Lesson 55: Sun-Ocean and the Water Cycle 3 Days

Lesson 55: Sun-Ocean and the Water Cycle 3 Days State Standard 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: (D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence; (F) communicate valid conclusions in both written and verbal forms;

5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(C) draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; and

5.8 Earth and Space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(B) explain how the Sun and the ocean interact in the water cycle. S

R = Readiness Standard S = Supporting Standard Statement of Learning Objective The students will explain how the Sun and ocean interact in the water cycle.

Essential Question: What affects the water cycle?

Vocabulary: water cycle, water vapor, evaporation, precipitation, condensation, accumulation, groundwater, surface runoff Materials Engage: clear plastic cup, water, paper plate, ice cube, wet paper towel, clear plastic baggy, string or rubber band, potted plant Explore 1: water cycle station cards, water cycle station labels, water cycle score card Explain 1: post-it notes, index cards (or small pieces of paper or science notebook), water cycle diagram, study guide Explore 2: two clear plastic cups per pair of students, blue ice cold water, green room temperature water, two glass beakers, salt, one hot plate, one Hot Hands (or oven mitt), science notebook Explain 2: Water Cycle Model Kit, ice, water, heat lamp, National Geographic Earth Science books, science notebook, manila paper, crayons or markers Elaborate: water cycle diagram (study guide, water cycle diagram or Water Cycle Model), Ziploc sandwich baggies, sand or gravel, water, construction paper, scissors, glue, tape, plastic wrap, Water Cycle Blueprint

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 1 Evaluate: Wet Jeans assessment

Common Learner Misconceptions Misconception Correction Statement  Water can only evaporate from oceans  Under the right conditions, water can or lakes. evaporate from any surface including tables, towels, rooftops, plants, animals, puddles, and ground, etc.  Water disappears.  Evaporation causes water to change state from liquid to gas. Although you can’t see it, it is still in the atmosphere in vapor form.  When water evaporates it goes to the  Evaporated water does not leave Earth’s Sun. atmosphere. Safety Issues Make sure you set up the Water Cycle Model where students won’t trip over the cord coming from the lamp. Teacher Background This 3 day lesson will explore how water cycles through the environment. Students will simulate the path that water takes through the water cycle and draw inferences about the movement of water through the environment. The lesson will stress that as the water moves through the cycle it changes state (solid, liquid, and gas). The lesson will also cover that the Sun is the driving force that powers the water cycle.

Students will need to bring in materials from home to create a model that represents the water cycle on the last day of this lesson.

Water covers about 71% of Earth and can exist in liquid, vapor, or solid forms. This water is constantly moving. The Sun heating the Earth’s surface water causes it to evaporate into the atmosphere. This vapor then condenses to form clouds, falls as rain or snow, and collects in lakes or oceans after siphoning through soil or running down rivers. It then evaporates and repeats the cycle once again. This movement of water is called the water cycle. Without water, life on Earth would not be possible. Energy from the Sun, which allows evaporation, keeps water moving and changing. But the amount of Earth’s

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 2 water stays about the same. A cycle is a process that has no beginning or end. It repeats over and over. You can think of the water cycle as having four main steps (evaporation, condensation, precipitation, and runoff). Both the Sun and the ocean play an important part in the water cycle. Remember that the Sun provides Earth with light energy and heat energy. This energy drives the water cycle. It warms liquid water on Earth’s surface and starts this water moving between Earth and the atmosphere. Most of the surface water warmed by the Sun is found in the ocean. In fact, nearly 97 percent of Earth’s water is found in the ocean and seas. The amount of salt dissolved in water changes as it moves through the water cycle. Ocean water is salty, but water that falls as precipitation is not. When ocean water evaporates, the salt is left behind. The water vapor that goes into the air does not have salt in it.

Setting up the Water Cycle Model The water cycle model is designed so that the processes of evaporation and condensation of water are confined within a closed plastic box. The source of heat (light bulb) and cold (ice cubes) are applied to the outside of the box. The model should be rinsed with warm water before use. This will saturate the dry surfaces and reduce the length of time it takes for the model to work.

1. Pour one cup of water into the bottom of the model (exact location is shown on diagram below). 2. Place the cover on the model. 3. Place a baggie of ice cubes in the Ice Cavity in the cover of the model and cover it with the ice ‘over-cap’ (see diagram below). The model will operate most effectively if you use the ice ‘over-cap’ as it will confine the cold and keep the ice from melting. 4. Place a lamp over the model so that it is shining directly over the water you poured into the model (see diagram below). 5. Place a sheet of white paper under the “ocean” area of the model (see diagram below) and the lamp will reflect heat in that area. This will reduce the time it takes for the model to work.

Additional information on the water cycle can be found in this six minute video: SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 3 http://pmm.nasa.gov/education/videos/water-water-everywhere

Explore 2: You will need to prepare a pitcher of blue ice cold water (the colder the better) and a pitcher of room temperature green water.

Throughout these lessons you will be reminding students of the collaboration protocols that you are working on. This should be a skill like listening, disagreeing appropriately, engaging all participants, etc. There is more information in the Introduction section of your grade level science curriculum on iXplore.

NGSS Crosscutting Concepts: Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

Day 1 ENGAGE Time: 10 minutes Activities/Events Guiding Questions Teacher Directions 1. Show the students three items – a half- Glass of Water filled glass of water, an ice cube on a  What is in the glass? (water) paper plate, and a wet paper towel.  Is water a solid, a liquid, or a gas? 2. Begin by drawing attention to the glass (liquid) of water. Ask the guiding questions.  Where can you find water? Where does 3. Guide the class in establishing that water it come from? (Possible answers may is a liquid that both falls from the sky in include oceans, lakes) the form of rain and can be found in Ice Cube abundance in oceans, lakes, streams,  What is on the paper plate? (ice) and underground.  Is ice a solid, a liquid, or a gas? (solid) 4. Show the students the ice cube. Ask the  What is ice made of? How is it made? guiding questions. (water, when it reaches 0°C) 5. Help the class see that ice is water that  If I left the ice in the room for a few can be frozen into a solid because it has hours, what would happen to it? (It would been exposed to very low temperatures. melt and return to liquid water.) Make sure they understand that when Wet Paper Towel ice is allowed to warm up, it returns to  What is this? (wet paper towel) liquid water.  What would happen if I left it out for a 6. Show the students the wet paper towel. few hours? (Possible answers may Ask the guiding questions. include the water will evaporate, the 7. At this point, students should understand towel would dry) that when water is exposed to warm  Why would it dry out? temperatures, it evaporates, becoming a  Besides paper towels, what are some gas, while under colder conditions it can other examples of wet things that dry out freeze into ice, becoming a solid. It is over time? (Examples could include wet important to emphasize that the three clothes, watered plants, glasses of water samples they’ve seen represent water, and puddles)

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 4 the three states, or forms, that water  What if I put this wet paper towel outside takes on as temperature and other during the winter? What might happen conditions change. to it? Why? 8. Set up the transpiration demonstration. Place a clear plastic baggy over part or all of a well-watered potted plant. Tie off the bottom of the bag so it is tightly closed, but does not damage the plant. If possible, place the plant near a window. You can also do this with plants that are outside your school building. You could choose two identical plants in different locations (sunny and shady). Students will be observing this tomorrow. EXPLORE 1 Time: 45 minutes Activities/Events Guiding Questions Teacher Directions 1. Review with the class the protocol for  Where does water go when it moving from one station to another and evaporates? expectations for them while participating  What role does the Sun play in the in the activity. Make sure to remind the evaporation process? students to monitor themselves on the  Where does the water come from when it protocol while completing the activity. rains? (clouds) 2. Explain to the students that they are  When rain (snow or sleet) falls to the going to participate in a simulation where ground, what usually happens to it? they are a drop of water traveling through the atmosphere. 3. The students will play the water cycle game. Start each student randomly at one of the seven stations. Each station will have its own deck of cards (plants, animals, cloud, glacier, groundwater, ocean, and stream). The game starts when each student records where they are in column one of the Water Cycle Score Card. The students will pick up a card, read the card, and then record what happens to them in column two of their card. Students do not need to copy word for word what is on their card, just the main idea. 4. The student will also need to take note of their future destination which is also on the card. The students will record their destination in column three on their score card. Once everyone is finished,

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 5 the students will all move (at the same time), to their new destination (found in column three of their card).  Example: A student is standing at the cloud table and draws a card that says, “You fall as rain onto an ocean. Go to Ocean.”  Student writes Cloud in the first column, falls as rain in the second column, and Ocean in the last column. 1. Once the students are at their new destination, have the students record their current location on their card. Help them read the cards and understand what happened to them if they are having difficulty. 2. Discuss the continuous movement of water above and on the surface of Earth through the water cycle. 3. After the tenth rotation, students should return to their seats. Tell the students that they are going to share their journey with others in the class. Give them a few minutes to look over their card. 4. Students share their journey with others in the class by completing the Inside- Outside Circle activity using the directions given. 5. As a class, discuss how the journeys are alike and how they differ.

EXPLAIN 1 Time: 20 minutes Activities/Events Guiding Questions Teacher Directions 1. Write the names of the seven stations on  In the game, which stations seem to be the board and provide each student with visited most? What can we infer from 5 post-it notes. Instruct students to place this? a post-it by each of the five stations they  How do you describe the stages of the visited to create a class bar graph. If a water cycle? (evaporation, transpiration, student visited more than 5 stations, give condensation, precipitation, runoff, them additional post-it notes. accumulation) 2. Explain that Earth’s water supply is  Can you think of other parts of the water constantly recycled through a series of cycle that were not included in the steps that happen in the same order, game? (puddles, lakes, etc.) Where over and over again. (Just like they might they be included in the cycle?

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 6 moved from station to station.) It is  What do you think would happen if all called the water cycle. Earth’s water stayed in the ocean? In 3. Discuss the guiding questions (except for the clouds? Why do you think water the last question). does not stay in one place? 4. Show the water cycle diagram and  How do you think the water cycle is discuss what is occurring during each important to plants and animals? step of the water cycle. 5. Have students highlight water cycle, evaporation, condensation, groundwater, and accumulation in their study guide on page 61. Also have them highlight the information about the water cycle on page 64.

6. Transpiration is not in the study guide so students will need to add it to their study guide on the bottom of page 61.  What is the role of the Sun in the water 7. Have the students complete an Exit cycle? Ticket (using index cards, small pieces of paper, or their science notebooks) on the last question in the Guiding Questions column. 8. Explain that they will be creating a model that represents each step of the water cycle on the last day of the lesson and that they (students) need to bring in materials from home in order to complete the activity.

Day 2 EXPLORE 2 Time: 40 minutes Activities/Events Guiding Questions Teacher Directions 1. Set up the Water Cycle Model as  What did you observe? (Moisture, fog, or instructed in the Teacher Background water droplets formed on the outside of section of the lesson. You will be using it the ice-water cup.) in Explain 2 of this lesson. If you do not  Did moisture form on the outside of both have a Water Cycle Model at your school cups? (no) you can easily create one. The  Where did the moisture forming on the directions are in the Teacher’s Edition of cup come from? (The droplets of liquid the National Geographic Earth Science water on the outside of the cup came book on pages 112-114. You may need from the water vapor in the air.) to set this one up the day before you  Do you know what we call the moisture need it as it may not work as quickly as on the cup? (The moisture on the outside the Water Cycle Model Kit. of the cold cup is called condensation.

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 7 2. Give each pair of students two clear You observe condensation when water plastic cups. Visit each group and fill vapor condensed into droplets of water one of their cups with blue ice water and [from a gas to liquid]) the other with green room-temperature  Is there anything that is the same about water. (This will need to be prepared all the times and places when ahead of time. Using a pitcher for each condensation occurs? (Condensation type of water will make it easier to get occurs on a surface that is cool or cold.) this done quickly.) 3. Ask students to observe the water. They should keep a record of their observations in their science notebook. Remind them to include pictures with their observations. 4. After a few minutes, ask what information students collected during the observation. If the students have trouble seeing the condensation on the ice water cup have them tilt it slightly. Remind them that they can observe by touching the cups also. 5. Give the students time to discuss in their group where they have experienced condensation. Have them think about other times and places where they have observed condensation. Have them create a 2 column organizer in their science notebooks for them to record their group list. They will only be filling out the left side of the chart at this point.

Condensation Evaporation

6. Have each group share one of their condensation events or situations until all groups have exhausted their list. As the groups share their ideas write them on the board or a piece of chart paper. Some experiences that might come up are:  Bathroom mirrors fogging up  Windows at home and in cars  Dew on grass or other plants

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 8  Eyeglasses fogging up when it’s cold outside  What does the hot plate represent?  Glasses of iced drinks (Sun)  Cans of cold soda  What is happening to the water in the  Breath on a cold day beaker? (The water is getting hot and as  Clouds, fog, and steam it begins to boil, steam is visible. The 7. After students have shared all their steam shows how the water vapor gets experiences, ask “Is there anything that into the air.) is the same about all the times and  What happened to the salt that was places when condensation occurs?” added to the water in the beaker? (The 8. Ask the students, “Where does the water salt is still in the beaker even though the vapor in the air come from?” water has all evaporated.) 9. Demonstrate where the water vapor  What does this demonstrate? (The salt in comes from by performing two similar the ocean doesn’t evaporate with the experiments. Begin by filling a glass water but remains in the ocean.) beaker with about 50 mL of water. Add  Will we get the same results from both some salt to the beaker and place it on a beakers? (yes) hot plate. Plug the hot plate in and have  Will anything be different? (Yes, the time the students observe what is happening it takes for the water to evaporate and to the water in the beaker. Keep a close also actually seeing the water vapor as it eye on this as you want to remove the happens.) beaker as soon as all the water has evaporated. As this is heating, fill another glass beaker with the same amount of water and salt and place it on a cabinet, in a window, or anywhere in the room where students won’t disturb it. 10. Ask the students, “Will we get the same results in this beaker as we get in the beaker on the hot plate?” 11. Give the students time to discuss in their group places where evaporation occurs. Have them think about other times and places where they may have observed where evaporation had occurred. Have them complete the right side of their 2 column chart in their science notebooks.

Condensation Evaporation

12. Have each group share one of their evaporation situations until all groups SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 9 have exhausted their list. As the groups share their ideas write them on the board or a piece of chart paper. Some experiences that might come up are:  A floor drying after it is mopped  Your hair drying after you wash it  A puddle drying out  Splashes drying up at the edge of a pool  Clothes drying on a line  Sweating 13. After the students have shared all their observations, ask “What is needed for evaporation to occur?” Lead them to understand that heat is needed and the Sun is the heat source of the water cycle. 14. Carry the plant you placed in a plastic bag around the room to show that there is water in the baggy. (If you feel that there is not enough water in the baggy, you can spray a little in before class begins and retie the bag.) 15. Ask the students how the water got in the bag. Explain that plants take in  How do plants play a role in the water water through their roots. The water is cycle? (They release water into the moved throughout the plant and then atmosphere. This is called evaporates through its pores and transpiration.) stomata. Make sure they understand that this process happens continually, wherever there are plants.

EXPLAIN 2 Time: 35 minutes Activities/Events Guiding Questions Teacher Directions 1. Discuss the water cycle model you set  Which part of the model simulated up at the beginning of class using the evaporation? (the ocean being heated by Guiding Questions. the lamp) 2. Have the students partner read pages  Which part simulated condensation? (the 192-199 in the National Geographic water vapor from the ocean cooled on Earth Science book. As they read, have the lid near the ice) them take notes about the water cycle in  Which part simulated precipitation? their science notebook. You can give (drops of water falling from the lid) them question stems to help with their  What is the energy source and what note taking. does it represent? (the lamp is the  The water cycle is _____. energy source which represents the Sun)

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 10  When water evaporates, it  What elements of the water cycle are not changes from a liquid to a _____. represented? (transpiration)  Most of the evaporation in the  How could we demonstrate transpiration water cycle occurs in _____. in this model? (by adding live plants to  What happens to the water vapor the model) as it cools?  Would condensation occur in the model  How do clouds form? without the ice? Why or why not? (yes,  The type of precipitation depends but just not as quickly; the ice provided a upon _____. greater temperature difference forcing  What happens to water that seeps the vapor to condense more quickly) into the soil?  Why is the water cycle important for Earth? 3. Divide the class into six groups (evaporation, transpiration, condensation, precipitation, run off, and accumulation). 4. Give each group of students a large piece of manila paper, crayons or markers and have them draw a picture showing how their process works within the water cycle. Instruct them to use their notes from the reading and from the Explore activities. When they have finished, have the teams arrange their posters on the wall in the correct order.

Day 3 ELABORATE Time: 55 minutes Activities/Events Guiding Questions Teacher Directions 1. Review the water cycle with students  What represents the energy source in (using the model or the diagram in the your model? study guide, page 64). 2. Explain that they are going to work cooperatively with a group to create a model that represents each step of the water cycle (evaporation, transpiration, condensation, precipitation, run off and accumulation). 3. Review with the class the protocol for working cooperatively in a group. Make sure to remind the students to monitor themselves on the protocol while completing the activity.

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 11 4. Show the Water Cycle Blueprint page and the materials you provided for their model. Remind them that they also have materials they brought from home.

EVALUATE Time: 20 minutes Activities/Events Assessment Teacher Directions 1. Students will complete the Wet Jeans  Wet Jeans assessment.

SCIE_5_A_Les55Sun-Ocean and the Water Cycle_LES 2014 CFISD 12