with the Water Lion

4-H Water Project Unit 2

WATERIncredible

Contents

Introduction ................................................. 1Section 1: Water, Water, Everywhere!....... 2

ACTIVITY 1: HOW MUCH WATER IS IN YOUR

BODY? ......................................................... 3ACTIVITY 2: HOW MUCH WATER IS IN YOUR

FOOD? ......................................................... 3Section 2: Water’s Three Forms ................ 5

ACTIVITY 3: WITNESS CONDENSATION AND

EVAPORATION ............................................... 6Section 3: Unique Properties of Water ..... 7

ACTIVITY 4: WATER HOLDS AND ABSORBS HEAT .... 9ACTIVITY 5: THE FORCES OF WATER .................. 9

Section 4: The Water Cycle ...................... 11ACTIVITY 6: MAKE A WATERSHED ................... 15ACTIVITY 7: CLOUDS EXPLORATION ................. 17

Project Wrap-up: TELL OTHERS! ................... 19

Prepared by Joy R. Drohan, freelance writer-editor, William E.Sharpe, professor of forest hydrology, and Sanford S. Smith,natural resources and youth specialist

Illustrations by Jeffery Mathison: pages 2, 5, 8, 10, 12 (top),14, 15, 18. Illustrations by Anni Matsick: front cover andpages 1, 6, 9, 16.

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Where trade names appear, no discrimination is intended, and no endorsementby Penn State Cooperative Extension is implied.

Issued in furtherance of Cooperative Extension Work, Acts of Congress May 8and June 30, 1914, in cooperation with the U.S. Department of Agriculture andthe Pennsylvania Legislature. T. R. Alter, Director of Cooperative Extension,The Pennsylvania State University.

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Note to Educators and 4-H LeadersThis project is most appropriate for youthages 8–11. It addresses several portions ofPennsylvania’s Academic Standards forEnvironment and Ecology (4.1.4, 4.1.7, and4.2.4) and Science and Technology (3.4.4,3.5.4–C, 3.5.4–D, and 3.5.7–D).

Introduction

The Water Lion welcomes you to Unit 2of the 4-H water project. You may have

already completed Unit 1 of the projectabout water conservation. However, youcan start the 4-H water project with eitherUnit 2 or Unit 1.

In this unit, the Water Lion will guide youthrough activities about the properties ofwater. You’ll also learn about the watercycle, which makes all life onEarth possible. Come along aswe learn about what makeswater special, why we can’t livewithout it, and how it movesaround our world!

Rivers, oceans, glaciers, icebergs,ice cubes, snow, rain, fog, steam, andclouds. What do all of these things have incommon? They’re all forms of water. Howcan such different things all be made of onebasic substance? Because water occursnaturally in three forms: solid (ice), liquid(water), and gas (steam or water vapor).

Water is useful to people because it has threeforms and five unique properties. Water isunlike any other substance in the world.You’ll learn why in this unit. We’re fortunateto live in Pennsylvania, where there’s usu-ally a lot of water.

Every day we hear news stories about howwater affects our lives. Droughts, floods, and

severe storms happen around theworld and right here in Penn-sylvania. Water and thewater cycle affect us in manyways. The water cycle is theconstant movement of waterbetween and within theground, lakes, rivers, ponds,

plants, animals, and the atmo-sphere. This unit will teach you

about the parts of the water cycle. You’ll alsohave a chance to teach other people whatyou learn.

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2

Section 1

Water, Water,Everywhere!

Water Keeps Us AliveWhat do a tulip, a hippopotamus, a blue jay,and a person have in common? They allneed water to live! Tulips and other plantssoak up water from the soil through theirroots. Hippos drink water from ponds andrivers, and they also stand in water forhours to stay cool. Blue jays and other birdsget most of the water they need from thefruits, seeds, and insects they eat. Birdsalso use water to clean their feathers. And,of course, people drink and bathe in water.

Wetlands provide habitat formany birds, plants, and animals.

But did you know that when you drink milk,you’re drinking mostly water too? The samegoes for fruit juices. Even fruits and veg-etables are mostly water, as you can seefrom the chart on page 4. People use waterfor bathing and cleaning and making prod-ucts. Paper, clothing, and even electricityare made using water.

However, the use of water in manufacturingis not as important as our basic need to

drink water. Without water,you would not be alive. Neitherwould anything else. Watermakes up about 60 percent ofan adult’s weight. It makes upabout 70 percent of a child’sweight. A person can live foronly a few days without water.Water helps our joints move,helps us digest our food, helps

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carry blood through our bodies, and re-moves wastes. You should drink about 2quarts of water each day.

Let’s begin our activities by finding out howmuch water is in you!

Activity 1:How Much Water Is In Your Body?How much water is in your body?1. Your weight: (pounds)

2. Multiply your weight by 2:(pounds)

3. Divide your answer to question 2 by 3.This is the number of pounds of water inyou: (pounds of water)

4. Divide your answer to question 3 by 8.This is the number of gallons of water inyou: (gallons of water)

Water in FoodWhat have you eaten today? How muchwater did it have in it? Almost all foodsinclude some water. Fruits and vegetableshave the most water in them. The chart onthe next page shows how much water is indifferent foods.

Activity 2:How Much Water Is in Your Food?Get an apple and cut a thin slice from it. Usea pencil or pen to trace the shape of theapple slice on a paper towel. Set the towel

near (not on) a radiator or sunny windowsillto dry for a few days. Then retrace theapple slice. What happened? How could youget the apple back to its earlier size?

Make a drawing below of your apple slicebefore drying and after drying.

Before

After

Adapted from “4-H Water Wise Guys,” Department of 4-H and OtherYouth Programs, Florida Cooperative Extension Service, Universityof Florida. April, 1992. And from “Critical Issue: Water. You Can Makea Difference.” Cornell Cooperative Extension Association of NassauCounty. Lesson 7: Water in Food.

What’s Next?Next, you’ll learn more about water’s threeforms and how water changes form.

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CUCUMBER

WATERMELON

BROCCOLI

ORANGE

CABBAGE

MILK

APPLE

CARROT

COOKED PASTA

FISH

POTATO

CORN

BANANA

EGG

BEEF

BREAD

BAGEL

BACON

WHEAT GRAIN CEREAL

COOKED POPCORN

How much water is in your food?

Food Percent water (each droplet equals 10%)

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Section 2

Water’s ThreeForms

IntroductionWhen two very tiny particles of hydrogen,called atoms, and one oxygen atom com-bine, they produce one molecule of water.A molecule is two or more atoms bondedtogether to make a substance we know. Onedrop of water contains billions of moleculesof water.

Water is the only substance thatoccurs naturally on Earth as a solid,liquid, and gas. The diagrams hereshow how water molecules behavein solids, liquids, and gases. Thespace between water moleculesdetermines whether water occurs asa solid, liquid, or gas. When the mol-ecules are closest together and lined upneatly, water occurs as solid ice. Whenthe molecules are farthest apart andjumbled, water occurs as a gas. We callthis gas “water vapor.” While water vaporitself is actually invisible, you can “see”water vapor as the steam rising from a potof boiling water or as your breath on a cold

day. When the distance between watermolecules is midway between the solid andgas states, and the molecules are slightlyjumbled, water occurs as a liquid.

Heat causes water molecules to changeform from solid to liquid to gas. For ex-

Water occurs naturally in three states: solid (ice),liquid, and gas (water vapor or steam).

ample, water exists as ice on a pond inwinter when there is little heat from thesun. Then spring arrives and the airbecomes warmer. The sun’s heat melts theice and loosens the attachments, or bonds,between the water molecules. This changesthe ice into water. In summer, increasingheat from the sun causes some watermolecules to evaporate from the pond.Evaporation occurs when water changesfrom liquid to gas.

You’ve already seen solid water (ice) meltinto liquid. Complete Activity 3 to see howevaporation and condensation occur.

Activity 3: Witness Evaporationand CondensationPlace some ice cubes in a pan.Ask an adult to work with youwhile you heat the water inthe pan to boiling. Watch theice melt into water. Waterboils at about 212 degreesFahrenheit (°F). Thistemperature is the sameas 100 degrees Celsius(°C). You can see waterevaporating as steam (orwater vapor) while thewater boils. Hold the pan’scover over the pan. Aswater vapor comes in contactwith the cover, which is

cooler than the pan, water drops form. Thisis condensation. You have now seen waterchange from a solid to a liquid to a gas andback to a liquid.

Adapted from “Splash2O: A Science-based Program for Learningabout Society and Water,” The Ohio State University, 1996.

What’s Next?In the next section, you’ll learn about fiveunique properties of water. These proper-ties make water useful to people.

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Section 3

Unique Propertiesof Water

IntroductionIn the last activity, you learned that waterboils at 212°F or 100°C. Water freezes at32°F or 0°C. This section will teach youmore about the five properties of water thatmake it unique. These properties directlyaffect our lives in many ways.

Property 1Water can dissolve many substances.Dissolve means that a solid or anotherliquid becomes part of a liquid and is nolonger visible. Water is called the universalsolvent because it dissolves so manythings. That makes it the perfect substanceto have in our bodies to carry nutrients toand from our cells. Water also occurs inplants, where it helps carry nutrients fromthe soil to the leaves. This helps plants togrow. Water is used in the production ofmany different items because it is a goodsolvent. This means that it dissolves othersubstances. You know from taking a bathwhen you’re really dirty that water washesaway dirt.

Property 2Water can absorb a lot of heat beforechanging temperature. This property isuseful in our bodies. Because our bodiesare about two-thirds water, this keeps us ata nearly constant temperature no matterhow much we run and play. Water’s abilityto absorb heat is also important in Earth’sclimate. The temperature of the oceanschanges much less and more slowly thanthe temperature of the air. This helps keepthe climate stable. You can explore water’sability to absorb heat by completing Activity4 below.

Property 3Water is transparent. That means thatlight can pass through it. This propertyallows plants to grow deep in the ocean andin the bottom of riverbeds. All green plantsuse light as their energy source. They couldnot live in water if it was not transparent.

Property 4Water is most dense, or compacted, at39°F (equal to 4°C). It is less dense attemperatures above and below 39°F. Thetemperature of ice cubes is 32°F (0°C).This means that ice is less dense thanwater. That’s why ice cubes float in a glassof water and why icebergs float in theocean.

Property 5Water molecules tend to stick together. Thisis caused by the attraction between thehydrogen atoms in water. Hydrogen atomsare positively charged and the oxygenatoms are negatively charged. You mayhave heard the expression, “Oppositesattract.” This applies in water molecules.Because water molecules have a charge,they are called polar. The positive, or

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Water molecules have cohesive forces that make them stick to each other and adhesive forces that make themstick to other objects, such as a glass.

hydrogen, side of one molecule is attractedto the negative, or oxygen, side of theneighboring molecule. These attractiveforces between water molecules are calledcohesive forces. They cause raindrops toform. A raindrop is a collection of billions ofwater molecules that are temporarily at-tached to each other. Cohesion also causeswater to flow. When water molecules gettogether, they want to stay together. You’llsee cohesive forces for yourself when youcomplete Activity 5 below.

Adhesion is the attraction between watermolecules and other substances, such asglass. Adhesive forces make it difficult topour every last drop of water out of a con-tainer. Adhesive forces are also the result ofmolecular charges.

ADHESION

ADHESIONCOHESION

GLASS OR OTHER OBJECT

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Activity 4:Water Holds and Absorbs HeatThis experiment will demonstrate water’sability to hold and absorb heat.

1. Pour 1/3 cup of hot tap water into a bowl.Use a thermometer to measure the tem-perature. Record it here.

°F

2. Measure out 1/3 cup of very cold tapwater. Take and record the temperature.

°F

3. Predict what the water temperature willbe when you mix the cold water into the hotwater.

°F

4. Pour the cold water into the hot water,swirl gently with the thermometer, andrecord the temperature.

°F

5. Describe the results. Was your predictionin question 3 correct? Water can absorba lot of heat energy before changing tem-perature.

Adapted from “Water Wise: Lessons in Water Resources,” CornellUniversity Cooperative Extension, 1989.

Activity 5:The Forces of WaterThis activity is a fun way to learn about theforces that hold water drops together andmake water flow.

1. Draw a long wavy line on a piece of paper.Lay a piece of waxed paper over it. Use amedicine dropper to put a single drop ofwater at the start of your line. Now use atoothpick to guide the drop along the line.After a few minutes, describe how the dropbehaved.

2. Wipe the first drop off the waxed paper.Place a ruler on the waxed paper. Use themedicine dropper to place another drop ofwater next to the ruler at one of the inchmarks. Now use two toothpicks to see howfar you can stretch the drop before it breaksinto more than one drop.

inches

Now try to push the drops back togetheragain using the two toothpicks.

3. Put a penny on the waxed paper. Using amedicine dropper, slowly place water dropson the surface of the penny. Count thedrops as you set them on the penny. Howmany drops can you put on before waterspills over the sides?

Draw the shape of the water on the pennyhere.

4. What might cause water to behave theway it did? What properties of water did youobserve?

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Water is constantly cyclingthrough the environment.

Adapted from “Classroom Gems,” Science and EnvironmentalEducation-North, P.O. Box 619, Harbor Springs, MI 49770

What’s Next?Now you have experienced some thingsthat are unique about water. In the nextsection, you will learn about the water cycleand the processes within it.

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Section 4

The WaterCycle

IntroductionThe water cycle, also known as the hydro-logic cycle, drives life on Earth. Without thewater cycle, there would be no green plants,no rain, no birds, no people, no life. Thewater cycle is a continuous process

through which water is circulated betweenand within the ground, water bodies, plants,animals, and the atmosphere.

The amount of water on Earth neverchanges. The water you drank yesterdaywas around when the dinosaurs were alive.It was around when the Constitution of theUnited States was signed. It will be aroundwhen your great-great-great-grandchildrenare alive. Only the form of water changes,from solid to liquid to gas.

The water cycle starts with ocean water thatevaporates in the hot tropical regions of theworld. Winds move this mass of moistureover land, where clouds form and precipi-tation occurs as rain or snow. Severalthings can happen to precipitation when itreaches Earth’s surface.

About 85 percent of precipitation falls di-rectly into the oceans or some other body ofwater. Water in oceans, rivers, lakes, ponds,and streams is known as surface water.

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A watershed is an area of land where all waterdrains to the same river, lake, or water body.

There are six major watersheds in Pennsylvania, but within each of these there are many smallerwatersheds.*Part of the Chesapeake Bay Watershed

ERIE

PITTSBURGH ALTOONA

STATE COLLEGE

WILLIAMSPORT

SCRANTON

HARRISBURG

LANCASTER

ALLENTOWN

READING

PHILADELPHIA

LAKE ERIEWATERSHED GENESEE RIVER

WATERSHED

OHIO RIVERWATERSHED

SUSQUEHANNARIVER WATERSHED*

DELAWARE RIVERWATERSHED

POTOMAC RIVERWATERSHED

WARREN

Precipitation that falls on land may flowover the surface of the ground until itreaches a body of water. This is calledrunoff.

Water in rivers and streams continues toflow until it reaches the lowest point. All theland area that water flows over and underon its way to a waterway (a river, stream, orlake) is called that waterway’s watershed.

Precipitation may also soak into, or infil-trate, the soil. This water trickles downthrough the soil until it reaches the watertable. This is the upper edge of soil belowwhich water fills all the spaces between thesoil grains. This groundwater often re-mains underground for hundreds, evenTHOUSANDS of years. It flows, usually very,very slowly, driven by gravity along thenatural slope of the land and bedrocklayers.

Water from precipitation may also be ab-sorbed by plants through their roots, passthrough the tissues of the plant, and bereleased into the atmosphere in a processcalled transpiration. All groundwatereventually reaches the surface of the earth,given enough time. It usually surfaces as aspring that feeds into a surface water body.

Water on Earth’s surface is warmed by thesun’s energy and changes into water vaporthrough evaporation. As the water vaporrises, it cools. This causes condensation,

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Transpiration Demonstration

DirectionsWater a potted plant (anything besides acactus). Use a twist-tie or a rubber bandto fasten a small plastic bag around a fewof the plant’s leaves. Set the plant in thesun or under a bright light. Check theplant every 30 minutes for several hoursto see what happens. What changes doyou see?

Here’s another easy experiment. Water apotted plant. Then weigh the plant andpot and record the weight. Place theplant in a sunny or bright spot. Waitthree days and weigh it again. What didyou find? Can you explain the changeyou observed?

Adapted from “4-H Water Wise Guys,” Department of 4-H andOther Youth Programs, Florida Cooperative Extension Service,University of Florida. April, 1992.

which is a change back to liquid or solidform. Water vapor in the atmosphere con-denses on tiny particles, such as dust, in theair. Water droplets clump into clouds. Thedroplets grow by combining with otherdroplets. When the water drops in a cloudreach a certain size, they fall to the groundas precipitation, and the water cycle beginsagain.

Wind, gravity, and the sun’s energy drivethe water cycle. Wind moves moisture inthe atmosphere around the world. Gravitypulls water in the clouds toward the ground.Gravity also pulls water on the surface ofthe ground into the ground and moveswater down slopes to the lowest point. Thesun’s energy heats water on the Earth’ssurface until it evaporates back into theatmosphere. The sun’s energy also plays a

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Groundwater fills the spaces between soil particles in the saturated zone. The upper edge of the saturatedzone is called the water table.

AIR BETWEEN SOIL PARTICLES

WATER-SATURATEDSOIL

WATER TABLE

G R O U N D W A T E R

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Groundwater can emerge at the land surface naturally as a spring or by human engineering through a well.

role in the circulation of the oceans bymaking some parts of the ocean warmerthan others. Without natural ocean circula-tion, our planet would be a very differentplace.

The most important thing to rememberabout the water cycle is that all the waterwe have now is all we’ll ever have. Waterchanges from solid to liquid to gas, but ourplanet will never get more water or lose any.It just gets redistributed. That’s why it isimportant to use the water we have wisely.

Activity 6 will help you picture a watershed.You’ll experiment with some of the parts ofthe water cycle. This should help you un-derstand how water moves through thewater cycle. Activity 7 will help you become

more aware of clouds. You’ll also learn toidentify the basic kinds of clouds.

Activity 6: Make a Watershed1. Work outside or over a sink or bathtub.Use a large piece of aluminum foil to makea “watershed.” Create wrinkles and folds inthe foil. Imagine them to be mountains,valleys, and plains. All parts of the foilshould drain into a single low area. Makesure that all outer edges are turned upward.You might need to support your “moun-tains” with paper towel rolls or rulers.

2. Fill a plastic or paper cup halfway withwater and mark the water level on theoutside of the cup with a marker. Put thispre-measured amount of water into asprayer bottle and use the sprayer to make

G R O U N D W A T E R

SPRING

HAND PUMP WELL

it “rain” on different parts of your water-shed. You can also pour a small amount ofwater into your hand and let it roll off thetips of your fingers. Be sure to use all ofthe water you measured out. Watchhow the water moves in the water-shed. Catch the runoff water in thecup at the low area. How muchwater moved through the water-shed? How much water was re-tained in the watershed? What dothe various water bodies on the foilremind you of?

3. Now use a medicine dropper toremove water from the watershed andplace it back into the cup. When you’veremoved as much water as you can, makeanother mark on the cup to indicate thenew water level.

4. Now place pieces of paper towel or nap-kin on the high parts of your model. Theseimitate the effect of water storage in theground. Slowly dribble all the water in thecup onto the high parts of the watershed.Watch how the water flows through thewatershed. Now use a medicine dropperagain to return as much water as possible tothe cup. Compare the water levels. Whatdoes this tell you about groundwater?

5. Think about all the things that the watercycle makes possible. What are five waysthe water cycle directly affects you?

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Adapted from “Water Wise: Lessons in Water Resources,” E. C.Moran and M. E. Krasny, Cornell Cooperative Extension, 1989.

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Activity 7: Clouds Exploration

IntroductionYou may have noticed that some cloudsappear to be higher in the sky than others.Clouds look different depending on theconditions under which they were formed.There are three main types of clouds:cirrus, cumulus, and stratus.

1. Cirrus clouds are thin, wispy cloudsthat occur very high in the sky. Cirrusclouds usually mean that the weather willchange soon, probably from fair weather tostormy or cloudy weather.

2. Cumulus clouds usually occur on brightsunny days in the afternoon. This kind ofcloud results from uneven heating of theearth. Certain surfaces on the ground, suchas snow-covered ground, reflect a lot of heatback to the sky. This causes water vapor tocondense into tiny droplets over that spotand form a puffy cloud that looks like agiant cotton ball.

Cumulonimbus clouds are types of cumu-lus clouds. On hot, humid days in the sum-mer, the sun’s energy drives the uplift of air.The water vapor in the air condenses as itrises. Cumulonimbus clouds, which oftendevelop into an anvil shape, bring violentthunderstorms.

3. Stratus clouds hang low in the sky andoften appear as a dark, flat blanket spread

over the whole sky. Stratus clouds formwhen a large warm air mass moves up overa colder air mass. Condensation occursthroughout the air mass as it rises, sostratus clouds bring steady precipitation.

ActivityGo outside and look at the clouds. Draw aquick picture, or take a photo of them, anddecide which of the above groups theybelong to. Repeat this exercise once a dayfor a week. Try it at different times of dayor when you notice a different cloud type.

Adapted from “Gee-Wow! Adventures in Water Education,” EcologyCenter, Ann Arbor, MI; phone (734) 995-5888.

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There are three main types of clouds: cirrus, cumulus, and stratus. Cumulonimbus is a type of cumulus cloudthat brings thunderstorms.

C I R R U S C U M U L U S

S T R A T U S C U M U L O N I M B U S

What’s Next?Now you know about the water cycle, water-sheds, water in animals, plants, and food,and the properties of water that make itunique. In the project wrap-up, you’ll thinkof a plan to teach other people somethingthat you’ve learned about water. Then you’llput your plan into action.

IntroductionCongratulations! You now have water wis-dom. You know more about water thanmany people do. Now you can spread theword to your family and friends. That’s whatyou’ll do in this last wrap-up, or projectcompletion activity.

Think about the following questions. Talkabout them with your group or an adult.

1. Why should all people know about thewater cycle and groundwater?

Project Wrap-Up:

Tell Others!

2. What are some of the most importantthings you learned in this 4-H unit?

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3. What are some ways you could teachother people this information?

Choose your favorite answer to question 3.Use that idea to teach other people some-thing you learned about water. Make sureyou can complete your idea with only 2 or 3hours of work. Then make a poster ordisplay of what you want others to knowabout incredible water!

4-H Activities ReportThis report will help you keep a better record of your clubactivities. Fill it in as you complete each activity or assign-ment. Refer to this record when you are entering county,state, and national programs. Ask your local leader toexplain these programs to you.

My 4-H Activities Report for the 20 Club Year

Projects taken

Offices held

Club

County

“Show-and-tells” given to

Family

Friends

Local club

County

Regional

State

News articles

Radio

TV

Things done to improve my health

Community service or citizenship work done

By myself

With club

Number of meetings my club(s) held this year

Number I attended

Number of new members I encouraged to join 4-H

Number of boys and girls I helped with projects

In what way?

Check those attended and tell how you helped

3- or 4-day camp

1-day camp

Club or county tours

Club picnic

Countywide picnic

4-H Sunday

County fair

Achievement programs

Roundup

Teen Leader Retreat

State 4-H Capital Days

Camp Leadership Training

Penn State 4-H Achievement Days

Pennsylvania Farm Show

National 4-H Week

State Ambassador Conference

Judging training

Others:

4-H Club Motto“To make the best better”

4-H Club PledgeI pledge

my head to clearer thinking,my heart to greater loyalty,

my hands to larger service, andmy health to better living, for

my club,my community,my country, and

my world.

4-H Club ColorsGreen and White

Name

Address

Name of club or group

Leader’s or teacher’s name

COLLEGE OF AGRICULTURAL SCIENCES

COOPERATIVE EXTENSION

18 U.S.C. 707