2 small clear plastic cups
• water
• tape
• graduated cylinder
Invitation to learn:
1. Hold up a mirror. Ask students how they might get water to form on the mirror. If no
one suggests breathing on it, do so and indicate that the warm moist air from your
lungs hits the colder mirror and condenses.
2. Discuss the process of condensation. (Refer to the teacher background if needed,
pp. 11-13.) Indicate that students are going to construct condensation chambers.
Teacher’s Edition
21
Instructional Procedures:
1. Refer to page 11 in the student Findings Booklet. Share a
pre-constructed condensation chamber, and instruct the
students to follow the steps outlined.
• Write your name or group name/number on the cup.
• Measure 20 ml (2 tablespoons) of water and add it
to one cup.
• Place the second cup upside down over the first
cup as illustrated.
• Use tape to connect the two cups.
2. Have each group place their chambers in a warm,
sunny place. After it has sat for 1-3 hours,
students should record their observations on page
12 of their Findings Booklet.
3. The following day have students record the rest of their
observations on page 12 of their Findings Booklet.
Conden
sation
Chamb
ers
Discus
Why sion Ques
do
tion:
hot sh es water
collect
ower?
on th
e bath
room
Neat
Create
your
own
when
someo
ne
takes
a
• Co
nden
sation
appe
of
ar
show s to fog up water occu
er.
rs
when
someo when a m
• Co
irr
ne ta
nden
kes a or
window sation al
so
s fog
up on occurs wh
en ch
the in
illed
side.
car
conden
satio
Materi
Assem
mirror
Facts:
als:
n cham
2 clea
r plas
tape
tic cu
ps
1 grad
uated
water
cylinde
r
ber by
followi
ng th
e step
s
below.
Step bly Steps:
1: W
rit
Step
2: M e your na
ea
Step
m
3: Pl sure 20 m e or grou
ace th
p
l
e seco (2 tbsp.) number on
illus
Step
of
nd cu
4: Us trated.
p upsi water an the cup.
e tape
d
de do
wn ov add it to
to co
on
nnect
er th
e first e cup.
the tw
cup as
o cups
.
Findin
gs Book
let
11
Possible Extensions/Adaptations/Integration:
As an open-ended experience, allow students to plan, carry out, and design experiments
related to the findings questions found on page 12 of the Findings Booklet.
Assessment/Findings:
Using the questions found on page 12 of the Findings Booklet you may lead an oral
discussion or have the students work individually to explore the process that took place
with their condensation chambers. Have students review appropriate scientific language
as you discuss the appearance of the condensation chamber before and after placing it in
a warm, sunny place. Listen for facts such as the concept of
energy from the sun warming the chamber and causing
evaporation to occur within it. At night the cool air outside
the chamber will make the lid cool off and the water vapor
will condense on the inside of the chamber. Condensation
will most likely be more concentrated on the side facing the
window. Ask students to explain why there was more
condensation on the side of the lid facing the window –
the temperature outside was colder and so the side facing
the window cooled more than the side facing the heated
room.
Conden
Draw the chamb
er just after
closing with tape:
sation
Data
Collect
ion
Dra
Draw
been the cham
ber af
sittin
ter it
g in
for 1- a sunny loc has
3 hour
ation
s:
w th
e ch
am
24
hou ber af
rs:
ter
Expla
in
followi what yo
u
discus ng questio think happ
sion:
ns. In
ened
Is he
temp
at a
eratu clude the by answer
facto
re, ev
ing th
r in ma
aporat following
word e
king
ion, an
the co
d cond s in your
nden
ensatio
satio
n cham
n.
How
does
ber wo
the su
rk? Ho
n affe
w?
ct th
e cham
ber?
12
What
do yo
u thin
k happ
ens to
the ch
ambe
r at ni
ght?
If the
other, temperatu
re
what
happ is warmer
ens?
or co
lder on
one sid
e of
the ch
ambe
r than
the
The Se
arch for
the Wa
ter Cycle
22
The Search for the Water Cycle
Activity D
Heat Energy and Water
Discussion Question:
What is the best way to melt ice?
Teacher Background:
This activity is designed to develop the concept of heat’s influence on solid and liquid
water. The activity should also help students differentiate between heat and temperature.
Heat is a form of energy that is passed from one object to another because of a difference
in temperature. Solid water (ice) remains at approximately the same temperature until it
is entirely melted. Heat is being applied throughout this experiment, but the ice absorbs
the heat energy until it melts and then the heat increases the temperaature of the water.
Materials:
(per group)
• 1 clear plastic cup
• 1 thermometer
• ice
NOTE: Crushed ice will melt more quickly. However, cubes of ice will allow quantity of ice to
be measured more accurately.
Invitation to Learn:
Prepare the students for this activity by brainstorming with them ideas of how to melt ice
in a cup without touching the ice.
Teacher’s Edition
23
Instructional Procedures:
1. Have students place a specific amount of ice in their clear
plastic cup (i.e., three cubes).
2. Have the students take the temperature of the ice and
record the results on the Ice Melt Data Chart found on
page 13 of their Findings Booklet.
3. Using the ideas that were brainstormed, allow the
students to manipulate the cups and record the ice and
water temperatures as outlined in the Ice Melt Data
Chart.
4. When the ice has completely melted into liquid water,
have the students take the temperature of the water.
Record results.
5. Discuss the information from the Teacher Background
with students.
Heat En
ergy
What is
Task:
and
Water:
the Best
Way to M
elt Ice?
Melt ice
withou
t touc
hing it.
What
are yo
ur two
best ide
as for
melting
the ice
?
Ice Me
Tempe
lt Data
rature
Chart
Readin
gs
1st: te
Tempe
mpera
rature
ture of
solid ice
2nd: ice
just be
ginnin
g to me
lt
3rd: me
lting ice
Time
4th: ice
almos
t melte
d
5th: ice
complet
ely me
lted
Describe
what
happen
ed durin
g this
experi
ment.
Waht
did yo
u find
intere
sting
as you
melted
the ice
?
Findings
Booklet
13
Possible Extensions/Adaptations/Integration:
Using the data from the Ice Melt Data Chart, graph the change of temperature of melting
ice.
Assessment/Findings:
Have students orally explain why the liquid water temperature is higher than solid water
(ice) temperature.
24
The Search for the Water Cycle
Activity E
The Water Cycle Model
Springboard Question #3
How does water move?
Teacher Background:
Water is constantly moving from one location to another and changing state. Snow and
rain fall to Earth from clouds. This is called precipitation. The rain water and melted snow
run downhill into rivers and lakes, sometimes crashing over waterfalls. Eventually the
water flows into evaporation basins such as the ocean or the Great Salt Lake, where water
can return to the atmosphere.
As water evaporates, it changes from liquid into gas, and moves from oceans, lakes, and
rivers into the atmosphere where it forms clouds. Then the cycle begins all over again.
(Refer to Instructional Procedures for a discussion on how clouds are formed.)
Teacher’s Edition
25
Materials:
(teacher)
• 2 matches
(per group)
• 1 clear empty 2-liter pop bottle
• about 80-100 ml (1/2 cup) of warm water
• flashlight
• measuring cup
CAUTION: This activity may require you or another adult to light the matches for
each group of students. If necessary, obtain appropriate permission for the
use of matches in the classroom.
Invitation to Learn:
Take the students on a walk outside on a semi-cloudy
day. Discuss with them how clouds are formed, what
clouds are made of, why there are different types of
clouds, and any other interesting questions that will get
them thinking about the role clouds play in the water
cycle.
The Wate
r
Discus
sio
n Qu
What
makes estion:
a cloud
?
Making
Cycle Mo
del:
A Cl
oud
Materia
ls:
clear 2lit
flash lig er pop bo
ttle wi
ht (Opt
th lid
warm
ional)
wa
measur ter
ing cu
p
Step 1:
Add ab
out 80
-100 ml
Step 2: bottle.
(1/2 cu
Add co
p) of
ndensa
warm
tion
water
Step 3: FOLLOW TE
to the
ACHERS nuclei:
Se
pop
al the
Step 4:
DIRECT
bottle
IONS
Sh
with th
ine th
Step 5:
e lid.
Describ e flashlight
th
e what
you se rough the sid
Step 6:
e.
e of th
Squeez
e bottl
e the
e. (Opt
bottle
ional)
Step 7:
for a mi
Sudden
nute or
ly relea
more.
se the
What
Step 8:
happen
pressu
Repeat
re. Wh
s?
at do
th
Why do e above ste
you se
e?
ps
you ne
ed dust , but don’t
ad
for clo
uds to d smoke to
the bo
form?
ttle.
Wh
Instructional Procedures:
1. Lead students to discover that, unlike their
condensation chambers, there is no cold surface
above them in the atmosphere on which water
condenses. Teach the students that as water
molecules cool in the higher atmosphere they
are attracted to dust particles and other
condensation nuclei that are present in our atmosphere.
This activity is a miniature display of that process.
2. Have students follow the steps outlined on page 14 of their Findings Booklet. Start by
having each group put 80-100 ml (1/2 cup) of water in their pop bottle.
3. Have students introduce extra particles (condensation nuclei) to the “atmosphere”
inside the bottle by lighting a match, blowing it out, and quickly placing the
smoldering match into the bottle to add some smoke to the bottle.
at ha
conden ve you learne
sation
nuclei? d about humi
dity, air
pressu
re, an
Tempe
d
rat
a situa ure plays an
tion wh
importa
ere wa
ter wo nt role in
the eva
uld eva
poration
porate
rapidly
of water
to for
m cloud . Describe
s?
14
The Sea
rch for
the Water
Cycle
NOTE: A safety warning or caution for the use of matches should be discussed with
students.
4. Repeat step three with a second match and quickly seal the bottle tightly with the lid.
The smoke may disappear but particles are still in the air above the water.
5. Have the students shine a flashlight through the bottle and record what they see in
their Findings Booklet.
26
The Search for the Water Cycle
6. Increase the pressure in the bottle by squeezing the bottle with both hands. Hold
tightly for 60 to 90 seconds and notice any changes in the bottle. This pressure
increases the temperature.
7. Then, instruct students to quickly release their squeeze. As the pressure is quickly
released, a cloud will momentarily form. Have students record what they saw in their
Findings Booklet. Releasing the squeeze causes the air pressure to decrease and the
temperature to drop.
Possible Extensions/Adaptations/Integration:
1. As time permits, investigate the variables. Try the activity again, each time omitting
one of the factors (humidity, an air pressure decrease causing a temperature drop, and
particles in the air) and see if a cloud still forms.
2. Have students attempt to replicate the cloud chamber by using other forms of
condensation nuclei of their choice (i.e., chalk dust). Some students may want to try
the experiment without any condensation nuclei.
Assessment/Findings:
Check for students’ understanding as they follow the procedures to make the water cycle
model, explain why the experiment works, and answer the questions in the “Findings”
section of their Findings Booklet.
Teacher’s Edition
27
— Notes —
28
The Search for the Water Cycle
Activity F
Water on the Move
Teacher Background:
This activity requires students to have a basic understanding of the
following science language and processes:
• Condensation occurs when water vapor in the air turns into
liquid water, as on the outside of a cold glass of water.
• Evaporation is the opposite of condensation in that liquid water turns into water
vapor. How fast water evaporates depends on the amount of water vapor already in
the air (humidity), the temperature, the amount of surface area exposed to the air,
and air movement over the surface of the water.
• Groundwater is the water beneath Earth’s surface often found in saturated soil and
rock. Groundwater supplies wells and springs.
• Water that falls to Earth in the form of rain, snow, hail, or sleet is called
precipitation.
• The process of water going from a solid such as snow or ice to vapor gas is
sublimation.
• Plants absorb water usually through their roots. This water is eventually evaporated
into the atmosphere from the plant surface such as leaf spores through a process
called transpiration.
• Water in a gas form is called water vapor.
Materials:
two dice per group
Travel Key and Travel Log (pp. 16-17 of Findings Booklet)
Invitation to Learn:
Take this opportunity to read one of the books listed in the appendix (pp. 59-60) of this
book.
Teacher’s Edition
29
Instructional Procedures:
1. As a class, fill in the location blanks in the Findings
Booklet on page 16. Below are the various locations that
your class will want to use. Be creative and think of
specific locations in your region. For example, use a
particular tree species found in your area for number
3, name a lake or reservoir in your region for number
4, etc. Have fun and write specific locations on 3, 4,
5, 6, and 10. Use the general terms listed below for
the other locations.
2: waterfall; 3: tree; 4: lake/puddle; 5: river; 6:
snowy mountain; 7: groundwater; 8: cloud; 9:
ocean; 10: animal; 11: air; and 12: iceberg
2. Divide the class into teams of two, and give each
team a pair of dice.
3. To play this game:
• Each player rolls the dice to determine his or
her starting location using the Travel Key. This
location should be written on #1 of the Travel
Log on page 17 in the Findings Booklet.
• Each player then takes his or her turn by rolling
the dice to determine the new location. The player
then records his new location on his Travel Log and
tells his teammate how water can move from the
previous location to the new location, in addition to
writing a description of the movement. A player
should use at least one of the words from the “Words
to Use” box.
For example, if the previous location is tree and the
next location is air, a player could say that the water
in the tree moves to the air through transpiration
when the water is evaporated into the atmosphere
from the leaves of the tree.
• If a player lands on the same location, he or she
should roll again until a new location is
determined.
• The game ends when the Travel Log is completely
filled in. Awards may be given as motivation.
Water O
n the
Move
Materia
ls:
Two dic
e per
Travel
gr
Key an oup
d Trave
l Log
(pp. 16
-17)
Words
to Use:
conden
sation
ground
water
water
cycle
vapor
liquid
evapor
ation
precip
itation
transpi
ration
tempera
ture
How to
Play:
Each pla
yer ro
using
lls the
th
Travel e Travel Ke dice to dete
y. This
Log.
rm
location ine his or
her
should
Each pla
be writt starting loc
ation
en on
new loc yer then ta
#1 of
kes
ation.
your
a team
Record a turn by
mate
ro
your ne
lling th
ho
new on
e dice
e. You w water can w location
to dete
“Words
on
sh
move
rmine
from th the Trave
to Use” ould use at
th
e
l Log
e prev
least on
box.
and te
iou
e
s
of
ll
loc
If you
the wo
ation
land on
to the
rds fro
determ
the sa
m the
ined.
me loc
ation,
roll ag
The ga
ain
un
me en
til a ne
ds wh
w locat
en the
ion is
Travel
Log is
complet
ed.
Findings
Booklet
15
____
______
______
9:
__
____
______
______
______
______
10: __
5:
____
____
__
__
__
__
__
__
______
______
: air
11
6:
2:
____
ter
______
berg
oundwa
______
12: ice
7: gr
3:
____
______
ud
Cycle
______
8: clo
4:
the Water
rch for
Sea
The
Key:
Travel
16
Travel
Log:
Locatio
1
Locatio
2
Descrip
tion:
Locatio
3
n:
Descrip
tion:
Locatio
6
n:
Descrip
tion:
Locatio
5
n:
Descrip
tion:
Locatio
4
n:
n:
n:
Descrip
tion:
Words
to Use:
condensat
vapor, liq ion, evaporation
uid, tem
,
perature groundwater, pre
cipitatio
Findings
Booklet
n, water
cycle, tra
nspiratio
n,
17
30
The Search for the Water Cycle
Possible Extensions/Adaptations/Integration:
Have the students create a two dimensional model of the water cycle. One student draws,
labels, and explains the role streams play in the water cycle. Another child draws, labels,
and explains the role clouds play in the water cycle. The model must include all
components of the water cycle including condensation, evaporation, mountains, oceans,
surface runoff, groundwater, and precipitation.
Assessment/Findings:
Check for the students’ understanding of the water cycle by reading what they recorded in
their Travel Log and verifying their use of water cycle vocabulary.
Teacher’s Edition
31
— Notes —
32
The Search for the Water Cycle
Activity G
A Water Cycle Chamber
Discussion Question:
When a cup filled with an ice-cold drink is placed in a warm room, what happens to the
outside of the cup? Why?
Teacher Background:
Refer to “The Water Cycle” on pages 11-12.
Materials:
(per group)
• clear 2-liter pop bottle with lid
• knife (teacher use)
• scissors
• ice cubes
• gooseneck lamp
• cup of warm water
• 1 plastic bag
Invitation to Learn:
At the beginning of the day place a water bottle filled with
ice and water on the table in the classroom. If students
bring water bottles, each student could conduct this
experiment. Throughout the day observe what happens to
the outside of the water bottle. Discuss what causes the
bottle to “sweat.”
A Water
Discus
Instructional Procedures:
1. Demonstrate and review the water cycle using a
commercial water cycle chamber or your own model.
2. With each of the 2-liter pop bottles, use a knife to
poke a starter hole in the top portion of the bottle
where it starts to straighten out.
Cycle Ch
amber
sio
n Ques
When
tion:
a
happen cup filled wi
s to th
th a co
e outsi
ld drin
de of
k is pla
the cu
p? Wh ced in a wa
y?
rm room
Materia
ls
, what
Clear :
2Lamp liter pop bo
ttle wi
th lid
Scissor
s
Ice in
Step 1:
Ziploc
Have
® bag
Warm
an
water
pop bo adult help
you cu
ttle.
Cut ju
(An ad
st wheret the top of
ult wi
f
Step 2: scissors to ll insert a kn the side str the clear 2cut th
liter
ife to
aighten
Place
e top
ma
a cup
s
ke a
out.
off
Step 3: part of the of very warm the bottle.) hole, then
use
bottle.
water
Invert
in the
the to
bottom
Step 4: bottom sect p of the bo
ttle an
ion of
d place
Step 5: Fill the inve
th
rted to e bottle.
it in th
Darken
p with
e
the ro
th
lam
om
e
p.
bag of
and ob
Step 6:
ice.
serve
Check
the ch
th
amber
observe e bottle ov
using
er
what
the
is happ 2 hours tim
e
ening
inside period to
the bo
What
ttle.
does
each pa
ceiling
rt of the
of the
water
bottle:
cycle
ice cu
chambe
bes in
r repres
the ba
warm
ent?
g:
water:
lamp:
Where
is water
evapo
rating
?
Where
and wh
y is wa
ter co
Tell wh
ndensin
at you
g?
this de
know
about
monst
ration
clo
uds, co
.
ld
18
surfac
es, an
d cond
ensation
nuclei
from
The Sea
rch for
the Water
Cycle
Teacher’s Edition
33
3. Distribute one bottle to each group. Instruct the students to utilize the
starter hole to cut off the top portion of the bottle with scissors. Tell
them to look at the diagram found on page 18 of the Findings Booklet.
4. Instruct each group to place a cup of very warm water in the
bottom of the pop bottle. (Use hot water to speed the evaporation
process.)
5. Close the chamber with the top of the bottle inverted. See the
adjacent diagram.
6. Place four or five ice cubes in a plastic bag and set the ice cube bag
on top of the container.
7. Place the light source (lamp) within a few inches of the chamber to
simulate heat energy from the sun. Be sure the area around the
water is completely in the light.
8. Notice how the top begins to fog. Remind students that the
water vapor evaporating provides the moisture in the air
allowing condensation to occur.
9. After a couple of hours, the droplets on the ceiling of the
bottle are so large that they will begin to drip, simulating
precipitation.
10. Have the students record their findings on page 18 of the
Findings Booklet.
Possible Extensions/Adaptations/Integration:
If resources permit, organize this activity as a take home science demonstration as found
on page 18 of the Findings Booklet. Students can teach their family about the water cycle
and report their experience to the class.
You may choose to extend this activity by having the students mold landforms out of clay
in the bottom of their bottle. You may use the following recipe for Salt Ceramic Dough.
Salt Ceramic Dough
Mix together:
1 cup of salt
1/2 cup corn starch
3/4 cup cold water
Heat this mixture on the stove. (A double boiler works best, but a saucepan on
low to medium heat is satisfactory.)
Stir constantly (about 2-3 minutes) until it becomes so thick that it follows the
spoon in the stirring process, similar to bread dough. Spoon out the mixture
onto foil or wax paper. When it is cool enough to handle, knead the dough for
several minutes, and store in a sealed plastic bag until ready to use.
34
The Search for the Water Cycle
Assessment/Findings:
Check for students’ understanding as they operate their chambers and do a class review of
appropriate science language including: condensation, evaporation, precipitation, and
water cycle. Engage students in a classroom discussion of the roles condensation,
evaporation, and precipitation play in the water cycle.
Teacher’s Edition
35
— Notes —
36
The Search for the Water Cycle
Activity H
Water Cycle Celebration
Springboard Question #4
Why is water important to me?
Materials:
Will vary according to student projects.
Invitation to Learn:
As a culminating activity, organize a water cycle celebration (mini water science fair). The
intent of the water cycle celebration is: 1) to promote good classroom science, 2) to
provide students with the opportunity to demonstrate knowledge they have learned about
the water cycle, and 3) to extend student learning to relevant water issues in their
community. The water cycle celebration could be spread over several days or utilize much
of an entire day. It is suggested that the activity be initiated by discussing the
celebration with students. Brainstorm ideas that relate to the standard objectives covered
by the lessons. Encourage ideas by considering:
• Activities that have been done in the unit and extensions to those activities,
• Water-related vocabulary,
• Potential field trips and resource persons,
• How the water cycle components influence student lives,
• Potential videos on storms, floods, water cycle, etc. for inclusion in a view-a-thon,
• Potential posters, projects, displays, or experiments that could be up for visitors of the
classroom,
• Water-related issues relevant to your community,
• Exhibitors that might share their assets (for example stream and groundwater models),
or
• Having a water-related employment time for invited professional business people to
share information about their jobs (hydrologist, water plant supervisor, laundromat
operator, carwash owner, etc.).
For their projects, students might:
• Create a water cycle music video or organize a sing-a-long,
• Research the role water played in establishing their community,
• Create a recipe booklet of simple products containing water,
Teacher’s Edition
37
•
•
•
•
•
•
•
Have a water cycle-related sharing time during which students share events that
happened in their families. They may share about floods, plugged drains, storms, wet
clothing, recreational events in water, or how ancestors came to America,
Research local water supplies and concerns,
Create a river model of the community,.
Demonstrate an evaporation model,
Water C
ycle Cele
Create a model showing how the lake effect works,
bration
Describe why Utah claims to have the greatest snow on
Earth, or
Trace a water molecule through the water cycle using a
narrative essay.
Proje
ct P
ro
posa
Grou
l
pm
emb
er n
ames
:
Instructional Procedures:
1. Have students use the proposal found on page 19 of the
Findings Booklet to outline a plan for their project.
2. Have students discuss their plans and obtain teacher
approval signatures before starting the process.
3. Organize student projects into a meaningful opportunity and
extend appropriate invitations to parents and other classrooms.
What
Cycl project
e Ce
lebra would
your
tion
?
grou
p like
to d
o fo
What
r th
eW
com steps
ater
w
plete
il
this l your g
ro
proje
ct? up need
to ta
ke
What
in o
rder
proje materia
to
ct, an ls w
ill
dw
here you nee
will
d in
you
order
get
them to com
What
?
plete
proje proble
this
ms m
ct?
ight
you
enco
unte
r in
doin
Sub
g th
m
is
Teac it for te
her
Com acher ap
men
prova
ts:
l.
Findings
Booklet
19
Assessment/Findings:
Prior to celebration proposal, create with students an evaluation tool (i.e., a rubric) to
assess student understanding and performance. Use the background information and
science language as guides to create an evaluation tool that adequately measures student
understanding.
38
The Search for the Water Cycle
Teacher’s Guide
Glossary
aquifer:
an underground bed or layer of dirt, gravel, or porous stone
that stores groundwater for wells, springs, and other
groundwater reserves.
clouds:
when moist (wet air) rises and becomes cooler it cannot hold
as much water vapor as warm air; the extra water vapor
changes into tiny drops of water or crystals of ice to form
clouds
condensation:
the process of water vapor in the air turning into liquid
water, as on the outside of a cold glass of water;
condensation is the opposite of evaporation
condensation nuclei:
a tiny particle in the air such as dust or smoke in which
water vapor condenses around forming water droplets
conservation:
to conserve and protect resources, e.g. water, from becoming
contaminated and less valuable or usable
dew:
condensation of water on cool objects such as grass
domestic water use:
water used for household purposes, such as drinking, food
preparation, bathing, washing, flushing toilets, and watering
lawns and gardens
energy:
the ability to do work; most of the energy on Earth comes
from the sun, although some forms of energy are stored
within the Earth itself, such as heat energy
evaporation:
change of a liquid, such as water to vapor; how fast water
evaporates depends on the amount of water vapor already in
the air (humidity), the temperature of the water, the surface
area exposed to the air, and air movement over the surface
freshwater:
water that contains less than 1,000 milligrams per liter
(mg/L) of dissolved solids; generally, water with more than
500 mg/L of dissolved solids is undesirable for drinking and
many industrial uses
glacier:
a huge mass of ice formed on land by compacted snow that
moves very slowly downslope or outward due to its own
weight
Teacher’s Edition
39
groundwater:
water beneath Earth's surface, often in saturated soil and
rock that supplies wells and springs
hail:
water that falls to Earth in frozen form; each hailstone
consists of layers of ice formed as rain is carried high in a
cloud, freezes, falls, collects another layer of water and is
carried up, and again freezes- this process is repeated until
the hail falls to the ground
heat energy:
a form of energy that is passed from one object to another
because of a difference in temperature; measured in calories
humidity:
dampness or moisture in the air or atmosphere
impermeable layer:
a layer of solid material, such as rock or clay, which does not
allow water to pass through
industrial water use:
water used for industrial purposes (steel, chemical, paper,
and petroleum refining)
irrigation:
the controlled application of water for agricultural purposes
through manmade systems (ditches, channels, pumps, wells,
sprinklers, etc.) to supply water requirements not satisfied by
rainfall
lake effect:
the effect of any lake in modifying the weather in nearby
areas
leaching:
the process by which soluble materials in the soil, such as
salts, nutrients, pesticide chemicals or contaminants, are
washed into a lower layer of soil or are dissolved and carried
away by water
ocean:
the entire body of salt water that covers 70% of Earth’s
surface; the whole body of salt water is thought of as being
four separate entities or oceans called the Pacific, Atlantic,
Arctic, and Indian Oceans
organic matter:
plant and animal material, or substances originating from
living organisms; all are based upon carbon compounds
potable water:
water of a quality suitable for drinking
precipitation:
water that falls to Earth as rain, snow, hail, or sleet
rain:
water that falls to Earth in liquid water form; each raindrop
is formed around a core of a dust particle
reservoir:
a pond, lake, or basin, either natural or artificial, for the
storage, regulation, and control of water
river:
a natural stream of water of considerable volume, larger than
a brook or creek
40
The Search for the Water Cycle
runoff:
precipitation that flows into surface streams, rivers, and lakes
sleet:
water that falls to Earth as frozen rain
snow:
water that falls to Earth as frozen flakes; snowflakes are
frozen water vapor formed into six-sided crystals
solar energy:
energy produced from the sun
sublimation:
water that goes from a solid such as snow or ice to water
vapor
surface area:
amount of water touching the air
surface water:
water that is on Earth’s surface, such as in a stream, river,
lake, or reservoir
temperature:
the degree of hotness or coldness of a body or environment
transpiration:
process by which water is transformed into the atmosphere
from the plant surface, such as leaf pores
wastewater:
water that has been used in homes, industries, and
businesses that is not for reuse unless it is treated
water cycle:
when water changes back and forth between solid, liquid and
vapor as it travels in, on, and around Earth through various
stages or processes such as precipitation and evaporation;
also called the hydrologic cycle
water table:
the top of the water surface in the saturated part of an
aquifer
water vapor:
water in a gaseous form
Teacher’s Edition
41
— Notes —
42
The Search for the Water Cycle
Student
Glossary
clouds
when moist, (wet air) rises and becomes
cooler it cannot hold as much water
vapor as warm air; and the extra
water vapor changes into tiny drops
of water or crystals of ice to form
clouds
condensation
the process of water vapor in the air
turning into liquid water, as on the
outside of a cold glass of water;
condensation is the opposite of
evaporation
condensation nuclei
a tiny particle in the air such as dust or smoke
on which water vapor condenses forming water
droplets
conservation
to conserve and protect resources,
e.g. water, from becoming
contaminated and less valuable or
useful
dew
condensation of water on cool objects such as
grass
energy
the ability to do work; most of the energy on
Earth comes from the sun, although some forms
of energy are stored within the Earth itself, such
as heat energy
evaporation
change of a liquid, such as water to vapor; how
fast water evaporates depends on the amount of
water vapor already in the air (humidity), the
temperature of water, the surface area exposed
to the air, and air movement over the surface
Teacher’s Edition
43
freshwater
water that contains less than 1,000 milligrams
per liter (mg/L) of dissolved solids; generally,
more than 500 mg/L of dissolved solids is
undesirable for drinking and many industrial uses
glacier
a huge mass of ice formed on land by
compacted snow that moves very
slowly downslope or outward
due to its own weight
groundwater
water beneath Earth’s surface, often in saturated
soil and rock that supplies wells and springs
hail
water that falls to Earth in frozen form; each
hailstone consists of layers of ice formed as rain
is carried high in a cloud, freezes, falls, collects
another layer of water and is carried up, and
again freezes- this process is repeated until the
hail falls to the ground
heat energy
a form of energy that is passed from one object
to another because of a difference in
temperature
humidity
dampness or moisture in the air or atmosphere
ocean
the body of salt water that covers 70% of the
Earth’s surface
precipitation
water that falls to Earth as rain,
snow, hail, or sleet
rain
water that falls to Earth in liquid
water form; each raindrop is formed
around a core of a dust particle
runoff
precipitation that flows into streams, rivers, and
lakes
sleet
water that falls to Earth as frozen rain
snow
water that falls to Earth as frozen flakes;
snowflakes are frozen water vapor
formed into six-sided crystals
44
The Search for the Water Cycle
solar energy
energy produced from the sun
sublimation
water that goes from a solid such as snow or ice
to water vapor
surface area
amount of water touching the air
temperature
the degree of hotness or coldness of a
body or environment
transpiration
process by which water is transferred into the
atmosphere from the plant surface such as leaf
pores
water cycle
when water changes back and
forth between solid, liquid
and vapor as it travels in, on,
and around Earth through
various stages or processes such as precipitation
and evaporation; also called the hydrologic cycle
water vapor
water in a gaseous form
Teacher’s Edition
45
— Notes —
46
The Search for the Water Cycle
Answers to
Findings Booklet and
Final Exam
Where is Water
Found?
List the plac
es where yo
u can find w
ater:
an__sw
________
__er
__s__w ill va
__ry
__________
dr in
____
n g____
__ki__
fo__
u n__
ta__
in __
s
__________
______
ri ve__rs________
______
__________
______
la ke
__s________
______
__________
______
p u__
dd__
le s__________
__
__________
______
ta p__________
______
__________
______
w el__ls__
, et
__c
. ________
__
__________
______
__________
______
__________
______
Write the 3
main catego
ries of water
below, then
place the it
locations
ems from yo
in the cate
ur list abov
gory where
e
th
estimate th
ey belong.
e percent
Finally,
of water fo
category.
und in each
oc ea ns
— C A
T E G O
R I E S
—
________% es
timate
an sw er s w ill va
ry
gl ac ie rs
________% es
timate
an sw er s w ill va
ry
fr es hw at er
________% es
timate
an sw er s w ill va
ry
Findings Bookle
t
5
Teacher’s Edition
47
ter locations.
ntages of wa
ce
er
p
l
a
u
ct
A
_____
s
e an
o c__
__________
__
97
_____%
ie rs_____________
c __
g la__
__
e r_________
at__
fr e__sh__w__
__
___%
__2
1 _%
____
Neat facts:
is
rth’s surface
• 70% of Ea
er
wat
covered by
is
Earth’s water
• 0.001% of
e
er
ph
os
m
at
found in the
h
Rename Eart
a
on Earth as
ed anywhere
about
nd
la
ow
u
kn
yo
w
at
hat you no
Assume th
w
on
ed
as
er. B
space explor
e?
would you se
at
h
w
,
water
ry
an sw e rs w ill va
et? Why?
me the plan
na
u
yo
ld
What wou
ry
an sw e rs w ill va
. How
about water
you learned
g
in
th
w
e?
ne
Choose one
ture water us
ence your fu
will this influ
ry
an sw e rs w ill va
e
the Water Cycl
The Search for
6
48
The Search for the Water Cycle
Why Does a
Puddle Shrink?
KWL Chart:
K
What do you
already
know
about evapor
ation?
an sw er s w ill va
ry
W
What do you
want to know
about evapor
ation?
an sw er s w ill va
ry
L
What have yo
u
learned
about evapor
ation?
an sw er s w ill va
ry
You will be
conducting
an experimen
Follow your
t with 5 sm
teacher’s in
all puddles
structions to
of water.
conduct this
Factors that
evaporation
are the sam
activity.
e for all five
puddles:
sa m e
te m p e ra tu re
sa m e ai r m o ve m
ent
sa m e m at e ri al su
rf ac e
sa m e hu m id it y
Factor(s) th
at are differ
ent for all fi
ve puddles:
su rf ac e ar e a is
d if fe re n t fo r e
ac h p u d d le
8
The Search for
the Water Cycl
e
Teacher’s Edition
49
Evaporation
ts
Measuremen
Data Chart
le E
dle D Pudd
ddle C Pud
u
P
B
le
d
d
u
Puddle A P
ount of
Starting am
ber of
water (num
s)
op
dr
eter/
Starting diam
ze
si
eter/size
Ending diam
nt of
Ending amou
r of
be
um
(n
water
drops)
d at a w ill va ry
water
Amount of
evaporated*
nt of water
equals amou
nt of water
ou
am
ng
di
en
water minus
g amount of
*HINT: Startin
low.
evaporated.
the graph be
data chart to
evaporation
e
th
om
fr
data
Convert your
:
e two charts
Compare th
ry
an sw e rs w ill va
collected?
rmation you
on the info
d
se
ba
de
u conclu
What can yo
e d o n su rf ac e
as
b
s
e
ri
va
n
o
ti
e va p o ra
n al l
b as ic c o n c e p t: a d e te rm in e s e va p o ra ti o n w he
ar e
ar e a. S u rf ac e
e c o n st an t.
ar
s
le
ab
ri
va
r
e
o th
9
t
Findings Bookle
50
The Search for the Water Cycle
HOME ACTIVITY
Drying Laundry
Today I learn
ed that:
Temperature
and surface
area affect
rates. In cl
evaporation
ass we mea
sured and
compared ho
w differentsized
water puddle
s evaporate.
Fun Focus:
This home ac
tivity will de
monstrate so
factors that
me of the
influence ev
aporation.
Materials:
4 Paper tow
els
Water
Teaspoon
Fan
Procedure:
Place one te
aspoon of w
ater on each
of the 4 pa
per towels.
Put one tow
el in a cold
place and on
see which dr
e
towel in a w
ies first. Re
arm place.
cord the dryi
Observe both
ng times.
to
Put another
towel in a br
ee
zy place (fan
Record the
) and one w
drying times
here there is
.
not a breeze
.
Condition
Location
Drying time
Cold
Warm
d at a w ill va ry
Breezy
No breeze
Discuss wha
t happened
with family
members.
Talk with a
grandparent
or an older
when they w
neighbor an
ere young.
d ask how th
Write about
ey dried clot
your discus
hing
sion.
What conclu
sions can be
made from
doing this ac
tivity?
it e m s d ry b e st
in
fo r ra p id e va p o a w ar m , b re e z y p la c e w hi c h
is id e al
ra ti o n .
Teacher’s Edition
51
tion
n Data Collec
Condensatio
Draw the chamber aft
er
24 hours:
fter
ust a
ber j e:
m
a
h
p
the c
th ta
Draw losing wi
c
it has
amber after
Draw the ch
location
y
nn
su
a
in
been sitting
s:
for 1-3 hour
g the
by answerin
k happened
ds in your
in
or
th
w
u
g
yo
in
t
w
llo
Explain wha
clude the fo
In
ensation.
s.
nd
co
on
ti
d
es
aporation, an
following qu
ev
,
re
tu
ra
tempe
discussion:
k? How?
chamber wor
ndensation
co
e
th
g
in
factor in mak
ng
c ha m be r, c au si
e
th
m
ar
w
to
qu ir ed
ye s – he at is re
ev ap or at io n
r?
the chambe
e sun affect
c ur
How does th
ap or at io n to oc
ev
s
w
lo
al
d
an
th e c ha m be r
th e su n w ar m s
Is heat a
ght?
amber at ni
ens to the ch
pp
ha
k
in
th
u
What do yo
n se s on it
d w at er c on de
an
ls
oo
c
lid
r
th e c ha m be
an the
chamber th
mer
rature is war
If the tempe
ens?
pp
ha
t
ha
w
other,
the
one side of
or colder on
e c ha m be r
ol de r si de of th
c
e
th
on
se
n
w ill c on de
th e w at er va p or
e
the Water Cycl
The Search for
12
52
The Search for the Water Cycle
Heat Energy an
d Water:
What is the Best
Way to Melt Ice
?
Task:
Melt ice wit
hout touchin
g it.
What are yo
ur two best
ideas for mel
ting the ice?
an sw e rs w ill va
ry
Temperature
Ice Melt Data
Chart
Readings
1st: tempera
ture of solid
ice
2nd: ice just
beginning to
melt
Temperature
Time
d at a w ill va ry
3rd: melting
ice
4th: ice alm
ost melted
5th: ice com
pletely melte
d
Describe wha
t happened
during this
experiment.
st ud en ts w ill n
ee d to de sc ri be
w ha t th ey
ob se rv ed
What did yo
u find intere
sting as you
melted the
ice?
an sw e rs w ill va
ry
Findings Bookle
t
13
Teacher’s Edition
53
odel:
M
e
l
c
y
C
r
e
t
a
W
The
Making A Cloud
uestion:
Discussion Q cloud?
a
What makes
Materials:
id
pop bottle/l
clear 2 liter
l)
na
ptio
flash light (O
er
at
w
m
war
p
measuring cu
the pop
m water to
cup) of war
/2
(1
l
m
about 80-100
Step 1: Add
le
bott .
nuclei:
condensation IRECTIONS
Step 2: Add
CHERS D
ional)
FOLLOW TEA
bottle. (Opt
ith the lid.
side of the
the bottle w
e
al
th
Se
h
ug
3:
ro
Step
ght th
e the flashli
Step 4: Shin
u see.
yo
ns?
at
h
w
cribe
What happe
Step 5: Des
ute or more.
in
m
a
r
fo
le
eze the bott
u see?
Step 6: Sque
What do yo
e pressure.
th
e
ttle.
as
le
re
enly
e to the bo
Step 7: Sudd
n’t add smok
do
t
bu
s,
ep
e st
eat the abov
ds to form?
Step 8: Rep
dust for clou
ed
ne
u
yo
th e w at er
Why do
on n uc le i th at
de n sa ti
du st is th e c on
te d to
va p or is at tr ac
sure, and
ity, air pres
about humid
d
ne
ar
le
u
yo
What have
nuclei?
condensation
ry
an sw e rs w ill va
scribe
of water. De
evaporation
e
th
in
?
ds
le
ro
ou
cl
portant
dly to form
plays an im
aporate rapi
Temperature
er would ev
at
w
re
he
w
a situation
e, lo w hu m id it y
hi gh te m p er at ur
e
the Water Cycl
The Search for
14
54
The Search for the Water Cycle
A Water Cycle C
hamber
Discussion Q
ues
tion:
When a cup
filled with a
cold drink is
happens to
placed in a
the outside
warm room,
of the cup?
what
Why?
Materials :
Clear 2-liter
pop bottle w
ith lid
Lamp
Scissors
Ice in Ziploc
® bag
Warm water
Step 1: Hav
e an adult he
lp you cut th
pop bottle.
e top off th
Cut just whe
e clear 2-lite
re the side
(An adult w
r
straightens
ill insert a kn
out.
if
e to make a
scissors to cu
hole, then us
t the top of
Step 2: Plac
f the bottle
e
e a cup of ve
.)
ry
w
ar
m water in
part of the
the bottom
bottle.
Step 3: Inve
rt the top of
th
e bottle and
bottom sect
place it in th
ion of the bo
Step 4: Fill
e
ttle.
the inverted
top with th
Step 5: Dar
e bag of ice.
ken the room
and observe
lamp.
the chambe
r using the
Step 6: Chec
k the bottle
ov
er
2
hours time
observe what
period to
is happenin
g inside the
bottle.
What does ea
ch part of th
e water cycl
ceiling of th
e chamber re
e bottle: co
present?
nd
en sa tio n nu cl ei
ice cubes in
the bag: co
ol in g te mp er at
warm water
ur e of up pe r at
: oc ea n
mo sp he re
lamp: su n/
he
Where is wat
er evaporat
ing?
at en er gy
fr om w at er in to
at m os p he re
Where and w
hy is water
condensing?
on ce ilin g, be ca
us e th er e is a
Tell what yo
u know abou
co ol er te mp er at
t clouds, co an d a so lid su rf ac e
this demonst
ur e
ld surfaces,
ration.
and conden
sation nuclei
from
an sw er s w ill va
ry
18
The Search for
the Water Cycl
e
Teacher’s Edition
55
Assessment Philosophy:
The Final Exam has been provided to aid teachers in assessing student knowledge in a summative manner. It is expected that the
majority of evaluation will occur on a daily basis throughout the instructional unit. One goal of this assessment is to allow students
to verbalize in writing their understanding of the water cycle. This goal is accomplished with open-ended short-answer questions.
Another goal is to introduce fourth grade students to multiple-choice questions that are found on the end of level testing.
Assessment should guide instructional practice, allowing students the opportunity to show what they know.
Final Exam
person?
ion to another
strate evaporat
on
m
de
d
an
n
you explai
1. How would
. 12 , 2 6
ry , re fe r to p p
an sw e rs w ill va
her person?
sation to anot
en
nd
co
te
ra
st
d demon
you explain an
2. How would
to p p . 16 , 2 6
r
fe
re
,
ry
va
ill
an sw e rs w
es?
water evaporat
ence how fast
flu
in
s
on
iti
nd
3. What co
nt
e a, ai r m o ve m e
ar
e
ac
rf
su
,
re
e ra tu
hu m id it y , te m p
rmed.
w a cloud is fo
4. Describe ho
pp. 20-22, 26
to
r
fe
re
,
ry
an sw e rs w ill va
:
ter is found in
t of Earth’s wa
5. What percen
2 %_____?
Glaciers______
%
7
9
_?
__
__
Oceans______
1%
_____?
Freshwater____
e
the Water Cycl
The Search for
63
56
The Search for the Water Cycle
(Circle the corre
ct answer)
6. Another na
me for rain or
snow is:
a. runoff
b. condensatio
n
c. evaporation
7. Examples of
runoff are:
a. streams
b. water falls
c. lakes
Use the diagra
m below to an
swer questions
8-10.
d. precipitatio
n
d. all of the ab
ove
A
C
B
D
8. What portio
n of the diagra
m shows ground
A
B
water?
C
D
9. The diagram
has several exam
ples of the wa
example of cond
ter cycle. Which
ensation?
of the following
A
B
is an
C
D
10. Which is an
example of evap
oration?
A
B
C
D
11. List four ki
nds of precipita
tion:
ra in , sn o w , sl e e
t, h ai l
12. Why is the
water cycle im
portant to you?
an sw e rs w ill va
ry
Teacher’s Edition
64
Teacher’s Edition
57
— Notes —
58
The Search for the Water Cycle
Resources
Teaching Resource Books:
The Comprehensive Water Education Book, Grades K-6
International Office for Water Education, Utah State University: 1994
Based on the assumption that children learn best by doing, this book provides lesson
plans and activities to help students develop a scientific attitude. A great resource
book for doing exciting things in the classroom with water! Available for purchase by
calling 800-922-4693.
Water, Grades K-3 (CD-7298)
Water, Grades 4-6 (CD-7299)
Carson-Dellosa Publishing Company, Incorporated
These two books are from the Step-by-Step Science series and contain hands-on
activities and creative science explorations designed to challenge and stimulate
students’ minds. The identification numbers are provided above and the books are
available for purchase by calling 800-321-0943 or visiting your local school supply
store.
Children’s Literature:
A Drop Around the World
Barbara Shaw McKinney and Michael S. Maydak (illus.)
Dawn Publishing: 1998
ISBN: 1883220726
McKinney combines an accurate depiction of the water cycle with entertaining and
engaging text.
The Drop in My Drink: The Story of Water on Our Planet
Meredith Hooper and Chris Coady (illus.)
Viking Penguin Childrens Books: 1998
ISBN: 0670876186
This book, designed for the reading level of children ages 9-12, provides a detailed
representation of the water cycle and highlights some amazing facts about water.
A Drop of Water: A Book of Science and Wonder
Walter Wick
Scholastic Trade: 1997
ISBN: 0590221973
Wick’s beautiful photographs make this a great book but the experiments and “tricks”
throughout this book also highlight the wonder and beauty of water in all forms.
Teacher’s Edition
59
The Magic School Bus: At the Waterworks
Joanna Cole and Bruce Degen (illus.)
Scholastic Trade, Incorporated: 1988
ISBN: 0590403605
Ms. Frizzle takes her class into a cloud where they shrink to the size of drops of water
and follow the journey of the water through a city’s waterworks system. It gives great
detail about the wastewater treatment processes.
The Magic School Bus Wet All Over: A Book About the Water Cycle
Patricia Relf, Joanna Cole, and Bruce Degan (illus.)
Scholastic Trade, Incorporated: 1996
ISBN: 0590508334
Experience evaporation, condensation, and precipitation with the wild Ms. Frizzle. Your
students will enjoy the illustrations and the antics of the Magic School Bus crew.
The Rainstick: A Fable
Sandra Chisholm Robinson and Peter Grosshauser (illus.)
Falcon Publishing, Incorporated: 1994
ISBN: 1560442840
Includes step-by-step instructions to make a rainstick. This fable shows our need for
water as a boy searches for rain. This book was published in conjunction with Project
WET.
Water Dance
Thomas Locker
Harcourt: 1997
ISBN: 0152012842
This may work well as a beautifully illustrated introduction to the water cycle. The
book talks of the many things water is as it dances through our world. The back of the
book offers the illustrations in smaller size beside more detailed text of the phases in
the water cycle.
Water Music: Poems for Children
Jane Yolen and Jason Stemple (photographer)
Boyds Mills Press: 1995
ISBN: 1563973367
A book of poetry inspired by all the forms and qualities of water. The photographs are
fun and interesting. You could possibly use this book to integrate water across the
curriculum.
Agency Contacts:
Below is a list of agencies available throughout the state that you may want to contact
for further information about what they offer to educators and the public. If a resource
is not listed for your area, contact an official in your city or town.
Central Utah Water Conservancy District
355 West University Parkway
Orem, Utah 84058
801-226-7100
Facility tours and display materials are available on request.
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Jordan Valley Water Conservancy District
8215 South 1300 West
West Jordan, Utah 84088
801-565-8903
Tours are available of the state’s largest water treatment plant in Bluffdale. The
district’s billing stuffers and door hangers offer fun ways to promote conservation
practices. A demonstration garden is also onsite in West Jordan to show appropriate
and conservative landscaping practices. The garden is oriented for public education but
tours may be possible.
Metropolitan Water District of Salt Lake City
704 Tribune Building
Salt Lake City, Utah 84111
801-942-1391
Speakers are available to visit your classroom or you may choose to venture out and
take a tour of the water treatment plant. Call for more information.
PineView Water System
1483 Wall Avenue
Ogden, Utah 84404
435-621-6555
Provo River Water Users Association
84 North University Avenue
Provo, Utah 84601
801-222-0710
Salt Lake City Department of Public Utilities
1530 South West Temple
Salt Lake City, Utah 84116
801-483-6700
U.S. Bureau of Reclamation
Provo Area Office
302 East 1860 South
Provo, Utah 84606
801-379-1101
U.S. Bureau of Reclamation
Regional Office, Federal Building
Salt Lake City, Utah 84111
801-524-3774
Uintah Basin Water Conservancy District
28 West 3325 North
Vernal, Utah 84078
Upper Colorado River Commission
355 South 400 East
Salt Lake City, Utah 84111
801-521-1150
Teacher’s Edition
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Utah State Division of Water Resources
1636 West North Temple
Salt Lake City, Utah 84116
801-533-5401
Utah State University
International Office for Water Education
6516 Old Main Hill
Logan, Utah 84322-6516
800-922-4693
Weber Basin Water Conservancy District
2837 East Highway 193
Layton, Utah 84041
801-359-4494
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The Search for the Water Cycle
Final Exam
1. How would you explain and demonstrate evaporation to another person?
2. How would you explain and demonstrate condensation to another person?
3. What conditions influence how fast water evaporates?
4. Describe how a cloud is formed.
5. What percent of Earth’s water is found in:
Oceans___________?
Teacher’s Edition
Glaciers___________?
Freshwater_________?
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(Circle the correct answer)
6. Another name for rain or snow is:
a. runoff
b. condensation
c. evaporation
d. precipitation
7. Examples of runoff are:
a. streams
b. water falls
c. lakes
d. all of the above
Use the diagram below to answer questions 8-10.
C
A
B
D
8. What portion of the diagram shows groundwater?
A
B
C
D
9. The diagram has several examples of the water cycle. Which of the following is an
example of condensation?
A
B
C
D
10. Which is an example of evaporation?
A
B
C
D
11. List four kinds of precipitation:
12. Why is the water cycle important to you?
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The Search for the Water Cycle