7th Grade Science Unit:
How 2 knOw? H20 and the Water Cycle
Unit Snapshot
Topic: Cycles and Patterns of Earth and the Moon
Duration:
Grade Level: 7
10 Days
Summary
The following activities engage students in thermal energy transfer as
water changes state throughout the hydrologic cycle.
CLEAR LEARNING TARGETS
________ explain the different parts of the hydrologic cycle.
________ identify how water can transfer from different states.
Activity Highlights and Suggested Timeframe
Days 1-2
Engagement: These engagement activities will give the teacher the opportunity to
formatively assess student knowledge related to the water cycle and the location
of our planet’s water. Students will examine the distribution of Earth’s water by
looking at data, graphs and charts, as well as doing a hands-on activity.
Day 3-4
Exploration: This activity is adapted from Project Wet’s The Incredible Journey.
Students become water molecule models as they simulate the movement through
the water cycle.
Day 5-6
Explanation: These activities will give students the opportunity to explain what they
have learned about the water cycle and the location of water.
Days 7-8
Elaboration: The objective of the following activity is to give students the
opportunity to gain deeper understanding of the role of the water cycle and how it
relates to the movement of water in a hydroelectric plant.
Day 9
and on-going
Evaluation: Formative and summative assessments are used to focus on and assess
student knowledge and growth to gain evidence of student learning or progress
throughout the unit, and to become aware of students misconceptions related to
thermal energy transfer. A teacher-created short cycle assessment will be
administered at the end of the unit to assess all clear learning targets.
Day 10
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
7.ESS.1 The hydrologic cycle illustrates the changing states of matter as it moves through
the lithosphere, biosphere, hydrosphere and atmosphere.
Thermal energy is transferred as water changes state throughout the cycle.
The cycling of water in the atmosphere is an important part of weather patterns on Earth.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering) that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and
technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
STUDENT KNOWLEDGE:
Prior Concepts Related to Hydrologic Cycle
K-2: Water is observed through weather. Water is in the atmosphere. Water can be a solid, a gas and a
liquid.
Grades 3-5: Water is present in soil. Water is a non-living resource. Properties of the different states of water,
how water can change the surface of Earth, and how water is a factor in some weather-related events
(e.g., flooding, droughts) are discussed.
Grade 6: The changes in the state of water are related to motion of atoms (changes in energy). Water flows
through rock and soil (porosity and permeability).
Future Application of Concepts
Grade 8: The relationship between the hydrosphere, atmosphere and lithosphere are studied as they relate
to weathering and erosion.
High School: The hydrologic cycle is a component of biology as it relates to ecosystems and the diversity of
life.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2
MATERIALS:
VOCABULARY:
Engage
Primary
Atmosphere
Evaporation
Ground Water
Hydrologic cycle
Hydrosphere
Permeability
Porosity
Surface Water
o
Handouts
Computer Access
Where is the Water Activity?
Handouts
Gallon milk container
Measuring spoons
Measuring cups
Medicine dropper
Large Container
Explore
o The Incredible Journey
Station illustrations included in the 5E Lesson
guide
Copies of Water Cycle Table (optional)
Marking pens
9 boxes, Cube pattern---see instructions on
teacher handout.
A bell, whistle, buzzer, or some sound maker
Student record sheet included in curriculum
guide.
Explain
o H2O Postcards from the Sphere
Handouts
Lined 5X7 Notecards
Coloring Materials
Computer Access if possible
Elaborate
o H20 Power
Handouts
T-Chart
SAFETY
ADVANCED
PREPARATION
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Secondary
Aquifer
Condensation
Hydropower
Infiltration
Precipitation
Sublimation
All lab safety rules, procedures, and precautions should be taken into
consideration, especially when working with hotplates, candles, or other
heat related tools.
Have fire extinguisher available, and understand how to use it properly.
Tie loose clothing and hair away from face
Wear safety glasses/goggles and lab apron if available
Students should have a background of the water cycle and the various
states of matter.
After completing formative assessments on the water cycle use
supplemental resources and activities as needed, please see additional
resources for guidance.
Teacher should have prepared necessary handouts, supplies and
materials for different activities.
3
Objective: These engagement activities will give the teacher the opportunity to
formatively assess student knowledge related to the water cycle
and the location of our planets water. Students will examine the
distribution of Earth’s water by looking at data, graphs and charts,
as well as doing a hands-on activity.
ENGAGE
(2 days)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Where is the Earth’s Water?
(Day 1)
Bring up the image of all of the
world’s water onto the
SMARTboard.
http://ga.water.usgs.gov/edu/2010/pi
ctures/full-size/global-water-volumelarge.jpg
Explain to the students the
saying, Water, Water,
Everywhere. Earth's water is
(almost) everywhere: above
the Earth in the air and clouds,
on the Earth as rivers, oceans,
ice, plants, and inside the
Earth in the top few miles of
the ground.
*Adapted from The USGS Water
Science School
The globe image is meant to
show how much actual water
exists, as compared to the
total size of the Earth. The
spheres look small because it is
compared to the size of the
whole globe. What it shows is
that Earth's water resides in a
very thin slice all around the
Earth's surface.
The largest sphere represents
the amount of total freshwater
on earth.
The second sphere is fresh
liquid water in the ground,
lakes, swamps and rivers. The
third and smallest sphere
represents the amount of fresh
water in lakes and rivers.
Consider asking students what
they notice about the map
and what this actually means?
Ask students where does the
water go and come from? Let
them know that the
movement of water through
the spheres is known as they
hydrologic cycle.
Where is the Earth’s Water?
(Day 1)
Students should be actively
engaged in discussion and in
asking questions.
Students should be observing
the different charts, graphs
and diagrams.
The students can create a
visual aid that compares all of
the information on the charts.
4
Bring up on the SMARTboard
the image on the distribution
of water on the Earth.
http://ga.water.usgs.gov/edu/pict
ures/watercyclekids/earth-waterdistribution-kids-screen.png
Explain In the first bar how only
2.5% of all Earth's water is fresh
water, which is what life needs
to survive.
The middle bar shows the
breakdown on that 2.5% which
is fresh water. Almost all of it is
locked up in ice and in the
ground. Only 1.3% of all
freshwater (which was only
2.5% of all water) is surface
water, which serves most of
life's needs.
The right side bar shows the
breakdown of only the surface
freshwater, which was only
1.3% of all fresh water. Most of
surface freshwater is locked up
in ice, and another 20% is in
lakes. Notice the 0.46% of
surface freshwater that is in
rivers. Sounds like a tiny
amount, but rivers are where
humans get a large portion of
their water from.
The last data chart
demonstrates another
graphical format of the
amount of water.
http://ga.water.usgs.gov/edu/wat
ercycle.html
Teacher will ask the students to
gather in small groups and
look at the data that has
provided about the Earth’s
water supply.
Students will create a visual aid
that encompasses all of the
information of where the
world’s water is.
The visual aid can either be a
poster with charts,
explanations, pictures. Etc.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
5
Where is the Water?
Where is the Water?
(Day 2)
(Day 2)
Teacher will review concepts
Students will be actively
from Day 1 examining where
involved in review and
the world’s water supply is.
discussing previous concepts.
Teacher will introduce that
Students will be following
they will do an activity that will
proper lab procedures and
help visualize what was
safety while carrying out the
learned yesterday.
lab activity.
See teacher handouts and
Students will use questioning
labs for Where is the Water?
and make inference skills while
Teacher will facilitate activity
completing lab procedures.
and procedures.
Objective: The objective of the following activity is to give students the
opportunity to identify how water moves from different parts of the
water cycle. This activity is adapted from Project Wet’s The
Incredible Journey. Students become water molecules as they
simulate the movement through the water cycle.
What is the teacher doing?
EXPLORE
(2 days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
EXPLAIN
(2 days)
(What products could the
students develop and share?
How will students share what
they have learned? What can
be done at this point to identify
and address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What are the students doing?
The Incredible Journey
The Incredible Journey
(Days 3-4)
(Days 3-4)
Teacher will tell the students
Students will participate in the
that they will become water
activity and be engaged into
molecules simulate movement
conversation and questioning
throughout the water cycle.
on their “journey”.
Students will identify the states
Students will be recording what
of matter as they move
stations that they have
through the water cycle.
traveled to and record if they
Teacher should see and read
were a liquid or gas.
through the steps of the
Students will be follow activity
Incredible Journey Teacher
procedures and be accurate
Notes page.
in recording data.
Objective: The objective of this activity is to have students show their
knowledge of the water cycle by showing the specific meanings of
important vocabulary associated with the water cycle. Students will
be creating postcards from various points in the water cycle.
What is the teacher doing?
What are the students doing?
H2O Postcards from the Sphere
(Day 5-6)
Review and go over the
concepts from, Where is the
Water? and The Incredible
Journey Activities.
Ask students if they notice
commonalities between the
two activities and what can be
concluded about the location
of water and its movement.
Tell students that they will be
using their new knowledge
about water and prior
knowledge to create
postcards from various points
through the water cycle.
H2O Postcards from the Sphere
(Days 5-6)
Students will be engaged in
active discussion and
questioning.
Students will use the prior and
current knowledge to create
postcards on the journey
through the water cycle.
Students will use a variety of
Science Process skills in
creating their postcards.
Students should be using
proper grammar and writing
skills.
6
Students may use additional
resources supplied.
Teacher may have students
view the Bill Nye Water Cycle
movie, to obtain knowledge
about the important
vocabulary.
Teacher may also use Earth
Science textbook to
supplement information.
Instruct students that they will
need to follow the provided
rubric.
See attached Activity and
Rubric Pages.
Objective: The objective of the following activity is to give students the
opportunity to gain deeper understanding of the role of the water
cycle and how it relates to the movement of water in a
hydroelectric plant.
ELABORATE
(1 day)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
H2O Power
(Day 7)
The teacher should show a
picture of several hydroelectric
dams around the United
States.
Hoover Damhttp://upload.wikimedia.org/wikipedi
a/commons/b/b2/Hoover_dam_from
_air.jpg
Glen Canyon Damhttp://upload.wikimedia.org/wikipedi
a/commons/f/ff/Glen_canyon_dam.j
pg
Explain to the students that
there are several types of
dams and that they have
various uses. Hoover and Glen
Canyon provide electricity to
cities near and far.
Have students read the
handout H2O Power.
Students should be making the
correlation that the water
cycle and hydroelectric are
related.
H2O Power
(Day 7)
Students will be engaged in
active discussion and
questioning.
Students will use the prior and
current knowledge to create a
T-Chart comparing the
similarities and differences
between the water cycle and
a hydroelectric dam.
7
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students
misconceptions related to the hydrologic cycle and the water on
Earth.
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
EXTENSION/
INTERVENTION
(1 day or as needed)
Formative
How will you measure learning as it occurs?
1. Consider developing a
teacher-created formative
assessment.
2. Where’s the Water? activity
can assess student’s prior
knowledge related to the
amount of water on Earth.
3. The Incredible Journey activity,
and H2O Postcards can assess
student knowledge
progression throughout the
unit.
EXTENSION
1. Have students create a song
or rap about the water cycle.
Students should be using the
terminology used throughout
this 5E Lesson.
2. Assign students to investigate
how much water is used on a
monthly basis at school. What
the monthly cost of water at
school? Is the school charged
the same rate (price per
gallon and service charge) as
residential or homeowners?
3. Have the students act or
create a skit emphasizing the
different components of the
hydrologic cycle.
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. H2O Power activity will assess
students ability to apply
knowledge about the water
cycle to the purpose and
function of hydroelectric
powerplants.
2. A teacher-created short cycle
assessment will assess all clear
learning targets.
INTERVENTION
1. Have students draw out and
re-create their own version of
the hydrologic cycle.
2. Have students practice
labeling the parts of the
hydrologic cycle on the H2O
Intervention page.
3. Pearson/Prentice Hall Earth
Science Textbook All-In-One
Teacher Resources (Fresh
Water pp. 37-112.
The water cycle involves freezing and melting of water
Water only gets evaporated from oceans and lakes
Water cycle only includes rain and snow
Water is absorbs into surfaces, rather than evaporated into the air
COMMON
MISCONCEPTIONS
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Strategies to address misconceptions:
Misconceptions can be addressed through the use of
www.unitedstreaming.com video clips, pictures/diagrams, simulations, as well
as through the use of models.
8
Lower-level: Provide Prentice Hall Chapter 12 resources listed below for
struggling students. Students who continue to struggle should
complete the Water cycle Gizmo. Consider using the Prentice Hall
Science Explorer (Earth All-In-One Teaching Resources) for lower
readers and extension activities for them.
Higher-Level: Consider allowing students to complete extension activities.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English Language Learners
(ELL) and students with disabilities can be found at the following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docume
ntID=105523
Textbook Resources:
Prentice Hall Earth Science Textbook, Chapter 12:
pp. 392-395 (Water on Earth)
pp. 396-403 (Surface Water)
pp. 404-409 (Water Underground)
pp. 412-419 (Using Freshwater Resources)
Prentice Hall Science Explorer (Earth All-In-One Teaching Resources) for
differentiation pp. 37-112.
Websites:
The USGS Water Science School- http://ga.water.usgs.gov/edu/
Thirstin’s Water Cyclehttp://www.epa.gov/safewater/kids/flash/flash_watercycle.html
Summary of the Water Cycle- USGS- The Water Science Schoolhttp://ga.water.usgs.gov/edu/watercyclesummary.html
Hoover Dam Hydroelectric Planthttp://www.eia.gov/kids/energy.cfm?page=Hoover_Dam
ADDITIONAL
RESOURCES
Discovery Ed:
Water Cycle (6:19)
Hydroelectric Power-Plant of Niagara Falls (3:14)
Literature:
Kaufman, Don and Cecilia Franz, Biosphere 2000.
Movies/Videos:
Bill Nye the Science Guy-Water Cycle (23:06)
https://www.youtube.com/watch?v=G6FpOdSVeIU
Water Cycle Song-Mr. Parr (4:07)
http://www.youtube.com/watch?v=o3BVa7PH_JE
NASA | Earth Science Week: Water, Water Everywhere! (6:31)
https://www.youtube.com/watch?v=qyb4qz19hEk
Hydroelectric Power-How it Works- (2:10)
https://www.youtube.com/watch?v=cEL7yc8R42k
Gizmos: Water Cycle
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Curriculum Leadership and Development
Science Department June 2013
9
Name___________________________________________________Per.___________Date__________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
Where Is The Water? Teacher Handout
Clear Learning Target: Students will recognize that freshwater makes up a very small portion of the
water located on the earth.
Duration: 40 minutes
Materials:
copy of “Where Is The Water?” handout
gallon milk container
measuring spoons
measuring cups
medicine dropper
Procedure:
Introduction: Have students complete the following question, explain what you know about where
freshwater is found on Earth.
1.) Discuss student answers to the question. Answers should include rivers, lakes, atmosphere,
groundwater, ice caps and glaciers.
2.) Put students into groups and give them each a copy of the “Where Is The Water?” chart.
a.) Have students predict by matching up each water source with the amount of water they
think is available in each water source.
b.) Write the following percentages on the border in no particular order.
.0001%
97.25%
2.06%
.01%
.001%
.68%
c.) Have students write the correct percentage with the corresponding water source.
b.) Go over the correct answers with the students. Have students write down the correct
amount of water found in each water source on their “Where Is The Water?” handout and lab
sheet.
Oceans- 97.25%
Ice Caps & Glaciers-2.06%
Groundwater-.68%
Lakes-.01%
Atmosphere-.001%
Rivers-.0001%
3.) Have the students complete the “Where Is The Water?” activity.
4.) Go over the “Where is the water?” activity and discuss answers to the questions.
Summary:
There is a limited amount of fresh water on the Earth. The water on Earth has been around for billions
of years. The same water we drink today could have been dinosaur spit in the past. We need to
make sure that we take care of our freshwater supply on Earth.
Evaluation:
Collect students’ “Where Is The Water?” handout and review the students findings with one another.
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Curriculum Leadership and Development
Science Department June 2013
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Name_______________________________________________________________Per.__________Date___________
WHERE IS THE WATER?
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Curriculum Leadership and Development
Science Department June 2013
12
Name: _______________________________________________Per:____________________Date:____________
Where Is The Water?
Directions: Fill in the percentage of water found in the various sources on the table below. Using the
“From 1 Gallon…” column on the chart below, measure out the amount of water there would be on
Earth in the various sources if the Earth only contained one gallon of water.
Source of Water
Percentage of Water
From 1 gallon…
Oceans
15 ½ cups + 1Tbs
Icecaps and Glaciers
5 Tbs + ½ tsp
Groundwater
1 Tbs + 2 tsp
Lakes
About 8 Drops
Atmosphere
About 1 Drop
Rivers
About 1/10 Drop or flick of a finger
Directions: Use the information in the chart above to answer the following questions:
1. Where is freshwater on Earth found?
2. Where is the most freshwater on Earth located?
3. Why isn’t all freshwater useable?
4. What is the total percentage of freshwater found on the Earth? (Round to the nearest hundredth.)
5. What is the total percentage of saltwater found on the Earth?
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Curriculum Leadership and Development
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6. Make a bar graph showing the total percentage of freshwater and saltwater available on Earth.
7. Give two reasons to explain why it is important to take care of our freshwater supply on
earth?
8. Explain three ways people are polluting our freshwater supply?
9. What are three things you can do to keep freshwater clean?
10. Were you surprised to find out that the amount of freshwater is limited? Why or why not?
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Curriculum Leadership and Development
Science Department June 2013
14
Name:____________TEACHERS ANSWER GUIDE___________Per:____________________Date:____________
Where Is The Water?
Directions: Fill in the percentage of water found in the various sources on the table below. Using the
“From 1 Gallon…” column on the chart below, measure out the amount of water there would be on
Earth in the various sources if the Earth only contained one gallon of water.
Source of Water
Oceans
Icecaps and Glaciers
Groundwater
Lakes
Atmosphere
Rivers
Percentage of Water
97.25%
2.06%
.68%
.01%
.001%
.0001
From 1 gallon…
15 ½ cups + 1Tbs
5 Tbs + ½ tsp
1 Tbs + 2 tsp
About 8 Drops
About 1 Drop
About 1/10 Drop or flick of a finger
Directions: Use the information in the chart above to answer the following questions:
1. Where is freshwater on Earth found?
icecaps, glaciers, groundwater, lakes and atmosphere
2.)Where is the most freshwater on Earth located?
Icecaps and glaciers
3.)Why isn’t all freshwater useable?
All freshwater isn’t useable because it is frozen in glaciers and polar ice caps. Some freshwater is too
polluted to use.
4.) What is the total percentage of freshwater found on the Earth? (Round to the nearest hundredth.)
2.75%
5.) What is the total percentage of saltwater found on the Earth?
97.25%
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Curriculum Leadership and Development
Science Department June 2013
15
6. Make a bar graph showing the total percentage of freshwater and saltwater available on Earth.
7. Give two reasons to explain why it is important to take care of our freshwater supply on
earth?
It is important to take care of our freshwater supply on earth because humans, animals and plants
need it to survive. There is a limited amount of freshwater that needs to be taken care of by people.
8. Explain three ways people are polluting our freshwater supply?
Answers may vary: using pesticides, dumping oil, littering, dumping chemicals outside, not cleaning
up animal waste, etc.
9. What are three things you can do to keep freshwater clean?
Answers may vary: clean up animal waste, don’t dump oil down sewer drains or in yards, don’t litter,
don’t use too much yard fertilizer, etc.
10. Were you surprised to find out that the amount of freshwater is limited? Why or why not?
Answers may vary
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Curriculum Leadership and Development
Science Department June 2013
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THE INCREDIBLE JOURNEY TEACHER BACKGROUND INFORMATION
While water does circulate from one point of state to another in the water cycle, the paths it
can take are variable.
Heat energy directly influences the rate of motion of water molecules (refer to the activity
"Molecules in Motion"). When the motion of the molecule increases because of an increase in
heat energy, water will change from solid to liquid to gas. With each change in state, physical
movement from one location to another usually follows. Glaciers melt to pools which overflow to
streams, where water may evaporate into the atmosphere.
Gravity further influences the ability of water to travel over, under, and above Earth's surface.
Water as a solid, liquid, or gas has mass and is subject to gravitational force. Snow on
mountaintops melts and descends through watersheds to the oceans of the world. One of the
most visible states in which water moves, is the liquid form. Water is seen flowing in streams and
rivers and tumbling in ocean waves. Water travels slowly underground, seeping and filtering
through particles of soil and pores within rocks.
Although unseen, water's most dramatic movements take place during its gaseous phase. Water
is constantly evaporating, changing from a liquid to a gas. As a vapor, it can travel through the
atmosphere over Earth's surface. In fact, water vapor surrounds us all the time. Where it
condenses and returns to Earth depends upon loss of heat energy, gravity, and the structure of
Earth's surface.
Water condensation can be seen as dew on plants or water droplets on the outside of a glass of
cold water. In clouds, water molecules collect on tiny dust particles. Eventually, the water
droplets become too heavy and gravity pulls the water to Earth.
Living organisms also help move water. Humans and other animals carry water within their
bodies, transporting it from one location to another. Water is either directly consumed by
animals or is removed from foods during digestion. Water is excreted as a liquid or leaves as a
gas, usually through respiration. When water is present on the skin of an animal (for example, as
perspiration), evaporation may occur.
The greatest movers of water among living organisms are plants. The roots of plants absorb
water. Some of this water is used within the body of the plant, but most of it travels up through
the plant to the leaf surface. When water reaches the leaves, it is exposed to the air and the
sun's energy and is easily evaporated. This process is called transpiration.
All of these processes work together to move water around, through and over Earth.
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The Incredible Journey Teacher Notes
**The Watercourse and the Council for Environmental Education retain all rights to this activity and the
illustrations included from the Project WET Curriculum and Activity Guide.
Materials:
*Copies of Water Cycle Table (optional)
*Marking pens
*9 boxes, Cube pattern---see instructions on teacher handout.
complete with labels for each station included in 5E Lesson Guide. Print on card stock, cut them out and take
sides together. OR Boxes, 6 inches (15cm) on a side. are used to make dice for the game. Gift boxes used for
coffee mugs are a good size or inquire at your local mailing outlet. There will be one die [or box] per station of
the water cycle. [To increase the pace of the game, use more boxes at each station, especially at the clouds
and ocean stations.] The labels for the sides of the die are located in the Water Cycle Table. These labels
represent the options for pathways that water can follow. Explanations for the labels are provided. For younger
students, use pictures. Another option is to use a spinner. It is necessary to design a spinner for each station.)
*A bell, whistle, buzzer, or some sound maker
*Student Record Sheet
Tell students that they are going to become water molecules moving through the water cycle.
1.) Categorize the places water can move through into nine stations: Clouds, Plants, Animals, Rivers,
Oceans, Lakes, and Ground. Station illustrations are included in curriculum guide.
2.) Assign an even number of students to each station.(The cloud station can have an uneven
number.)
3.) Have students identify the different places water can go from their station in the water cycle.
Discuss the conditions that cause the water to move.
4.) Explain that water movement depends on energy from the sun, electromagnetic energy, and
gravity. Sometimes water will not go anywhere. After students have come up with lists, have each
group share their work. The die for each station can be handed to that group and they can
check to see if they covered all the places water can go. The Water Cycle Table provides an
explanation of water movements from each station.
5.) Students should discuss the form in which water moves from one location to another. Most of the
movement from one station to another will take place when water is in its liquid form. However,
any time water moves to the clouds, it is in the form of water vapor, with molecules moving
rapidly and apart from each other.
6.) Tell students they will be demonstrating water's movement from one location to another.
When they move as liquid water, they will move in pairs, representing many water molecules
together in a water drop. When they move to the clouds (evaporate), they will separate from
their
partners and move alone as individual water molecules. When water rains from the clouds
(condenses), the students will grab a partner and move to the next location.
7.) In this game, a roll of the die determines where water will go. Students line up behind the die at
their station. (At the cloud station they will line up in single file; at the rest of the stations they
should line up in pairs.) Students roll the die and go to the location indicated by the label facing
up. If they roll ‘stay’, they move to the back of the line.
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When students arrive at the next station, they get in line. When they reach the front of the line,
they roll the die and move to the next station (or proceed to the back of the line if they roll stay).
In the clouds, students roll the die individually, but if they leave the clouds they grab a partner
(the person immediately behind them) and move to the next station; the partner does not roll the
die.
8. Students should keep track of their movements. Student record sheets are included in the 5E Lesson
guide. This can be done by having them keep a journal or notepad to record each move they
make, including stays. Students may record their journeys by leaving behind personal stickers at
each station. Another approach has half the class play the game while the other half watches.
Onlookers can be assigned to track the movements of their classmates. In the next round the
onlookers will play the game, and the other half of the class can record their movements.
9. Tell students the game will begin and end with the sound of a bell (or buzzer or whistle).
Begin the game!
Wrap Up and Action: Have students use their travel records to write stories about the places water
has been. They should include a description of what conditions were necessary for water to move
to each location and the state water was in as it moved. Discuss any cycling that took place (that
is, if any students returned to the same station). Provide students with a location (e.g., parking
lot, stream, glacier, or one from the human body-bladder) and have them identify ways water can
move to and from that site. Have them identify the states of the water. Have older students teach
"The Incredible Journey" to younger students.
Assessment:
Have students:
role-play water as it moves through the water cycle (step 8).
identify the states water is in while moving through the water cycle (step 4 and Wrap
Up).
write a story describing the movement of water (Wrap Up).
Extensions:
Have students compare the movement of water during different seasons and at different
locations around the globe. They can adapt the game (change the faces of the die, add
alternative stations, etc.) to represent these different conditions or locations.
Have students investigate how water becomes polluted and is cleaned as it moves through
the water cycle. For instance, it might pick up contaminants as it travels through the soil, which
are then left behind as water evaporates at the surface. Challenge students to adapt "The
Incredible Journey" to include these processes. For example, rolled-up pieces of masking tape
can represent pollutants and be stuck to students as they travel to the soil station. Some
materials will be filtered out as the water moves to the lake. Show this by having students rub
their arms to slough off some tape. If they roll clouds, they remove all the tape; when water
evaporates it leaves pollutants behind.
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Name__________________________________________________________Per.___________________Date______________
Water Cycle Information
Follow a Water Drop through the Water Cycle
** Adapted from The USGS Water Science School
You may be familiar with how water is always cycling around, through, and above the Earth,
continually changing from liquid water to water vapor to ice. One way to envision the water cycle is
to follow a drop of water around as it moves on its way. I could really begin this story anywhere along
the cycle, but I think the ocean is the best place to start, since that is where most of Earth's water is.
If the drop wanted to stay in the ocean then it shouldn't have been sunbathing on the surface of the
sea. The heat from the sun found the drop, warmed it, and evaporated it into water vapor. It rose (as
tiny "droplets") into the air and continued rising until strong winds aloft grabbed it and took it
hundreds of miles until it was over land. There, warm updrafts coming from the heated land surface
took the droplets (now water vapor) up even higher, where the air is quite cold.
When the vapor got cold it changed back into it a liquid (the process is condensation). If it was cold
enough, it would have turned into tiny ice crystals, such as those that make up cirrus clouds. The
vapor condenses on tiny particles of dust, smoke, and salt crystals to become part of a cloud.
After a while our drop combined with other drops to form a bigger drop and fell to the earth as
precipitation. Earth's gravity helped to pull it down to the surface. Once it starts falling there are many
places for water drops to go. Maybe it would land on a leaf in a tree, in which case it would
probably evaporate and begin its process of heading for the clouds again. If it misses a leaf there are
still plenty of places to go.
The drop could land on a patch of dry dirt in a flat field. In this case it might sink into the ground to
begin its journey down into an underground aquifer as groundwater. The drop will continue moving
(mainly downhill) as groundwater, but the journey might end up taking tens of thousands of years
until it finds its way back out of the ground. Then again, the drop could be pumped out of the
ground via a water well and be sprayed on crops (where it will either evaporate, flow along the
ground into a stream, or go back down into the ground). Or the well water containing the drop
could end up in a baby's drinking bottle or be sent to wash a car or a dog. From these places, it is
back again either into the air, down sewers into rivers and eventually into the ocean, or back into the
ground.
But our drop may be a land-lover. Plenty of precipitation ends up staying on the earth's surface to
become a component of surface water. If the drop lands in an urban area it might hit your house's
roof, go down the gutter and your driveway to the curb. If a dog or squirrel doesn't lap it up it will run
down the curb into a storm sewer and end up in a small creek. It is likely the creek will flow into a
larger river and the drop will begin its journey back towards the ocean.
If no one interferes, the trip will be fast (speaking in "drop time") back to the ocean, or at least to a
lake where evaporation could again take over. But, with billions of people worldwide needing water
for most everything, there is a good chance that our drop will get picked up and used before it gets
back to the sea.
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A lot of surface water is used for irrigation. Even more is used by power-production facilities to cool
their electrical equipment. From there it might go into the cooling tower to be evaporated. Talk
about a quick trip back into the atmosphere as water vapor -- this is it. But maybe a town pumped
the drop out of the river and into a water tank. From here the drop could go on to help wash your
dishes, fight a fire, water the tomatoes, or (shudder) flush your toilet. Maybe the local steel mill will
grab the drop, or it might end up at a fancy restaurant mopping the floor. The possibilities are endless
-- but it doesn't matter to the drop, because eventually it will get back into the environment. From
there it will again continue its cycle into and then out of the clouds, this time maybe to end up in the
water glass of the President of the United States.
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Name____________________________________________________________________Per._________Date______
H20 Postcards from the Sphere
Directions: Imagine that you are water droplet traveling through the water cycle. Create a set of six
picture postcards that describes your journey through the water cycle. Make it creative and
interesting to read and draw pictures of what you would experience as a water droplet on your trip.
Write your postcard as if you writing about a trip to your friend and family on one side of the card,
and put the drawing of the major sights/stops of your journey on the other side. As part of your
writing, define the following important parts of the hydrologic cycle.
Evaporation
Aquifer
Condensation Precipitation
Sublimation
Atmosphere
Ground Water
Runoff
 Surface Water
 Infiltration
POSTCARDS FROM THE SPHERE RUBRIC
Front of Card (20 points)
Contains a collage of printed pictures, drawn pictures, OR
one picture adding yourself (super-imposed) (8 points)
Comments
Points
Comments
Points
Captions- all captions accurately describe the picture(s)
presented (8 points)
Neatness (handwriting, drawings, pictures, and graphics
should all be presented neatly) (4 points)
Back of Card (20 points)
Proper Grammar and Punctuation
(Hint: Write and proofread a rough draft before writing on
your postcard) (3 points)
Correct Spelling – Spelling mistakes are kept to a minimum.
(3 points)
3 Interesting Facts – These facts and ideas must relate to
you point in the water cycle and def. (9 points)
Properly Addressed - Your postcard is properly addressed
(2 points)
Neatness (handwriting, drawings, pictures, and graphics
should all be presented neatly) (3 points)
Total
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Name____________________________________________________Per._____________Date_____________
POSTCARDS FROM THE SPHERE RUBRIC
Front of Card (20 points)
Contains a collage of printed pictures, drawn pictures, OR
one picture adding yourself (super-imposed) (8 points)
Comments
Points
Comments
Points
Captions- all captions accurately describe the picture(s)
presented (8 points)
Neatness (handwriting, drawings, pictures, and graphics
should all be presented neatly) (4 points)
Total
Back of Card (20 points)
Proper Grammar and Punctuation
(Hint: Write and proofread a rough draft before writing on
your postcard) (3 points)
Correct Spelling – Spelling mistakes are kept to a minimum.
(3 points)
3 Interesting Facts – These facts and ideas must relate to
you point in the water cycle and def. (9 points)
Properly Addressed - Your postcard is properly addressed
(2 points)
Neatness (handwriting, drawings, pictures, and graphics
should all be presented neatly) (3 points)
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Name___________________________________________________Per.____________Date________________
H2O POWER
Hydropower is the renewable energy source that produces the most electricity in the United States. It
accounted for 6% of total U.S. electricity generation and 63% of generation from renewables in 2011.
Hydropower Relies on the Water Cycle
Understanding the water cycle is important to understanding hydropower. In the water cycle:
Solar energy heats water on the surface, causing it to evaporate.
This water vapor condenses into clouds and falls back onto the surface as
precipitation (rain, snow, etc.). The water flows through rivers back into the
oceans, where it can evaporate and begin the cycle over again.
Mechanical Energy Is Harnessed from Moving Water
The amount of available energy in moving water is determined by its flow or
fall. Swiftly flowing water in a big river, like the Columbia River that forms the
border between Oregon and Washington, carries a great deal of energy in its
flow. Water descending rapidly from a very high point, like Niagara Falls in New
York, also has lots of energy in its flow.
In either instance, the water flows through a pipe, or penstock, then pushes
against and turns blades in a turbine to spin a generator to produce electricity.
In a run-of-the-river system, the force of the current applies the needed
pressure, while in a storage system, water is accumulated in reservoirs created
by dams, then released as needed to generate electricity.
History of Hydropower----Hydropower is one of the oldest
sources of energy. It was used thousands of years ago to
turn a paddle wheel for purposes such as grinding grain.
Our Nation's first industrial use of hydropower to
generate electricity occurred in 1880, when 16 brush-arc
lamps were powered using a water turbine at the
Wolverine Chair Factory in Grand Rapids, Michigan.
The first U.S. hydroelectric power plant opened on the
Fox River near Appleton, Wisconsin, on September 30,
1882.
Because the source of hydroelectric power is water,
hydroelectric power plants must be located on a water
source. Therefore, it wasn't until the technology to
transmit electricity over long distances was developed
that hydropower became widely used.
Most Dams Were Not Built for Power
Only a small percentage of all dams in the United States produce electricity. Most dams were constructed
solely to provide irrigation and flood control.
**Information taken from U.S. Energy Information Administration Energy Kids
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COMPARING THE H2O CYCLE AND HYDROELECTRIC DAMS
WATER CYCLE
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Name___________________________________________________________Per._________Date__________
COMPARING THE H2O CYCLE AND HYDROELECTRIC DAMS
WATER CYCLE
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H2O Intervention
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