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I

I. Grade Level/Unit Number: 8th Grade / Unit 3

II:Unit Title: Amazing Water

III.Unit Length:3-4 weeks

IV.Major Learning Outcomes: The student will be able to . . .

a. Predict the solubility of a substance in water based on polarity.

b. Explain water’s unique ability as the universal solvent.

c. Predict whether a substance will float in water based on density.

d. Classify an object based on its density relative to that of water.

e. Determine if water is demonstrating cohesive or adhesive forces.

f. Analyze real-world situations that involve density and buoyancy.

g. Explain the unusual nature of ice’s density versus water’s density.

h. Describe the location of water on earth.

i. Understand that the water on earth is the same water that has been here for billions of years.

j. Explain the processes by which water moves from one location to another via the water cycle (processes include transpiration, condensation, runoff, groundwater, and evaporation).

k. Describe, based on percentages, the amounts of water in each location.

l. Describe types of technology or processes that can be used to convert unusable water to usable resources.

m. Understand that water is a limited resource that needs to be conserved.

n. Describe the structure of the hydrosphere including watersheds, river basins, standing bodies of water (lakes and ponds), rivers and streams, wetlands, and the ocean.

o. Describe technology used to study the hydrosphere.

V.Content Objectives Included:

Number

Competency or Objective

RBT Tag

3.01

Analyze the unique properties of water including:

· Universal solvent.

· Cohesion and adhesion.

· Polarity.

· Density and buoyancy.

· Specific heat.

B2.3 (classifying)

B4.2 (outlining)

3.02

Explain the structure of the hydrosphere including:

· Water distribution on earth.

· Local river basin.

· Local water availability.

a4.2 (explain)

3.06

Evaluate technologies and information systems used to monitor the hydrosphere.

c5.2 (evaluate)

VI.English Language Proficiency (ELP) Standard 4 (2008)- for Limited English Proficient students (LEP) English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

VII.Materials / Equipment Needed:

Part I

test tubes

test tube rack

graduated cylinder

beakers (small—50 mL and large—250 mL)

medicine droppers

plastic shoe boxes

balance

water

alcohol (both 70% and 91%)

oil (mineral and canola)

sand

salt

flour

cornstarch

sugar

soap flakes

aluminum foil

pennies

wax paper

paper towels—not brown school paper towels

small hard plastic object

small wooden object

can

tape—masking

fabric samples—cotton, linen, wool, silk, polyester, blend, rayon,

nylon, and chamoise

Part II

chart paper

markers

water cycle clues and signs—provided

graduated cylinders

calculators

calibrated droppers or pipettes(calibrated for 1 mL)

2-liter bottles

food coloring

large paper or poster board

research Materials—encyclopedias, Internet, and textbooks

Part III

white paper

white cardstock

tape

water soluble markers

shallow pans

water bottles

River Basin Booklets from NCDENR (free)

projector or color printer

chart Paper

internet Access with projector or individual student access

VIII. Big Ideas (from Support Document):

Water is one of the most common substances on Earth. The unique properties of water are polarity, cohesive and adhesive abilities, universal solvency, density and buoyancy, and high specific heat. Water is circulated on Earth by a process known as the water cycle. Most of the Earth’s water is found in the oceans. The majority of fresh water exists in ice caps, glaciers and aquifers. Surface water moves into river basins from areas called watersheds. The availability of water varies with local geography and allows humans to utilize water as a resource.

IX:Unit Notes:

The first part of this unit is packed with labs. The second and third parts focus more on hands-on activities and discussions. The unit moves from water’s unique properties to the location of water on earth to the specific structure of the hydrosphere and the technologies used to monitor the hydrosphere. Students have some background knowledge on the water cycle but may not have background knowledge on the specific “structures” of the hydrosphere.

For the third part, each student will need a copy of the river basin booklet published by NCDENR. These resources are free for educators and can be obtained by ordering them from NCDENR. The booklet is also available online at http://www.eenorthcarolina.org/public/ecoaddress/riverbasins/riberbasinbooklet150dpi

You will need to print the satellite images for Part 3: ELABORATE in color.

There are a series of activities available at the following website on the water cycle.

http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/teacherpage.html

You can find a great resource for water lessons at the following website from the state of Queensland, Australia Department of Natural Resources and Water. There are lessons, background information, experiments, etc.

http://www.nrw.qld.gov.au/waterwise/education/units/introduction.html

X. Global Content and 21st Century Skills:

NC SCS

Grade 8

21st Century Skills

Activity

Communication Skills

1.01,1.02, 1.08

6.03, 7.01

Conveying thought or opinions effectively

Take a Stand Activity

1.05,1.10

When presenting information, distinguishing between relevant and irrelevant information

1.04

Explaining a concept to others

Turn and Talk Activity, Frayer Models

Interviewing others or being interviewed

Computer Knowledge

1.09

Using word-processing and database programs

1.07

Developing visual aides for presentations

Water Cycle Diagram

Technology Ad

1.08

Using a computer for communication

2.04

Learning new software programs

Employability Skills

1.02

Assuming responsibility for own learning

All Labs and Research

Persisting until job is completed

All Labs and Research

1.03

Working independently

Research, Frayer Models

7.05

Developing career interest/goals

1.08

Responding to criticism or questions

Information-retrieval Skills

1.09

3.06, 5.04, 5.05, 7.05

Searching for information via the computer

Research for processes that convert unusable water, water witching activity

Technology Ad

1.08

7.05

Searching for print information

Research for processes that convert unusable water

1.09

2.02, 7.05

Searching for information using community members

Language Skills - Reading

1.03, 1.05

Following written directions

All labs

1.05, 3.08

4.08, 4.09, 4.10, 5.02

Identifying cause and effect relationships

Using remote sensing to study the effects of flooding along NC coast

1.10

6.04

Summarizing main points after reading

Frayer Models

1.07

1.08

Locating and choosing appropriate reference materials


1.10

Reading for personal learning

Language Skill - Writing

5.02, 7.02

Using language accurately

1.07

1.08

1.10

Organizing and relating ideas when writing

1.10

Proofing and Editing

2.04

7.05

Synthesizing information from several sources


1.10

Documenting sources

Technology Ad

2.03

Developing an outline

1.05

Writing to persuade or justify a position

Promoting the processes for converting unusable water

1.09

Creating memos, letters, other forms of correspondence

Teamwork

1.01

1.05

Taking initiative

Working on a team

All Labs

Thinking/Problem-Solving Skills

1.02, 4.05,

4.07, 4.08,

5.02, 7.03

Identifying key problems or questions

Processes for converting unusable water, types of technology to monitor hydrosphere activity

1.05, 1.07,

1.10, 2.03,

4.02

Evaluating results

All Labs

1.06, 3.01,

3.05, 5.04,

5.05, 6.02

7.03

Developing strategies to address problems

Researching and developing processes for converting unusable water

1.09

Developing an action plan or timeline

Unit 3:

Amazing Water

CONTENTS

· Part I: The Unique Properties of Water

7

· Part II: Distribution of Water

33

· Part III: The Structure of the Hydrosphere

50

· Multiple Choice Questions

66

Amazing Water

Part 1: The Unique Properties of Water

PURPOSE: To investigate the unique properties of water.

GOAL / OBJECTIVE:

Goal 1 –The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry.

Objectives 1.01, 1.05, 1.08, 1.09, 1.10

Goal 2 - The learner will demonstrate an understanding of technological design.

Objective 2.02, 2.03, 2.04

Goal 3 - The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere.

Objective 3.01

Engage:

Place a couple pieces of ice in a beaker of water. Give students 3-5 minutes to brainstorm on paper why ice floats. Remind the students that almost all pure solids are more dense than their corresponding pure liquids. After allowing students to brainstorm on paper, ask students to “turn and talk” about their ideas.

“Turn and Talk” is a strategy that allows students to partner with one person and share ideas. Give the first partner 1 minute to share his ideas while the second partner listens. Then, allow 1 minute for the second partner to share his ideas.

Next, as a class, come up with an explanation as to why ice floats. Lead students to the idea that water expands when it freezes, thus trapping air. Hence, ice is less dense than water. This is a unique property of water.

Explore:

Students will perform six mini-labs in stations that introduce and reinforce the unique properties of water. Students should record their information on the data sheet and answer the analysis questions. The directions are available in station cards. These labs may take 2-3 days.

Note to Teacher: Be sure to cut the aluminum for Station 4 the same size. You will need to prepare the can for Station 7 using a hammer and nail to punch 2 small holes on the side of the can along bottom edge. The holes should be about one-half inch apart.

Explain:

Have the student complete the Frayer Model (adapted from Frayer, D., Frederick, W.C., and Klausmeier, H.J. (1996). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.) for each concept using available resources. The students will give a definition, a visual (sketch) to associate with the term, 3 real-world examples, and a sentence using the concept. You should model the process with the first Frayer Model as a class. A transparency for the first one is provided.

Encourage students to use specific examples from the labs we have conducted or from their own experiences.

*In the end, students should have a clear understanding of each concept and a visual image to allow for recognition.

Concepts:

Universal Solvent

Cohesive Forces

Adhesive Forces

Polarity

Density

Buoyancy

Surface Tension

Capillary Action

Elaborate:

Tell the students they are working for a textile company to make tents (guys) or handbags (girls). To gather data, they must test known fabrics for water absorbency to see if water adheres to the fabric. Then, they must determine if man-made fibers or synthetic fibers work the best.

Ask the students to complete the activity sheet. They may need to do research to determine if the fibers are natural or man-made.

Evaluate:

Ask the students to identify the property of water from various scenarios. See attached student sheet of scenarios.

Additional Resources

USGS website on water properties

http://ga.water.usgs.gov/edu/waterproperties.html

Student Reading and Experiments – WOW Curriculum sponsored by NSF

http://waterontheweb.org/curricula/bs/student/water/unique.html

Background Information on properties of water

http://www.epa.state.il.us/water/conservation-2000/lake-notes/lake-stratification-and-mixing/the-unique-properties-of-water.html

Student Reading and Background Information – more detailed

www.ccpo.odu.edu/~arnoldo/hightide/LESSONS/StudentReadingTheUniquePropertiesofWater.doc

ENGAGE, Part 1

Transparency

Turn and Talk

You will partner with your neighbor. When I say go, partner A will discuss his/her understanding of the question while partner B listens. When I call time, partner B will share his/her understanding of the question and partner A will listen.

EXPLORE, Part 1

Station Directions

EXPLORE, Part 1

Station Directions

EXPLORE, Part 1

EXPLORE, Part 1

EXPLORE, Part 1

EXPLORE, Part 1

Name ______________________________

Handout

Date _______________________________

Unique Properties of Water

Station Lab Data Collection and Analysis Sheet

Station 1: Water—The Universal Solvent

Data:

Substance

Prediction

Data on Solubility

Alcohol

Oil

Sand

Salt

Flour

Cornstarch

Sugar

Soap Flakes

Analysis:

1. Did all of the substances dissolve in water? If no, which substances did not dissolve in water?

2. Water is a polar molecule. What does this mean?

3. What can we determine about the polarity of the substances based on the solubility of each substance?

4. Does water’s polarity help it to act as a universal solvent? Why or why not?

5. How does water’s ability to be a universal solvent help us in our everyday life?

Station 2: Polar Pals

Data:

Beaker

Observations

Beaker 1

Beaker 2

Beaker 3

Analysis:

1. Which substance was soluble in water? Why?

2. Which substance was insoluble in water? Why?

3. Did the liquids in the last beaker mix? Why or why not?

Station 3: Sinkin’ Lincoln

Data:

Substance

Prediction of Number of Drops before Overflow

Actual Number of Drops

Before Overflow

Plain Water

Soapy Water

Sketch:

Analysis:

1. Surface tension is created by forces between molecules. Are the forces cohesive or adhesive? Explain your answer.

2. What did the soap do to the surface tension of the water? Explain your answer.

3. How does surface tension explain the pain a swimmer feels when he jumps off the diving board and does a belly buster?

Station 4: Passengers in a Boat

Data:

Measurement

Boat 1

Boat 2

Boat 3

Boat 4

Boat 5

Number of pennies needed to sink boat

Mass of empty boat

Mass of boat and pennies

Volume of boat

Density of empty boat

Density of boat with pennies

Sketch:

Analysis:

1. What is buoyancy and how does it relate to this lab?

2. Does the mass of the boat affect the buoyancy? Why or why not?

3. How are the concepts of buoyancy and density used to design boats that will float on water?

Station 5: A Density Column

Data:

Object

Observations

Wooden Object

Plastic Object

Aluminum Ball

Sketch:

Analysis:

1. If water’s density is 1.0 g/mL, what can be determined about the other liquids’ densities in the column?

2. Rank the densities of the liquids and the solids from most dense to least dense.

3. Using this information, explain how the Titanic could float on water.

Station 6: Capillary Action

Data:

Beaker

Observations

1

2

3

Analysis:

1. Is capillary action a cohesive or adhesive force? Explain your answer.

2. Which liquid experienced the greatest capillary action? Explain your answer.

3. How do plants use capillary action to acquire water?

Station 7: Go With the Flow

Data:

Flow of Water

Observations

Initial Flow of Water

Flowing Together

Flowing Separating

Analysis:

1. Which direction does the water flow when you first take the tape off the bottom of the can?

2. What causes the attraction of the water to begin flowing together?

3. What allows the water to continue to flow in one stream?

EXPLAIN, Part 1

Frayer Model Student Sheet 1, 1- 8 Adapted from A Schema for Testing the Level of Cognitive Mastery, WI: Wisconsin Center for Education Research

EXPLAIN, Part 1

Frayer Model Student Sheet 2

EXPLAIN, Part 1


EXPLAIN, Part 1


EXPLAIN, Part 1


EXPLAIN, Part 1


EXPLAIN, Part 1


EXPLAIN, Part 1


EXPLAIN, Part 1

Frayer Model Transparency see adapted note from page 21 of this unit.

ELABORATE, Part 1

Name __________________________

Handout

Date ___________________________

Fabrics and the Properties of Water

Purpose: To investigate the adhesion of water to fabrics and the absorbency of fabrics.

Materials:

Fabric samples listed in data table (Samples should be the same size.)

Balance

Water

Containers

Paper Towels (for cleanup)

Procedure:

1. Gather materials. Be sure the fabric samples are the same size.

2. Make observations of each piece of fabric, such as texture, color, and weave. You can use a stereo microscope to examine the weave of the fabric. Record observations in data.

3. Measure the mass of each piece of dry fabric. Record the mass in the data table.

4. One at a time, submerge the piece of fabric into the water for 1 minute. Remove the fabric from the water and allow the water to drip for 30 seconds. Measure the mass of the wet fabric. Record the mass in the data table.

5. Calculate the mass of water absorbed by the fabric. Make a graph to show the mass of water absorbed by the fabric.

6. Research to find out if each kind of fabric is natural or synthetic.

Observations:

Cotton

Linen

Wool

Silk

Polyester

Blend

Rayon

Nylon

Chamoise

Data Table:

Type of Fabric

Mass of Dry Fabric

Mass of Wet Fabric

Mass of Water Absorbed by Fabric

Natural or

Synthetic Fibers?

Cotton

Linen

Wool

Silk

Polyester

Blend

Rayon

Nylon

Chamoise

Analysis:

1. Rank the dry fabrics in order of mass from least to greatest.

2. Rank the wet fabrics in order of mass from least to greatest.

3. Rank the fabrics in order of water absorbed from least to greatest.

4. Is there a relationship between the mass of the dry fabric and the amount of water the fabric will absorb? Explain.

5. Is there a relationship between the kind of fabric (natural or synthetic) and the amount of water the fabric will absorb? Explain.

6. Which fabric will be the best choice for making a tent? A handbag? A dishcloth?

7. What property of water explains why the water is absorbed by the fabric?

Evaluate Part I

Name:___________________________

Handout

Date ____________________________

Water Property Scenarios

For each scenario, determine which property of water made the scenario possible. The properties/concepts may be used more than once.

Properties of Water:

Universal Solvent Capillary Action Adhesion

Buoyancy

Surface Tension Polarity

Cohesion

Density

1. The suction cup will only stick to the window if I wet it first.

2. My mom used water to make Kool-aid, tea, and Crystal Light. All of the powders dissolved completely in water.

3. Water striders are able to walk on water without sinking.

4. I tried to mix the oil with the water, but no matter what I did the two liquids would not mix.

5. The window was covered in rain. As the rain ran down the window, the drops came together to make larger drops of water.

6. Gina’s doctor suggested that she join a water aerobics class for exercise to keep from re-injuring her knee. He told her that the water takes the pressure off of her knee.

7. The paper towel soaked up the spill in a jiffy.

8. The log floated down the river.

9. The blue dye in the water traveled up to the petals of the white flower.

10. An iceberg floats on water in the Artic.

Terms Used in Part 1

Science/Content Vocabulary

Absorbency – the ability to take in a material

Adhesion – the tendency of water to stick to other substances

Adhesive Forces – the forces that make water stick to other substances

Buoyancy – the ability of a fluid to exert an upward force on an object that is immersed in the fluid

Capillary Action – the process that moves water through a narrow porous space

Cohesion – the attractive force between water molecules

Density – the measure of mass of a substance per unit volume

Dissolve – to melt in a liquid

Insoluble – not soluble

Man-made fibers – a man made object resembling a thread

Mass – the amount of matter in an object

Natural fibers – an object found in nature resembling a thread

Polarity – uneven distribution of charges across a molecule

Soluble – having the ability to be dissolved in another substance

Specific Heat – the amount of heat needed to raise the temperature of one gram of a substance by one degree Celsius

Surface Tension – the force that acts on the particles at the surface of a material

Synthetic – prepared or created artificially; man-made not found in nature

Universal Solvent – the quality of water that makes it able to dissolve more substances that any other solvent can

Functional Vocabulary

To estimate – to guess, to evaluate, to give a value to

To fill – to put something inside, and use all the free space

To flow – to run to somewhere. For example, a river flows across the field

To measure – to calculate, determine (usually using an measuring instrument, For example, a ruler, a cylinder)

To observe – to view, to watch

To pour – to let flow, to make something run out (usually a liquid)

For example, he pours the milk into his coffee

To predict – to say what will happen in the future

To record (data, observations etc.) – to write down, to document, to copy

To rinse – to clean with water, to wash off

To sketch – to draw quickly

To stir – to move something in a circular motion, usually with a spoon. For example, he put sugar in his tea and stirred the tea with a spoon

Amazing Water

Part 2: Distribution of Water

PURPOSE: To understand how water is distributed in the hydrosphere.

GOAL / OBJECTIVE:


Objectives 1.01, 1.05, 1.08, 1.09, 1.10


Objective 2.02


Objective 3.02, 3.06

Engage: Where is all of my water?

Have students brainstorm in small groups the question “Where is all of the water on earth located?” Give each group a piece of chart paper and a marker. Have the students write the question at the top of the chart paper and list their thoughts under the question. Allow around 5 minutes for brainstorming. Next, allow the groups to share their thoughts with the class. Have a class discussion about the location of water on the earth. Lead the students to the locations of oceans, lakes, rivers, ponds, puddles, groundwater, water vapor, and clouds.

Explore:

Note to Teacher: The Explore and Explain for this section needs to be sequenced in the following manner.

EXPLORE: Part A

EXPLAIN: Part A

EXPLORE: Part B

EXPLAIN: Part B

Part A: Journey of a Water Molecule Game

Students will become water molecules and move through the water cycle via a game. As the students “cycle”, they will keep a travel log of their journey. Once their journey has been completed, the students will create a story illustrating the details of their journey. The teacher will need to set up the stations and envelopes before class. The station headers and clues are attached. Print them off and cut them apart. Place the clues in an envelope and glue the station header to the envelope. The teacher will also need to make signs to label the stations on the wall.

See attached student sheet and station clue sheet.

Part B: Water Distribution Station Labs

Students will conduct a mini-lab that demonstrates the distribution (percentages located in various areas) of water on earth. Each group (3-4 students) will need 7 2-liter bottles for the lab. Each group will also need food coloring, water, graduated cylinders, calibrated droppers for 1 mL, calculators, and bottle labels. The students will measure out the simulated amounts of water for each location and will then calculate the percentages based on the measurements.

See attached student sheet.

EXPLAIN:

Part A: Water Cycle Diagram

Students will create a water cycle diagram. Have the students use their textbook or other resources to help with the drawing of the water cycle. The students should include the various locations that water is found and label the processes by which water moves from one location to the other. Students should also include the definition of these processes.


Part B: Percent of Water

Students will add the percentages of water for each location to the water cycle diagram. Students should make sure that they have included all locations of water on the diagram. For example, a student may not have included ice on the diagram. If not, he should add this feature to his diagram.

The US Geological Survey has a great website for water. The following link has background information on the distribution of water on Earth.

http://ga.water.usgs.gov/edu/earthwherewater.html

Additional Activity:

The following website can be used after you have completed the sequence of activities in the EXPLORE and EXPLAIN to further explore/explain the water cycle.

http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/index.html

You can project the site on the screen or have the students go through it individually. You should go to the “Teacher’s Page” before you use this with the students and look through the lessons provided. There are experiments your students can do to help them further understand each part of the water cycle.

To begin using the site, ask the students to click “continue to next page” at the bottom of the first screen and go through the site as directed.

ELABORATE:

Students will research and devise methods for using water that isn’t currently available for use. Students will create an advertisement or brochure for their process/method. Students should include a description of the process/method, cost approximation (very pricey, moderate, low cost), a method of implementation, and a description of the group that would benefit from the process.

See attached student rubric.

EVALUATE:

Students will answer questions, calculate percentages of water based on given amounts of water that is different from their lab simulation. Then, the students will create a graph with the information.

See attached student handout.

Additional Resources:

“Water Cycle Boogie” Song and Lesson

http://www.valleywater.org/For_Teachers_and_Students/Teaching_materials/_Songs_and_lessons/Water_Cycle_Boogie_Song.shtm

A different version of the “Water Cycle Boogie” Song by the Banana Slug String Band can be purchased at the following site.

http://www.songsforteaching.com/bananaslugstringband/watercycleboogie.htm

Windows to the Universe website on water distribution

http://www.windows.ucar.edu/tour/link=/earth/Water/overview.html&edu=elem

Additional lesson on water distribution

http://www.nrw.qld.gov.au/waterwise/education/units/pdf/y6y7/y6y7_unit2_lesson1.pdf

EXPLORE: Part 2A

Water Cycle Game Clues

Cloud Station

You fall as rain onto a mountain. Go to mountain.

You fall as sleet onto a mountain. Go to mountain.

You fall as snow into a river. Go to river.

You fall as rain into the ocean. Go to ocean.

You fall as rain onto a parking lot. Go to river.

You fall as rain onto the leaves of a bush. Go to plant.

You fall as snow onto a corn field. Go to plant.

Mountain Station

You evaporate into the atmosphere. Go to cloud.

You soak into the ground. Go to groundwater.

You soak into the ground and get absorbed by a tree. Go to plant.

You roll downhill and become part of a river. Go to river.

You get frozen as ice and stay there. Stay at mountain.

You are drunk by a mountain goat. Go to animal.

You roll off a cliff into the ocean. Go to ocean.

River Station

You evaporate into air. Go to cloud.

You continue to flow downstream into the ocean. Go to ocean.

You are captured by the roots of a tree by the river. Go to plant.

You are taken in by a deer drinking at the river. Go to animal.

You are taken in by a cow that drinks from the river. Go to animal.

You are one of the many molecules that flow in this river. Stay at river.

You are captured by grass on the riverbank. Go to plant.

Ocean Station

You are one of the millions of water molecules in the ocean. Stay at ocean.

You evaporate into air. Go to cloud.

You are scooped up by a bird. Go to animal.

You are taken in by sea weed, released through its leaves and transpired into the air. Go to plant but do not draw a card. After one cycle, go on to cloud.

You are evaporated into the atmosphere. Go to cloud.

You are taken in by a polar bear. Go to animal.

You are one of the molecules that stay in the ocean. Stay at ocean.

Groundwater Station

You are part of an underground river that flows to the ocean. Go to ocean.

You are taken in through the roots of a tree. Go to plant.

You are pumped out of the ground to water livestock. Go to animal.

You are taken in through the roots of grass. Go to plant.

You are part of an underground river that flows to the Yadkin River. Go to river.

You are pumped out of the ground to irrigate crops. Go to plant.

You remain underground. Stay at groundwater.

Plant Station

You are transpired by the grass as vapor into the air. Go to cloud.

You are used by the plant for photosynthesis. Stay at plant.

You are used by the tree. Stay at plant.

You are transpired by the rose bush as vapor into the air. Go to cloud.

You are used by the tree for photosynthesis. Stay at plant.

You are transpired by the corn plant as vapor into the air. Go to cloud.

You are transpired by the flower as vapor into the air. Go to cloud.

Animal Station

You are released by a dog as pee and then seep into the ground. Go to groundwater.

You are vomited by a cat and evaporate into the atmosphere. Go to cloud.

You are released via perspiration by a horse into the atmosphere. Go to cloud.

You are released by a fish into the ocean. Go to ocean.

You are released by a cow who peed in a river. Go to river.

You are trapped in the solid waste of a mountain goat. Go to mountain.

You are released from a human, flushed down the toilet, treated at the treatment plant and then dumped into a nearby river. Go to river.

EXPLORE: Part 2A

Station Title Strips

Cloud Station

Mountain Station

Plant Station

Animal Station

Ocean Station

River Station

Groundwater Station

Explore, Part 2A

Transparency

Journey of a Water Molecule

Procedure:

1. There are 7 stations located around the room.

a. Station 1 = CLOUD

b. Station 2 = MOUNTAIN

c. Station 3 = OCEAN

d. Station 4 = RIVER

e. Station 5 = GROUNDWATER

f. Station 6 = ANIMAL

g. Station 7 = PLANT

2. Count off by 7’s and report to your assigned station.

3. Choose a slip of paper out of the envelope. Read your statement. Record your station, directions, and destination on your Water Cycle Travel Log.

4. Listen for teacher to call “Cycle” and be ready to move to your next station.

5. You will continue for 10 cycles. Return to your seat.

After you have your travel logs completed, write a 1-2 page story (from a water drop’s viewpoint) describing your travels.

Explore, Part 2A

Name ___________________________

Handout

Date ____________________________


Class Discussion

1. Think about the CLOUD Station. What are the different ways that “water molecules” got to the CLOUD?

2. In your group, discuss each station. How did water get to each station? Make a visual for each station.

MOUNTAIN

STREAM

OCEAN

ANILMAL

GROUNDWATER

PLANT

3. Even though individual molecules took different paths, was anything similar about the journeys they took?

4. In the game, which stations seemed to be visited by the most water molecules? What can you infer from this?

5. Can you think of other parts of the water cycle that were not included in the game? How could they be added to the game?

6. What would happen to the water cycle if the sun’s energy were blocked from the Earth?

7. What might happen if all of Earth’s water stayed in the oceans? In the clouds?

Explore, Part 2A

Name ___________________________

Modified Handout for LEPs

Date ____________________________


Class Discussion

1. Think about the CLOUD Station. List the different ways that “water molecules” arrived to the CLOUD? For example, the water evaporated into the atmosphere.

2. In your group, discuss what you did at each station. Write a sentence to explain how water arrived to each station. For example, water arrived at the mountain station by ___________ing. Draw a picture to show what happened at each station.

MOUNTAIN

STREAM

OCEAN

ANIMAL

GROUNDWATER

PLANT

3. What was different about the journeys the molecules took to arrive at each station? What was similar in each journey?

4. In the game, which stations seemed the most water molecules visit? What do you think this demonstrates?

5. What parts of the water cycle did we not include in the game? How can we add these parts to the game?

6. If we block the sun’s energy and it doesn’t arrive to the Earth, what will happen to the water cycle?

7. What will happen if all the Earth’s water stays in the oceans? In the clouds?

Explore, Part 2A

Name ___________________________

Handout

Date ____________________________

Water Cycle Travel Log

Name __________________________ Date _______________

Remember: Read your slip. Record the station (see envelope), what happens at that station, and your destination (Go to ___.)

Station

What Happens

at that Station

Destination

Explain, Part 2A

Student Handout

Water Cycle Diagram

You are to create a diagram that shows where water is found and the process by which the water moves from one place to the other. Be sure to include all 6 processes of the water cycle. You may use your textbook or other resources as a guide and notes from your water cycle lab and water percentage lab to guide you in your illustration.

Rubric:

· Title on front and heading on back

5 pts

· 6 Processes

60 pts

· Draw the process

· Label the process

· Arrows to show the direction

the water is flowing

· Percentage of water in that location

· Color

10 pts

· Each process is defined on the back

25 pts

Explain, Part 2A

Modified Student Handout for LEPs

Water Cycle Diagram

-Draw a diagram to show:

a) where we can see water

b) how water moves from one location to another location

-Include all 6 steps of the water cycle in your diagram

- Use your textbook and notes from the water cycle lab and water % lab to help you draw your diagram

Rubric:

· Title on front and heading on back

5 pts

· 6 Processes

60 pts

· Draw the process

· Label the process

· Arrows to show the direction

the water is flowing

· Percentage of water in that location

· Color

10 pts

· Each process is defined on the back

25 pts

Explore, Part 2B

Handout

Name:________________

Waters on Earth

Materials:

7 2-liter bottles

Food coloring

Labels for bottles

Graduated cylinders

Dropper (calibrated for 1 mL)

Procedure:

1. Fill up one of the 2 liter bottles with approximately 2000 mL of water. A 2-liter bottle holds 2000 mL of liquid when full.

2. Use 3-5 drops of food coloring to color the water.

3. Measure out 1944 mL of water from the 2000 mL of water and place it in the second 2-liter bottle. Label the bottle “oceans”.

4. Measure out 56 mL from the original 2-liter bottle and place it in the third 2-liter bottle. Label the bottle “fresh water”.

5. From the “fresh water” bottle, measure out 46 mL of water and place it in the fourth 2-liter bottle. Label it “fresh water trapped in ice”.

6. From the “fresh water” bottle, measure 8 mL of water and place it in the fifth 2-liter bottle. Label it “groundwater”.

7. From the “fresh water” bottle, measure out 1 mL of water and place it in the sixth 2-liter bottle. Label it “surface fresh water (ie, rivers, lakes, streams, etc)”.

8. From the “fresh water” bottle, pour the remaining water into the seventh bottle and label it “soil and air”.

Line up the bottles labeled “oceans”, “fresh water trapped in ice”, “groundwater”, “surface fresh water”, and “soil and air”. Sketch the bottles below.

Data and Analysis:

1. Calculate the percentage of water found in each location. Fill in the chart below.

Location

Amount of Water in mL

Percentage of Water

Whole Earth

2000 mL

100%

Oceans

Fresh Water

Fresh Water

as Ice

Fresh Water

as Groundwater

Fresh Water as

Surface Water

Fresh Water in

Soil and Air

2. What location has the greatest amount of water?

3. Which of the locations provides usable water for human consumption?

4. How might icebergs and glaciers be used to provide water for human consumption?

Elaborate, Part 2

Name ___________________________

Handout

Date ____________________________

Converting Unusable Water to Usable Water Rubric

TASK

Conduct research on various ways water can be made usable. Then, devise your own method for using water that isn’t currently available for human use. Create an advertisement or brochure for your method. Include a description of the method, cost approximation (very pricey, moderate, low cost), a plan for implementation, and a description of the group that would benefit from the process.

RUBRIC

Criteria

Points Possible

Points Received

Description of Method

30 pts

Cost approximation for implementing the process

20 pts

Method of implementation

20 pts

Description of the group that

benefits from the process

20 pts

Creativity and neatness

10 pts

Total

100 pts

Elaborate, Part 2

Name ___________________________

Modified Handout for LEPs

Date ____________________________

Converting Unusable Water to Usable Water- Rubric

TASK

-Investigate different ways you can change unusable water for human to use

- Design your own method of changing the water for humans to use (making the water usable)

-Create an advertisement or brochure that demonstrates and explains your method

-Include:

a) a description of the method

b) how much money it costs

c) a plan of how to implement (do) the method

d) a description of who (or what) the new, usable water will help

RUBRIC

Criteria

Points Possible

Points Received

Description of Method

30 pts

Cost approximation for implementing the process

20 pts

Method of implementation

20 pts

Description of the group that

benefits from the process

20 pts

Creativity and neatness

10 pts

Total

100 pts

Evaluate, Part 2

Name ___________________________

Handout

Date ____________________________

The Water Cycle and Our Earth

Comprehension Section: Based on the activities you have completed in this unit, answer the following questions.

1. Water travels in the following path: Ocean ( Bird ( Ground ( Plant. By what process will the water leave the plant?

2. What are the two processes by which water enters the Earth’s atmosphere?

3. What process creates clouds?

4. Where is most of the water found on the Earth?

5. What percentage of water is found as fresh water?

6. What percentage of water is available for human consumption?

7. What percentage of water is found in the atmosphere?

8. Given a total volume of water as 1,398,545 gallons, what volume of water would be found in each location? *You will need the percentages you calculated in your water distribution lab.

a. the oceans

_____________________

b. ice

_____________________

c. groundwater _____________________

d. surface fresh water_____________________

e. soil and air

_____________________

9. Describe two process for obtaining “new” fresh water supplies.

10. What are the environmental issues associated with moving icebergs to warm water for new fresh water resources?

Evaluate, Part 2

Name ___________________________

Modified Handout For LEPs

Date ____________________________

The Water Cycle and Our Earth

Comprehension Section: Based on the activities you have completed in this unit, answer the following questions.

1. Water travels in the following path: Ocean ( Bird ( Ground ( Plant. How does the water leave the plant?

2. What 2 ways does water enter the Earth’s atmosphere?

3. What process creates clouds?

4. Where can you find most of the water on the Earth?

5. What percentage of water is fresh water?

6. What percentage of the water can humans use?

7. What percentage of the water is in the atmosphere?

8. If the total volume of water is 1,398,545 gallons, what volume of water can you find in each location? *You will need the percentages you calculated in your water distribution lab.

a. the oceans

_____________________

b. ice

_____________________

c. groundwater _____________________

d. surface fresh water_____________________

e. soil and air

_____________________

9. Describe two processes for obtaining “new” fresh water supplies.

10. What are the environmental problems associated with moving icebergs to warm water to create new fresh water resources?


Condensation – the process of warm air cooling as it rises and releasing moisture in the form of a liquid

Evaporation – the process by which a liquid is changed into a vapor

Fresh water – water on Earth that is used for human consumption

Groundwater – water located below Earth’s surface

Human Consumption – the ability for humans to eat

Hydrosphere – the portion of the Earth that contains water

Impermeable – does not allow water to move through

Infiltration – water that seeps into rocks and between particles of soil

Percolation – the downward movement of water through pores and other spaces in soil due to gravity

Permeable – having pores or openings that allow water(or other liquids) to flow through them

Precipitation – the rain, snow, sleet or hail that falls from clouds onto the Earth’s land and oceans

Runoff – is precipitation that flows over land into streams and rivers. This water later enters oceans.

Surface Water – water found on the surface of the Earth

Transpiration – water vapor given off by plant photosynthesis

Water Cycle – the continuous movement of water from the ocean to the atmosphere to the land and back to the ocean

Amazing Water

Part 3: The Structure of the Hydrosphere

PURPOSE: To understand the structure of the hydrosphere and the technologies used to monitor the hydrosphere.

GOAL / OBJECTIVE:


Objectives 1.01, 1.05, 1.08, 1.09, 1.10


Objective 2.02


Objective 3.02, 3.06

Engage: Where, Oh Where Does My Water Flow?

Students will “create” a watershed and conduct an experiment to build an understanding of a watershed. Each group will need a piece of white paper, white cardstock, tape, water soluble markers (various colors), a shallow pan, and a water spray bottle. Go over the analysis questions together when the students have completed the activity.

See student handout attached.

Explore: River Basin Scavenger Hunt

Students will research the terms and concepts associated with river basins and the structure of the hydrosphere. Some of the information discussed in the booklet covers pollution which is addressed in the next unit. It would be good to refer back to the booklets in the water quality unit. Each student will need a copy of the river basin booklet published by NCDENR. These resources are free for educators and can be obtained by ordering them from NCDENR. The booklet is also available online at http://www.eenorthcarolina.org/public/ecoaddress/riverbasins/riberbasinbooklet150dpi.

It is essential that a class discussion about the terms and questions in the scavenger hunt is held when the students are finished with the activity.

Explain:

Use the PowerPoint attached entitled The Structure of the Hydrosphere to explain the structure of the hydrosphere. The students should complete the student note sheet as the presentation is being given.


Elaborate:

This part of the lesson will have 3 sections. In the first section, students will work in groups to come up with ways in which remote sensing and technology are used to monitor the hydrosphere. The second part focuses on monitoring the hydrosphere through remote sensing. The students will “take a stand” on questions regarding the images below. After discussing the images and how remote sensing was used to detect drought, The last part of the elaborate focuses on new technology that is being developed or implemented to monitor groundwater amounts from space. This section uses a NASA site that describes the new technology and its uses.

Part I: Have the students work in groups of 3-4. Give each group of students a piece of chart paper and a marker. Have the students brainstorm various ways in which remote sensing and technology can be used to monitor the hydrosphere.

Part II: (Print the images above in color for each group. See the attached handout.) Using the images above, have the students “take a stand” on the following question:

What is missing from the second image that is found in the first?

1. a city

2. water

3. vegetation

4. vegetation and water

*Remind the students of their unit on remote sensing. Help the students recall that blackish-blue areas indicate a presence of water, greenish areas indicate vegetation, and light purplish/white areas contain large amounts of concrete (ie and city). Get students to understand that the image on the left shows large amounts of water and vegetation, whereas the image on the right shows the absence of these water based items.

Next have students “take a stand” on the following question:

What could have caused the water based objects from the left image to be

absent from the right image?

1. the images are of different locations

2. the left image was taken in spring while the right image was taken during the summer

3. the left image is an image before a severe drought and the right image is an image taken after the drought

4. the left image is of the area flooded while the right image is the normal image of the area

*Discuss the options after the students have taken their stands. Show the students that option 1 is in fact false by pointing out the similarities between the left and right images. These similarities show us that the images are of the same place. Next, discuss that option 2 is false because the right image shows no water in the river/lake region. A river/lake as large as the one in the image does not go completely dry from one season to the next. Then discuss that the last option is false because again the right image does not have any water present. The area would have some water to begin with to show a flooded are on the left. Point out to the students that option 3 best explains what is seen in the two images. As a matter of fact, the images are of Lake Oahe in the Dakotas, a reservoir of the Missouri River. It is the nation’s fourth largest reservoir. The left image was taken in May 2000 and the right image was taken in April 2004. The images were taken to study the effects of a severe 6-year drought.

Part III: Water Witching From Space

In this activity, the teacher needs to either project the website, http://science.nasa.gov/headlines/y2001/ast23may_1.htm , or allow students to access the website individually. Allow the students to listen to or read the story about water witching. Then lead a class discussion on the new technology used to detect groundwater amounts from space. Use the following questions to guide the discussion.

1. What process did we once use to locate underground water sources? Do you think it was reliable?

2. What is the name of the spacecraft that is now being used to detect moisture in soil from space?

3. What industry will benefit greatly from this technology?

4. What is AMSR-E? What is it used to detect?

5. What do the scientists at NASA hope this technology will help to prevent?

Part IV: Natural Hazards – Flooding along the NC Coast

In this activity, the teacher needs to either project the website, http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=11728 , or allow students to access the website individually. Lead a class discussion on the use of satellite imagery to study the effects of natural hazards along our coast. Use the following questions to guide the discussion.

1. What process did we once use to locate underground water sources? Do you think it was reliable?





Evaluate:

Students will create an ad for one of the types of technologies used to study the structure of the hydrosphere. The ad must include a description of the type of technology, the specific uses of the technology, the benefits of the technology, and the disadvantages of the technology. The ad must also show the structure of the hydrosphere that will be monitored with the type of technology and the “industry” that will benefit most from the use of the technology. Post the ads in the classroom.

See attached student handout.

Additional Resources

Water usage around the world

http://pulse.pharmacy.arizona.edu/9th_grade/culture_cycles/science/how_much_water.html

Flooding along NC coast

http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=11728

Engage, Part 3

Name ___________________________

Handout

Date ____________________________

Where, Oh Where Does My Water Flow?

Materials:

White paper

White cardstock

Shallow pan

Spray bottle

Tape

Various water soluble markers

Procedure:

1. Crumple the white paper. Unfold the white paper. Do NOT flatten the paper. The paper should have ridges and valleys created by the crumpling process.

2. Tape the edges of the crumpled paper to the cardstock so that it looks like a relief map with ridges and valleys.

3. Place the cardstock in the shallow pan.

4. Use a different colored marker to “highlight” each ridge.

5. Draw the landscape that has been created by the crumpled paper in the data section. Be sure to show the colored ridges.

6. Gently spray the ridges with the water bottle. Continue to spray the ridges until the pattern of flow for the water is evident.

7. Draw the landscape after the “rain” in the data section. Be sure to show the flow of water (how the color spread).

Data:

Before the “rain” landscape sketch:

After the “rain” landscape sketch:

Analysis:

1. What types of landforms are represented by the ridges made in the paper?

2. What types of landforms are represented by the valleys made in the paper?

3. How does this “experiment” illustrate a watershed?

4. Why don’t all rivers flow into the same river basin?

5. Do the mountains of North Carolina receive the same waters as the coast of North Carolina? Justify your answer.

EXPLORE, Part 3

Name ___________________________

Handout

Date ____________________________

River Basin Scavenger Hunt

1. Name 2 issues that led to public interest in rivers and river basins.

2. Which organism killed millions of fish in coastal waters?

3. Land that water flows across or under on its way to a river is called ____________.

4. Where does the water go after it falls into a river basin?

5. What is an estuary?

6. Describe the difference between a river basin and a watershed.

7. Describe the possible path water takes in an individual watershed.

8. What do we call water found in the cracks and pores in sand, gravel, and rocks below the earth’s surface.

9. Can more than one watershed be found in an individual river basin? Justify your answer.

10. Do you live in a river basin?

11. What does water transfer as it moves downstream?

12. The quote, “the health of an aquatic ecosystem is directly related to activities on land,” refers to an aquatic ecosystem. What is an aquatic ecosystem?

13. What is the name of the largest river basin in NC? …smallest river basin in NC?

14. Which river basin do you live in?

15. What is an aquifer?

16. What is an ecological address? What are the 9 components of your ecological address?

17. Where does the water from a storm drain flow to?

18. What is topography?

19. What is a floodplain?

20. What is a wetland?

21. How do wetlands help to regulate water flow?

22. Where do you get your drinking water?

23. How do contaminated soils affect your drinking water?

24. What is biodiversity?

25. What does the term permeable mean?

26. What does the term impermeable mean?

27. What is a river, according to the section entitled “The Ecosystem Connection”?

28. What is an ecological footprint?

29. A large variety and large number of aquatic organisms is an indication of this state of water quality.

30. Describe the term vegetative buffer.

31. What is sediment?

32. How does sediment affect the water quality?

33. Why are more humans vulnerable to flooding?

34. How has urban development reduced the land’s ability to absorb runoff?

35. Discuss the Clean Water Act of 1972.

36. What is a point source pollutant? A non-point source pollutant?

37. What does excess nutrients cause to grow in water resulting in the death of masses of fish?

38. What is stormwater?

39. How can the flow of stormwater be controlled?

40. When a scientist surveys the macroinvertebrates in a body of water, what is he/she studying?

41. Name 4 ways that citizens are making a difference in their communities.

EXPLAIN, Part 3

Name ___________________________

Handout

Date ____________________________

The Structure of the Hydrosphere – PowerPoint Notes

Part I: The Structure of the Hydrosphere

Oceans: _______ of water found here

Fresh Water: _______ of water found here

Fresh Water Distribution:

___________: 1.762%

Groundwater: _________

Surface Fresh Water: __________

__________ and __________: 0.002%

Part II: Understanding Where Your Water is Located—Oceans and Ice

What bodies of water hold the largest amount of water?

_____________ - the largest bodies of water on Earth (contain salt water only)

What features house water as ice?

Icebergs: a large piece of _____________ ice floating in ________ waters

Glaciers: any ____________ __________ of ice that moves slowly over land

*_________________ snow areas also “house” water as ice

Part III: Fresh Water Locations—Surface Water

What is the difference between a watershed and a river basin?

Both terms describe _______________ that drains into a river, stream or lake

River Basin: the term used to describe an area that drains into a large

________________________

___________________: the term used to describe an area that drains into a

_______________ river or stream

Part IV: Fresh Water Locations: River Basins and Watersheds

Larger river basins are made up of many ____________ watersheds

Example: Cape Fear and Neuse River Basins are made of many

_______________ watersheds

The water in a watershed runs to the__________ point—a river, stream, lake, or _______________.

Part V: Fresh Water Locations—Rivers, Streams, and Lakes

What is a river?

A large ___________ along which water is continually flowing down a slope—made of ________ streams that come together

What is a stream?

A small __________ along which water is continually flowing down a slope—made of small ___________

What is a lake?

A body of water of considerable size ____________ on a body of land

Part VI: Fresh Water Locations—Groundwater

What is groundwater?

The water found in _____________ and ______________ in sand, gravel and rocks below the earth’s surface

What is an aquifer?

A _____________ rock layer underground that is a reservoir for water

Part VII: Other Surface Waters

What is a wetland?

An area where the ____________ _____________ is at, near or above the land surface long enough during the year to support adapted plant growth

What are the types of wetlands?

Swamps, ___________, and marshes

Swamp: a wetland dominated by ____________________

Bogs: a wetland dominated by ____________ _____________

Marshes: a wetland dominated by _____________________

ELABORATE, Part 3

Name ___________________________

Handout

Date ____________________________

Monitoring the Hydrosphere Using Remote Sensing

Part 2: How is remote sensing used to detect drought?

Carefully study the two images you are given. Answer the following questions in your group.

1. Think about our unit on remote sensing. What did the blackish-blue areas represent in the satellite images?

2. What did the greenish areas represent in the satellite images?

3. What did the purplish-gray areas represent in the satellite images?

When directed by the teacher, you will “take a stand” on the following question.

Discuss your selection with the other classmates taking a stand with you. Summarize your group’s response.

Again, when directed by the teacher, you will “take a stand” on the following question.

Discuss your selection with the other classmates taking a stand with you. Summarize your group’s response.

ELABORATE, Part 3

Name ___________________________

Modified Handout for LEP Students

Date ____________________________

Monitoring the Hydrosphere Using Remote Sensing

Part 2: How is remote sensing used to detect drought?

Carefully study the two images you are given. Answer the following questions in your group.

4. Think about our unit on remote sensing. What did the blackish-blue areas represent in the satellite images?

5. What did the greenish areas represent in the satellite images?

6. What did the purplish-gray areas represent in the satellite images?

When directed by the teacher, you will “take a stand” (give your opinion) on the following question.

Discuss your answer with the other classmates that think the same as you. Say what you think. For example:

We think that……..

Again, when directed by the teacher, you will “take a stand” (give your opinion) on the following question.

Discuss your selection with the other classmates taking a stand with you. Summarize your group’s response. For example:

We think that there is no water in image no.2 because……

ELABORATE, Part 3

Images for each group (Must be Printed in Color)

Image #1

Image #2

ELABORATE, Part 3

Name ___________________________

Handout

Date ____________________________

Part 3: What is Water-Witching from Space?

Listen to the article (or read the article) from NASA about Water-Witching from space. Answer the following questions.

http://science.nasa.gov/headlines/y2001/ast23may_1.htm

1. What process did we once use to locate underground water sources?

2. Do you think it was reliable?



5. What does the image from Earth Observation System show us?



8. What is hydrology?

ELABORATE, Part 3

Name ___________________________

Handout

Date ____________________________

Part 4: How is remote sensing used to study the effects of flooding along the NC coast?

http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=11728

1. What area of NC is shown in the images? When were the images acquired?

2. What type of image is shown?

3. What is the name of the satellite that collected the images?

4. What natural hazard produced the effects you see in the image from September 12, 2003?

5. Describe the effects of the natural hazard?

6. What can scientists learn from these images?

7. Should there be restrictions on rebuilding the houses that were lost during this natural hazard? Explain.

8. Would you want to build a house or own a business along the coast of NC? Explain.

EVALUATE, Part 3

Name ___________________________

Handout

Date ____________________________

Technology Ad

You must create an ad for a type of technology used to study the structure of the hydrosphere. The ad must include a description of the type of technology, the specific uses of the technology, the benefits of the technology, and the disadvantages of the technology. The ad must also address the structure of the hydrosphere that will be monitored with the technology and the “industry” that will benefit most from the use of the technology.

Criteria

Points Possible

Points Received

Description of the technology

30

Specific uses of the technology

10

The benefits of the technology

10

The disadvantages of the technology

10

The structure of the hydrosphere monitored by the technology

10

Industry that benefits most from the use of the technology

10

Ad appearance

10

Resources Cited

10

Total

100

EVALUATE, Part 3

Name ___________________________

Modified Handout for LEP StudentsDate ____________________________

Technology Ad

You will create an ad (publicity) for a type of technology (machine) we can use to study the hydrosphere. Include the following details:

1. a description of the technology

2. a list of what we can do with the technology

3. a list of the benefits (positive points) of the technology

4. a list of the disadvantages (negative points)

5. what structure of the hydrosphere we can study with the technology

6. the name of the industry or type of company that will benefit from the technology

Remember! List the resources you used to find the information for your ad and be creative in the design of your ad.

Grading Criteria

Points Possible

Points Received

Description of the technology

30

Specific uses of the technology

10

The benefits of the technology

10

The disadvantages of the technology

10

The structure of the hydrosphere monitored by the technology

10

Industry that benefits most from the use of the technology

10

Ad appearance

10

Resources Cited

10

Total

100


Aquifer – an underground layer of rock or soil that holds water

Artesian Well – a well in which water rises because of pressure within aquifer

Drought – a long period of scarce rainfall

Ecological Address –

Flood – an excess of water covering the land

Glaciers – a large mass of moving ice and snow on land

Hydrology – the study of water

Hydrosphere – the portion of Earth that contains water

Icecaps – a glacier forming on an extensive area of relatively level land and flowing outward from its center

Icebergs – a large floating mass of ice detached from a glacier

Reservoir – a lake that stores water for human use

River Basin – the region of land drained by a river and its tributaries

Watershed – the land area that supplies water to a river system

Wetland – a land area that is covered with a shallow layer of water during some or all of the year

Unit 3: Amazing Water

Name __________________________

Date ___________________________

Multiple Choice Questions

1) Which of the following would be best used to study the drought conditions in a region?

a) satellite imagery

b) water witching

c) GPS

d) ground truthing

2) Which of the following technologies would be the most effective means of monitoring water availability over a large area?

a) satellite imagery

b) water witching

c) GPS

d) ground truthing

3) What process accounts for the fact that the water on Earth now is the same water that has been on Earth for 4 billion years?

a) Nitrogen Cycle

b) Water Cycle

c) Kreb’s Cycle

d) Life Cycle

Use the following diagram to answer question #4.

4) What explanation can be used to describe the situation in the test tube shown above?

a) Water is polar and oil is polar therefore the two substances will not mix.

b) Water is nonpolar and oil is nonpolar therefore the two substances will not mix.

c) Water is nonpolar and oil is polar therefore the two substances will not mix.

d) Water is polar and oil is nonpolar therefore the two substances will not mix.

5) Which 2 sources of freshwater are used by municipalities for drinking water?

a) oceans and icebergs

b) groundwater and oceans

c) rivers and groundwater

d) icebergs and rivers

Use the following diagram to answer question #6.

6) What can be inferred about the density of the cork?

a) The density of the cork is between that of Liquid A and Liquid B.

b) The density of the cork is between that of Liquid B and Liquid C.

c) The density of the cork is between that of Liquid C and Liquid D.

d) No inference can be made.

7) Which is an example of water condensing? (NAEP)

a) A puddle disappearing on a hot summer afternoon

b) Sweat forming on your forehead after you do a lot of exercise

c) Ice cubes melting when you put them out in the sun

d) Dew forming on plants during a cold night

8) What property of water is most important for living organisms? (NAEP)

a) It is odorless.

b) It does not conduct electricity.

c) It is tasteless.

d) It is a liquid at most temperatures on Earth.

9) Which of the following would be the best model to show the interactions between water and the Sun's heat energy in cycles of precipitation? (NAEP)

a) A light shines on an aquarium covered with glass, and water droplets form on the inside of the glass.

b) A light shines on a closed cardboard box containing a plant.

c) A light shines on a man's face. Droplets of sweat form on his face as he exercises.

d) A light shines on a glass of iced tea. Water droplets form on the outside of the glass.

Multiple Choice Answers:

1. a

2. a

3. b

4. d

5. c

6. b

7. d

8. d

9. a

Language (ELP) Objective for LEP Students:

- Discuss observations made during lab in groups.

- Listen to a partner’s ides about why ice floats.

- Explain and illustrate science terms.

- Read and follow the directions for conducting a lab.

Language (ELP) Objectives for LEP Students:

- In pairs, discuss and demonstrate where water is located

- Listen and follow directions for completing an activity

- Read and follow directions for completing a lab

- Write a story to narrate your journey as a water molecule

Real-World Examples:

Sentence:


Sentence:

Definition:Sketch:

Surface Tension

Station #1 – Water, The Universal Solvent

Materials: 8 test tubes, test tube rack, graduated cylinder, water, alcohol, oil, sand, salt, flour, cornstarch, sugar, and soap flakes.

Directions:

Fill each test tube with 10 mL of water

Add 1 mL of alcohol to a test tube. Make and record a prediction on the solubility of the alcohol in water. Gently stir the mixture. Record your observations.

Add 1 mL of oil to the next test tube. Make and record a prediction on the solubility of the oil in water. Gently stir the mixture. Record your observations.

Add 5 mL of sand to the next test tube. Make and record a prediction on the solubility of sand in water. Gently stir the mixture. Record your observations.

Add 5 mL of salt to the next test tube. Make and record a prediction on the solubility of salt in water. Gently stir the mixture. Record your observations.

Add 5 mL of flour to the next test tube. Make and record a prediction on the solubility of flour in water. Gently stir the mixture. Record your observations.

Add 5 mL of cornstarch to the next test tube. Make and record a prediction on the solubility of cornstarch in water. Gently stir the mixture. Record your observations.

Add 5 mL of sugar to the next test tube. Make and record a prediction on the solubility of sugar in water. Gently stir the mixture. Record your observations.

Add 5 mL of soap flakes to the last test tube. Make and record a prediction in the solubility of soap flakes in water. Gently stir the mixture. Record you observations.

Cleanup: Pour the sand and water in the bucket provided. Rinse and clean the other test tubes. Return the test tubes to the test tube rack. Clean up any spills.

Station #2 – Polar Pals

Materials: 3 beakers, water, oil, and alcohol

Directions:

Fill the first 2 beakers 25 mL of water.

Place 25 mL of oil in the 1st beaker with the 25 mL of water. Record your observations.

Place 25 mL of alcohol in the 2nd beaker with 25 mL of water. Record your observations.

Fill the last beaker with 25 mL of oil and 25 mL of alcohol. Record your observations.

Cleanup: Clean up any spills. Wash and dry the beakers for the next group.

Station #3 – Sinkin’ Lincoln

Materials: 2 pennies, 2 medicine droppers, water, and soap water.

Directions:

Predict the number of drops of water you can drop on the penny. Using the medicine dropper, drop as many drops of plain water on the surface of a clean dry penny. Record the number of drops that the penny held before overflowing. Look at the penny from the side. Make a sketch of the penny with water on it.

Predict the number of drops of soapy water you can drop on the penny. Using the other medicine dropper, drop as many drops of soapy water on the 2nd clean dry penny. Record the number of drops that the penny held before overflowing. Look at the penny from the side. Make a sketch of the penny with water on it.

Cleanup: Dry the pennies. Clean up any spills.

Station #4 – Passengers in a Boat

Materials: aluminum foil, pennies, water, and a large beaker or plastic shoebox

Directions:

Use the piece of aluminum foil to create a boat.

Measure the mass of your boat. Record the mass in the data table.

Fill your water container (a beaker or plastic shoebox) 2/3 full of water. Place your boat on the water to see if it will float. If the boat does not float, reshape the boat until you can get it to float.

Make a sketch of your boat.

Measure the mass of one penny. Record the mass in the data table.

Estimate the maximum number of pennies that your boat will hold.

Add pennies to your boat one at a time until the boat sinks (be sure not to place all pennies in one location). Record the number of pennies the boat held before sinking.

Remove the pennies and the boat. Dry them.

Multiply the mass of one penny by the maximum number of pennies that will allow the boat to remain floating. Record this number in the data table.

Cleanup: Dry all materials. Clean up any water spills.

Station #6 – Capillary Action

Materials: 3 beakers, wax paper, paper towels (not the brown school paper towels), scissors, water, oil, and rubbing alcohol

Directions:

Have students cut 6-9 strips of paper towels (they should be the same length and width).

Fill one beaker ½ full with water, one ½ full with oil, and one ½ full with rubbing alcohol. Place a piece of wax paper on the table under the beakers.

Place 2-3 strips of paper towels in each beaker. The tip of the paper towel should barely touch the liquid in the beaker. Drape the strip over the side of the beaker.

Observe what happens with each set of paper towels for 5-10 minutes. Record your observations.

Cleanup: Clean up any spills. Throw away paper towel strips and wax paper. Clean and dry the beakers for the next group.

Station #5 – Density Column

Materials: graduated cylinder, water, canola oil, 70% rubbing alcohol, mineral oil, and 91% alcohol, small piece of wood, aluminum foil ball, small piece of hard plastic

Directions:

Use a dropper to gently add 15 mL of the following liquids to a 100 mL graduated cylinder. The liquids are water, canola oil, 70% rubbing alcohol, mineral oil, and 91% rubbing alcohol. Be sure to add the liquids in the order they are listed!!

Drop the solid objects in the cylinder and record your observations.

Sketch and label your density column.

Cleanup: Clean up any spills.

Station #7 – Go With the Flow

Materials: large vegetable can, water, tape

Directions:

Place tape over the two holes in the bottom of the can.

Fill the can with water. Remove the tape.

Observe and record what happens to the flowing water.

Try to make the water flow in one stream.

Observe and record what happens to the flow of water.

Try to separate the flow of water.

Observe and record what happens to the flow of water.

Cleanup: Clean up any water spills. Dry the outside of the can. Return all materials to the proper place.

Definition:Sketch:

Cohesive Forces

Definition:Sketch:

Sentence:


Adhesive Forces

Definition:Sketch:

Sentence:


Universal Solvent

Definition:Sketch:

Sentence:


Buoyancy

Definition:Sketch:

Sentence:


Density

Definition:Sketch:

Sentence:


Polarity

Definition:Sketch:

Sentence:


Capillary Action

Definition:Sketch:

Sentence:


Surface Tension

The tightness across the surface of water that is caused by the polar molecules pulling on one another.

Draw a stick person on a diving board standing over water. Show the person doing a belly flop.

Water striders

Painful belly flops

Sinkin Lincoln(water on a penny)

The water striders were able to walk on the water because their weight does not have enough force to break the surface tension of water.

Language (ELP) Objectives for LEP Students:

- Discuss information presented in an information booklet with a partner

-Listen and follow the teacher’s directions for conducting an experiment

-Read and follow directions for conducting a lab

-Summarize your opinion about lab observations in writing

What is missing from image #2 that is found in image #1?

a city

water

vegetation

vegetation and water

What could have caused the water to be missing from image #2?

The images are of different locations.

2. Image #1 was taken in the spring and image #2 was taken

during the summer.

Image #1 is an image before a severe drought and image

#2 is an image taken after a severe drought.

Image #1 is an area that is flooded and image #2 is same area

under normal conditions.

Liquid A= 0.05 g/mL

Liquid B = 1.0 g/mL

Liquid C = 8.98 g/mL

Liquid D = 11.8 g/mL

cork

Suggestions for modified instruction and scaffolding for LEP students and/or students who need additional support are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. These suggestions are presented in italics in a text box. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, novice level students will need more support with the language needed to understand and demonstrate the acquisition of concepts than intermediate or advanced students.

For LEP students:

-Prior to introducing the lab station, ensure students understand the following functional vocabulary that appears in the lab directions. This is vocabulary common to classroom instructions/directions and will allow students to ‘function’ in the academic environment more successfully:

to record (observations, data)to pourto rinseto stir

to predict (prediction)to sketch to fillto measure

to observeto estimateto flow

Introduce this vocabulary through demonstrations of the activity and examples of when the activity is used.

-A list of the scientific vocabulary used in this lesson is listed at the end of the unit. Constant repetition, posting of definitions and examples, and additional explanation of the terms will be required for students depending on their English proficiency level.

- Assist students with reading the directions at the lab stations and model the process to be followed at the station. When possible, provide labels for the station equipment or hold a mini ‘show and tell’ before beginning the labs to introduce the equipment.

For LEP students:

-For students to understand what a textile company is, bring in different items made a such a company. Use samples of fabrics that are introduced in the lesson aznd provide the names of the fabric verbally and in written form as the items are presented. For example, man-made fibers and synthetic fibers such as:

cottonlinenwoolrayonsilkpolyester

blendrayonnylonchamoise

-As the items are shown, introduce the properties of color, texture and weave and provide example vocabulary words to use when expressing these properties in English.

- Allow students to work in pairs to brainstorm possible texture, color and weave findings of the items to later use when recording data during the lab.

-Practice using the following vocabulary words in sentences and item descriptions that appear in this section to enforce comprehension:

to absorb (water)to adhere to (to stick to)

For LEP students:

-Provide visuals for evaluation scenarios 1,3,and 6. Read the scenarios aloud with students and explain as needed.

-Evaluate students’ engagement and participation in the discussion of their lab observations

-Evaluate completion, accuracy and use of content-specific vocabulary of the Frayer Model worksheets

-Assess students’ ability and compliance with following lab directions and completing the table of observations

For LEP students:

-Allow students to illustrate their thoughts using illustrations and one/two-word labels, according to language proficiency level

-Show visuals of oceans, lakes, rivers, ponds etc. to ensure students understand the difference between each and/or allow students to match visuals with word labels of each type of water formation to show understanding

For LEP students:

-Check students understand the process they need to follow by reading the handout together (teacher and student(s)) and modeling the process

-Demonstrate and explain the individual instructions presented for each station. Ask students to briefly show what they need to do in each station after reading the instruction cards

For LEP students:

-Read through the instructions and model the process with students at each step. Highlight/point out key functions words such as:

to measureto labelto fill

For LEP students:

-Provide students with a list/rubric of details they need to include in their diagram

Demonstrate the details as necessary.

For LEP students:

-Provide students with an example brochure showing format, design and what information it includes

-Provide essential questions for students to follow to assist them in organizing the information in their brochure. For example:

-What do you do to the water? (process/method)

How much does the method cost? (cost approximation)

What steps do you need to take to do this method? (implementation)

Who or what does this method help? (group that benefits)

For LEP students:

-A modified student handout is available for Level 1 – 3 LEP students.

For LEP students:

-Read the students handout with students and explain as needed to ensure students understand what they need to do. Explain the idea of a “watershed”.

-Model what students need to do “create” a watershed.

-Highlight and explain the meaning of the following words, using visuals as needed:

ridgesvalleyslandscaperiver basin

For LEP students:

-Summarize the information presented in the booklet for LEP students and provide visuals to explain the specific content vocabulary used in the booklet.

-Allow students to reread and discuss the booklet information with a partner or groups to build comprehension.

For LEP students:

-Allow students time to write and check their answers with a partner.

For LEP students:

-Present a quick oral/whole group review of remote sensing and types of technology used

-Present the question for groups to brainstorm responses for: How can we use remote sensing and technology to monitor (check) the hydrosphere?

For LEP students:

-Discuss the images with students and have students list what they can see (using content vocabulary from previous lessons)

-Ask students the following question:

What can you see in the first image but not in the second image?

For LEP students:

-Use the images to demonstrate the meaning of water-based objects. Present the following question for students to discuss:

Why are there water-based objects in the first image but not in the second?

-Check students understand the following words before asking the question:

droughtfloodsummerspring

-Allow students to discuss their answer with a partner before “taking a stand” on the question.

For LEP students:

-Allow student to work in pairs and to take notes from the story about water witching.

-Check understanding of information in the story by discussing the main ideas with individual/pairs of students and questioning BEFORE presenting the guiding questions for whole group discussion.

-Allow students to discuss and/or answers to the guiding discussion questions BEFORE participating in the whole group discussion

For LEP students:

-A modified handout is available for Level 1-3 LEP stude

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