Teacher’s Edition Acknowledgements

These materials were created under the direction of Max L. Longhurst. Appreciation is expressed to the numerous individuals who provided input and effort into the creation of this curriculum. The following Utah teachers and science leaders contributed ideas and lessons as part of a professional development project: Joy Brower, Linda Cullimore, Donald Daugs, Rachel Daugs, Nancy Digerness, Michelle Ditlevsen, Andrae Ferguson, Kathryn Foster, Joy Haws, Gwyneth Holladay, Teryl Jeffs, Kurt Johnson, Angela Justesen, Lorna McCleary, Elaine Negus, Carrie Kirk, Jana Lynn Poulsen, Kandace Riggs, Mark Smith, and Penny Archibald Stone. The International Office for Water and Science Education staff, under the direction of Geoffrey G. Smith, wrote, compiled, edited, and formatted materials. Artwork by Robert Coombs. This book is provided with funding assistance from Central Utah Water Conservancy District, 355 West University Parkway, Orem, Utah 84058, 801-226-7100. Additional copies of this curriculum may be obtained by contacting the Living Planet Aquarium, 522 South 400 West Suite 200, Salt City, Utah 84101, 801-320-9951.

2 The Search for the Water Cycle ourth grade students, a expe s scientists, sh rience science a ould FF their w s a process of lea orld with a rning abou classificatio focus on the skills o t n. Science instru f students with ction should p opportunities to rovide on learning exp actively engag eriences. Exem e in hands- requires educa plary science in tors to design e struction inquiry as a k ducational activ ey-embedded co ities with the Water Cycle mponent. Th curriculum h e Search for with the Uta as been specifica h Science COR lly created springboard E Curriculum in questions an mind. The student in d activities will e quiry and deve ncourage key princip lop sound und les of the hyd erstanding of th understa rologic cycle. S e nding the wate cientifically make a r cycle will en ppropriate decisio able students to wate ns related to r use and allow their person com them to influ al munity uses o ence how their ur precious reso urce of water.

Brett Moulding State S cience Specialist

Teacher’s Edition 3 4 The Search for the Water Cycle HowHow toto UseUse thethe Teacher’sTeacher’s EditionEdition

The use of the activities in The Search for the Water Cycle: Teacher’s Edition will be valuable and helpful in teaching fourth grade students about the water cycle. The Teacher’s Edition provides activities designed to: introduce the science language of the water cycle (condensation, evaporation, precipitation, transpiration, etc.); establish an understanding of the complex processes of the water cycle, engage students in application activities and emphasize the important role the water cycle plays for all living things. Activities in The Search for the Water Cycle are designed to meet the Utah Science Core objectives and are structured such that teachers can choose the learning activities that best meet their needs. The teaching strategies engage students in a variety of learning experiences that actively involve them in the scientific process. Each lesson plan is structured with a background section related to the activity and includes a list of easily-obtainable materials. Teaching strategies include an invitation to learn, instructional procedures, extensions where appropriate, and assessment suggestions for each lesson. A teacher glossary, student glossary, additional resources, and a sample final exam are provided as well. The invitation to learn section of each lesson is essentially an exploratory introduction to the lesson. The instructional procedures come next and are the concept development part of the lesson followed by extensions and assessment suggestions. In addition to this Teacher’s Edition, students are provided with a Findings Booklet. This resource includes a variety of sequenced formats directly tied to the teaching strategies found in the Teacher’s Edition. A strength of the Findings Booklet is the variety of activities designed for home use as extensions or replications of classroom experiences. It is suggested that students take their booklets home and conduct investigations with family members. Teachers should promote responsible behaviors by instilling the need for the Findings Booklet to be constantly available for additional in-school learning experiences. The Teacher’s Edition also includes all of the materials found in the Findings Booklet along with appropriate answers. For most situations, answers will vary and the judgement of the appropriateness of the answer is left to the teacher.

Teacher’s Edition 5 6 The Search for the Water Cycle Table of Contents

How to Use the Teacher’s Edition ...... 5

Curriculum Organizers...... 9

The Water Cycle ...... 11

Springboard Question #1: Where can you find water?

Activity A – Where is Water Found? ...... 13

Springboard Question #2: What happens when you spill water on a hot sidewalk in the summer?

Activity B – Why Does a Puddle Shrink? ...... 17

Integration Activity – Evaporation Art...... 20

Activity C – Condensation Chambers ...... 21

Activity D – Heat Energy and Water ...... 23

Springboard Question #3: How does water move?

Activity E – The Water Cycle Model ...... 25

Activity F – Water on the Move ...... 29

Activity G – A Water Cycle Chamber ...... 33

Springboard Question #4: Why is water important to me?

Activity H – Water Cycle Celebration ...... 37

Teacher’s Guide Glossary...... 39

Student Glossary ...... 43

Teacher’s Edition 7 Answers to Findings Booklet and Final Exam ...... 47

Resources

Teaching Resource Books...... 59

Children’s Literature ...... 59

Agency Contacts ...... 60

Final Exam ...... 63

8 The Search for the Water Cycle Curriculum Organizers

Standard I of the Utah Science Core Curriculum for Fourth Grade centers around the changes of state that occur in water as it moves through the water cycle. The following explanation connects the Core Curriculum with the springboard questions and activities contained in The Search for the Water Cycle. Science Benchmark

Matter on Earth cycles from one form to another. The cycling of matter on Earth requires energy. The cycling of water is an example of this process. The sun is the source of energy for the water cycle. Water changes state as it cycles between the atmosphere, land, and bodies of water on Earth.

STANDARD I: Students will understand that water changes state as it moves through the water cycle. Objective 1: Describe the relationship between heat energy, evaporation, and condensation of water on Earth. a. Identify the relative amount and kind of water found in various locations on Earth (e.g., oceans have most of the water, glaciers and snowfields contain most ). b. Identify the sun as the source of energy that evaporates water from the surface of Earth. c. Compare the processes of evaporation and condensation of water. d. Investigate and record temperature data to show the effects of heat energy on changing the states of water. Objective 2: Describe the water cycle. a. Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled). b. Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle. c. Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water). d. Construct a model or diagram to show how water continuously moves through the water cycle over time. e. Describe how the water cycle relates to the water supply in your community.

Teacher’s Edition 9 Activities are designed to answer the following springboard questions: • Where can you find water? • What happens when you spill water on a hot sidewalk in the summer? • How does water move? • Why is water important to me? Students should be encouraged to use scientific language such as: clouds, condensation, dew, energy, evaporation, groundwater, humidity, liquid, nuclei, precipitation, temperature, vapor, and water cycle. Core Curriculum Connections

Core Springboard Activity Objective Findings Teacher’s Question Connection Booklet Guide

1 Where is Water Found? 1 & 2 pp. 5-7 pp. 13-15

2 Why Does a Puddle Shrink? 1 pp. 8-10 pp. 17-19

Condensation Chambers 1 pp. 11-12 pp. 21-22

Heat Energy and Water 1 p. 13 pp. 23-24

3 The Water Cycle Model 1 & 2 p. 14 pp. 25-27

Water on the Move 1 & 2 pp. 15-17 pp. 29-31

A Water Cycle Chamber 1 & 2 p. 18 pp. 33-35

4 Water Cycle Celebration 1 & 2 p. 19 pp. 37-38

10 The Search for the Water Cycle The Water Cycle

The water cycle is one of nature’s never-ending processes. Water is a variable substance in that it exists on Earth as a solid, a liquid, and a gas. As the water in oceans, , clouds and glaciers change from one form to another they impact Earth’s water budget. An amazingly small portion of that budget is in the form of freshwater. Water covers 70% of Earth’s surface. The total amount of water in the oceans, atmosphere, and on land is hard to comprehend. Oceans contain 97.5% of Earth’s water. The atmosphere holds less than 0.001% and 2.4% is found on land. Annual precipitation amounts to 30 times the total water found in the atmosphere at any given time. These facts indicate how rapidly water recycles. The sun provides the energy needed to change liquid water into water vapor. About 80% of all evaporation is from oceans, and the balance comes from inland water, soils, and vegetation. Winds carry the water vapor around Earth. When air rises and cools, the water vapor changes from gas to a liquid, forming clouds. Condensation is dependent on temperature, humidity, and condensation nuclei. Precipitation is the process of transporting water from the atmosphere to the surface of Earth. Precipitation may fall as rain, snow, sleet, or hail and varies in amounts by location. For example, most of the western part of Utah receives less than ten inches of precipitation per year, while parts of the Wasatch Mountains receive over fifty inches of precipitation. One of the unique characteristics of Utah precipitation is how the Great Salt Lake affects snowfall. As cold winds, generally from the northwest, blow across the lake they pick up warm humid air over the lake. Evaporation of warm surface water increases the moisture in the colder, drier air flowing over the lake. As the air becomes saturated, ice-crystal clouds form. As the air reaches the southeast shore and rises, snow falls along the Wasatch front and in surrounding mountains. This is sometimes referred to as the “lake effect.”

Teacher’s Edition 11 Groundwater is the water that penetrates the soil and underlying rock layers. Water that flows off the surface is called “runoff”. Most of Utah’s runoff flows south in the Colorado Drainage and a small amount leaves the northwest corner of the state and flows into the Snake River Drainage. Much of Utah’s water never leaves the state. The Sevier River Drainage water flows into a sometimes-present lake. Other water flows into the Great Salt Lake. Water in Sevier Lake and the Great Salt Lake has only one way out, evaporation. Left behind are all the dissolved solids. Using water wisely is the responsibility of every member of society. It is a valuable resource, and we are responsible for its management and reasonable consumption.

Suggestion: Prior to beginning the unit distribute a Findings Booklet to each student. Read and discuss the Welcome page (p. 3). Instruct students in how the booklet will be used. Have them record their names on this page. If working in groups, have them also write their group name or number in the space provided.

12 The Search for the Water Cycle Activity A Where is Water Found?

Springboard Question #1 Where can you find water?

Teacher Background:

Water covers 70% of Earth’s surface and is found in different locations on Earth. The amount of water in the oceans, atmosphere, and on land is hard to comprehend. Approximately ninety-seven percent (97%) of it is found in the oceans. The atmosphere holds less than 0.001%, about two percent (2%) is found frozen on Earth in glaciers, and one percent (1%) is freshwater found in , rivers and groundwater. Annual precipitation amounts to 30 times the total water found in the atmosphere at any given time. In the western United States, water is a valuable resource that comes and goes with the seasons. During the winter the snow falls and accumulates in the mountains. As the snow melts in the spring and during the summer, the water is absorbed into Earth or forms small streams that flow down the mountains. Groundwater is all the water that penetrates the soil and underlying rock layers. Water that flows off the surface is called runoff. Using water wisely is the responsibility of every member of society. It is a valuable resource, and we are responsible for its management and reasonable consumption. Where is W ater Fou nd?

Materials: List the places where you can find water:

______• 100 pennies for each group ______• Earth globe ______

Write the 3 main categories of water locations below, then place the items from your list above Invitation to Learn: in the category where they belong. Finally, estimate the percent of water found in each category.

___ — _____ C A _____ T ______E G _____ O % est ___ R I In small groups, ask students to brainstorm a list of all the imate _____ E S ______— ______% estim ____ ate ______places where water is found on Earth. Have them write this ____% es timate list on page 5 of their Findings Booklet.

Find ings B ooklet

5

Teacher’s Edition 13 Instructional Procedures: 1. After compiling their list, discuss how one might group or categorize the items in their list. Write the categories oceans, glaciers, and freshwater on the board. Discuss each category, and then have the students write these headings in their Findings Booklet. Have students list the items from the top of page 5 in the three categories.

—CATEGORIES—

______

______% estimate ______% estimate ______% estimate

2. Have students engage in a group discussion of estimating the percentage of water found in each of the categories. Note: Based on the category lists most students will probably estimate that most water is found as freshwater. Have students write their estimates in their Findings Booklet. The total of the percentages should add up to 100% correlating with 100 pennies. 3. Distribute 100 pennies to each group. Have them show their estimate using the pennies. 4. Provide students with the actual percentages: Oceans 97%, Glaciers 2%, and Freshwater 1%. As a class, compare group estimations to the actual percentages. 5. To help students conceptualize what 97% as ocean water, 2% as glaciers, and 1% as freshwater means, ask the students to recreate these percentages by stacking 97 pennies (97% oceans), 2 pennies (2% glaciers), and 1 penny (1% freshwater). Have students record the true percentages in their Findings Booklet on page 6. Discuss these proportions. 6. Review appropriate science language as the class discusses the various water sources. Looking at a globe of Earth, describe the difference between how much land you see compared to water. Point out that 70% of Earth’s surface is covered by water.

14 The Search for the Water Cycle 7. Challenge students to come up with a “new name” for Earth based on what they now know about water. Have students assume they came here as space explorers. What would they see? (clouds, oceans, land, etc.) Have students record their answers in their Findings Booklet. 8. Have students respond to the Findings question on page 6 of their Findings Booklet.

Possible Extensions/Adaptations/Integration: 1. Create a mural of the locations of water on Earth. Be sure that this mural graphically represents the relative amount

HO ME ACTIV of water in each of the areas (oceans, glaciers, Where i ITY s All the Water? T freshwater) oday I lear ned th • 97 at: % of E fo arth’s und in water • 2 the o is % of E cean arth’s 2. Describe in detail the places where water can be found water is fo • 1% und i of Ea n glac is rth’s iers fresh water water For R around your home, school, or community. eview: Demo nstrat from e thes class e fact 10 with s by d 0 pen your oing nies.) family the pe mem nny a F bers. ctivit 3. Discuss and have students do the Home Activity in the un Fo (You w y cus: ill ne Th ed e follo th wing h e amo ome unts activit of wa y will ter we demo Findings Booklet. find nstrat on e Mat Earth erials: . 2-l iter po m p bot easur tle ing cu water p 2 clear p lastic Proc cups edure: Assessment/Findings: Fill a pop b This ottle repre with 2 sents 000 m all the l. (2- wate liters) Pour r foun of wa 40 ml d on ter. a cu (abou Earth. p and t 1/4 wa place cup) f ter on it in rom t Earth the fr he 2- con eezer. liter b tained This ottle Po in gl repre into ur 20 aciers sents i ml (a . the nto a bout 2 cup to table Check for students’ understanding with the answers they repr spoon e sent t s) fro Th he fre m the e rem sh wa 2-lite w aining ter on r bott ater wate Earth le in the r in th . 3.5% ocea e bot salt. ns. Wa tle re 1/3 To re ter in presen record for the Findings and Rename Earth activity in cup) presen the o ts the t t ce bot o the saltwa an co tle. remai ter, a nsists ning w dd 68 of ater i ml (a n the bout their Findings Booklet. 2-liter

Teacher’s Edition 15 — Notes —

16 The Search for the Water Cycle Activity B Why Does a Puddle Shrink?

Springboard Question #2: What happens when you spill water on a hot sidewalk in the summer?

Teacher Background:

The sun provides the energy needed (solar energy) to change liquid water to water vapor. Approximately 80% of all evaporation is from oceans and the balance comes from inland water, soils, and transpiration from vegetation. Winds carry the water around Earth. When moist air rises and cools, the water vapor condenses from a vapor to very small liquid water droplets forming clouds. Materials:

Why Does a Puddle (per student) Shrink?

KWL K Chart: What • water do you

alread W know y about What evapo do yo ration wan u L ? t to k abou now What t evap have oratio you • 1 cotton swab n? learne a d bout e vapor ation? • 1 paper towel • 1 pipette (eye dropper)

Yo u will F be con ollow ducti your t ng an eache exper Fac r’s ins iment tors t tructi with hat a ons to 5 sma re the cond ll pud (per group) same uct th dles o for is e f w all fiv vapor ater. e pud ation dles: activit • 1 clipboard y. Facto r(s) t hat ar e diffe rent fo r all f ive pu • square of aluminum foil/or laminated sheet of ddles:

paper 8

T he Sear ch for t • 1 ruler (metric) he Wate r Cycle

Invitation to Learn: 1. Begin this activity by having the students fill out the K section of the K-W-L chart found on page 8 of the Findings Booklet. Here the students will list every possible thing that they already know about evaporation. (In the K section the students list the facts that they already know, in the W section they list the items that they want to know, and in the L section they will list the new content that they have learned.) 2. Distribute a wet cotton swab and paper towel to each student. Have students compare evaporation rates when the back of the hand and an equal area of a paper towel are moistened with the wet swab.

Teacher’s Edition 17 3. Discuss the results. Lead the discussion to inquire about the role heat energy plays in evaporation. 4. Allow the students to list the items that they would like to know about evaporation in the W section of their K-W-L chart.

Instructional Procedures: 1. Distribute clipboards, pipettes, a square of aluminum foil or a laminated sheet of paper, and water to each group of students. Instruct them to place the foil on the clipboard, and then place the clipboard in a level location where it will be kept for the remainder of the experiment (the clipboard needs to be somewhere that will not be disturbed overnight). 2. Students are to make five puddles of water on the aluminum foil or laminated paper. Each puddle should receive ten more drops of water than the previous one. The first puddle should be made using five drops of water, the second with 15, and so on. Have the students record the starting amount of water (number of drops) and the starting diameter (measure in centimeters) of the puddles in their Findings Booklet on page 9. NOTE: Be sure that the puddles are as round as possible before the students measure them. 3. Discuss the factors that will remain constant, for example, same surface, same temperature, and same air movement. Then help the students conclude that the factor that is different for each puddle is the surface area. Have them record these similarities and differences in their Findings Booklet on page 8. 4. After the water has sat overnight, have the students measure and record the diameter of each puddle in their Findings Booklet on page 9. 5. Have students determine the ending amount of water by drawing the remaining water into a pipette and then counting the drops as they are squeezed out. This information should also be recorded on page 9 of their Findings Booklet.

Measurements Puddle A Puddle B Puddle C Puddle D Puddle E

Starting amount of water (number of drops)

Starting diameter/ size

Ending diameter/size

Ending amount of water (number of drops)

Amount of water evaporated*

18 The Search for the Water Cycle 6. Have students use the formula (starting amount of water minus ending amount of water) in their Findings Booklet to determine the amount of water that evaporated. 7. Have students use the Evaporation Data Chart on page 9 to create a graph (i.e., bar graph or line graph) that represents their collective data. Example: amount of water evaporated, comparison of size, comparison of droplets initially with final measures.

8. Discuss findings and compare the two charts. Have students record these comparisons in their Findings Booklet.

Possible Extensions/Adaptations/Integration: 1. Introduce students to the take Home Activity – Drying Laundry, page 10 in the Findings Booklet. Go over what they need to do in order to carry out the experiment by reading and discussing all the components of the activity. 2. Do the Evaporation Art activity on the following page

as a fun approach for an integrated science art HOME A D CTIVITY rying L experience. aundry To day I learne Te d that mpera : r ture ates. and s In c urface comp lass w area ared e me affe wa how asure ct eva ter pu differ d and pora ddles ent-s tion evap ized orate. Fu n Focu Assessment/Findings: T s: h is hom fac e acti tors t vity w hat in ill de fluen mons ce ev trate apora some tion. of th Mate e rials: 4 Pap er tow Water els Te Check for students’ understanding by viewing their aspoo n Fan Proce dure: evaporation data chart, evaporation graph, and their P lace one t easpo on of Pu wate t one r on e s towe ach o ee wh l in a f the ich d cold 4 pap recorded conclusion. ries f place er to irs a w t. Re nd on els. Put a cord t e tow nothe he dr el in Re r tow ying t a war cord el in imes. m pla the d a bre ce. O rying ezy p bserv times lace ( e bot Co . fan) a h to nditi nd on on e whe re the Loc Cold re is ation not a breez Dr Warm e. ying t ime Br eezy D No iscuss bre what eze happ ened Tal with k with famil w a gr y me hen t andp mbers hey w arent . ere y or an oung. older Wh Writ neig at co e abo hbor nclus ut yo and a ions ur di sk ho can b scuss w the e mad ion. y drie e fro d clo m do thing ing th is act ivity?

Teacher’s Edition 19 Integration Activity Evaporation Art

Materials: • Paper Towels • Metal or Plastic Trays (cookie sheet) • Food Coloring in a variety of colors • Cups • Pipettes (eye dropper) • Water

Instructional Procedures: 1. For each food color fill a cup with water. Add a few drops of food coloring. 2. Place a paper towel in a tray. 3. Using a pipette (eye dropper) and different colors of water, make a pattern on the paper towel. 4. Hang the paper to dry. 5. Observe changes as water EVAPORATES. 6. When dry, add lines to make pictures.

20 The Search for the Water Cycle Activity C Condensation Chambers

Discussion Question:

Why does water collect on the bathroom mirror when someone takes a hot shower? Teacher Background:

The process by which water vapor turns into liquid water is called condensation. When warm, moisture-laden air is cooled, the water vapor in the air changes into its liquid state and forms water droplets. This is evident when water condenses on the cool surface of a mirror or window in a bathroom while you are taking a shower or when chilled car windows fog up on the inside. Condensation is generally associated with warm water vapor in contact with cold surfaces or other relatively cold solid particles. Materials:

(teacher) • small mirror (per group) • 2 small clear plastic cups • water • tape • graduated cylinder

Invitation to learn: 1. Hold up a mirror. Ask students how they might get water to form on the mirror. If no one suggests breathing on it, do so and indicate that the warm moist air from your lungs hits the colder mirror and condenses. 2. Discuss the process of condensation. (Refer to the teacher background if needed, pp. 11-13.) Indicate that students are going to construct condensation chambers.

Teacher’s Edition 21 Instructional Procedures:

1. Refer to page 11 in the student Findings Booklet. Share a Condensation Cham pre-constructed condensation chamber, and instruct the bers Discussion Question: Why does water collect on the bathroom mirror when someone takes a students to follow the steps outlined. hot shower? • Write your name or group name/number on the cup. Neat Facts:

• Condensation appears to fog upof waterwhen occurssomeone when takes a mirrora • Measure 20 ml (2 tablespoons) of water and add it shower. • Condensation to one cup. windows fog upalso on theoccurs inside. when chilled car Create your own condensation chamber by following the steps below.

Materials: • Place the second cup upside down over the first 2 clear plastic cups tape 1 graduated cylinder water cup as illustrated. Assembly Steps: Step 1: Write your name or group number on the cup. Step 2: Measure 20 ml (2 tbsp.) of water and add it to one cup. Step 3: Place the second cup upside down over the first cup as

• Use tape to connect the two cups. Step 4: Useillustrated. tape to connect the two cups. 2. Have each group place their chambers in a warm, sunny place. After it has sat for 1-3 hours, F inding s Book students should record their observations on page let 12 of their Findings Booklet. 11 3. The following day have students record the rest of their observations on page 12 of their Findings Booklet.

Possible Extensions/Adaptations/Integration:

As an open-ended experience, allow students to plan, carry out, and design experiments related to the findings questions found on page 12 of the Findings Booklet. Assessment/Findings:

Using the questions found on page 12 of the Findings Booklet you may lead an oral discussion or have the students work individually to explore the process that took place with their condensation chambers. Have students review appropriate scientific language as you discuss the appearance of the condensation chamber before and after placing it in a warm, sunny place. Listen for facts such as the concept of energy from the sun warming the chamber and causing evaporation to occur within it. At night the cool air outside Condensation Data Collection

Draw the cha the chamber will make the lid cool off and the water vapor mber just after clos ing with tape:

D raw will condense on the inside of the chamber. Condensation th e c ham Draw 24 be the hou r a been cham rs: fte sitti ber a r ng in fter a su it ha for 1 nny s will most likely be more concentrated on the side facing the -3 h locat ours: ion window. Ask students to explain why there was more condensation on the side of the lid facing the window – the temperature outside was colder and so the side facing

the window cooled more than the side facing the heated Exp lain w fol hat lowin you t di g que hink scuss stion happ ion: s. I ened Is he temp nclud by a at a erat e th nswe facto ure, e e fol ring room. r in vapo lowin the mak rati g w ing t on, a ords he co nd co in yo nden nden ur satio satio How n ch n. doe ambe s the r wor sun k? Ho affec w? t the cham ber? W hat d o you thin k hap pens to t he ch ambe r at n ight? If th e tem oth pera er, w ture hat h is wa appe rmer ns? or co lder o n one side of t he ch ambe r tha n the 12

The Search for th e Wate r Cycle

22 The Search for the Water Cycle Activity D Heat Energy and Water

Discussion Question:

What is the best way to melt ice? Teacher Background:

This activity is designed to develop the concept of heat’s influence on solid and liquid water. The activity should also help students differentiate between heat and temperature. Heat is a form of energy that is passed from one object to another because of a difference in temperature. Solid water (ice) remains at approximately the same temperature until it is entirely melted. Heat is being applied throughout this experiment, but the ice absorbs the heat energy until it melts and then the heat increases the temperaature of the water. Materials:

(per group) • 1 clear plastic cup • 1 thermometer •ice NOTE: Crushed ice will melt more quickly. However, cubes of ice will allow quantity of ice to be measured more accurately. Invitation to Learn:

Prepare the students for this activity by brainstorming with them ideas of how to melt ice in a cup without touching the ice.

Teacher’s Edition 23 Instructional Procedures:

Hea 1. Have students place a specific amount of ice in their clear t Energy W and hat is th Water e Best W : ay to M plastic cup (i.e., three cubes). elt Ice? T ask: Mel t ice w ithout touch 2. Have the students take the temperature of the ice and ing it. W hat ar e your two b est id eas fo r melt ing th record the results on the Ice Melt Data Chart found on e ice? page 13 of their Findings Booklet. Ice Tem Melt D peratu ata Ch re Rea art dings 1st: tempe Temp rature eratu 3. Using the ideas that were brainstormed, allow the of so re lid ic Ti 2 e me nd: ic e just begin ning t o melt 3rd: m students to manipulate the cups and record the ice and elting ice 4th : ice a lmost melted water temperatures as outlined in the Ice Melt Data 5t h: ice comp letely Chart. melted D escrib e wha t happ ened during this experi ment. Waht did yo 4. When the ice has completely melted into liquid water, u find inter esting as yo u mel ted th have the students take the temperature of the water. e ice? Fi ndings Record results. Booklet 5. Discuss the information from the Teacher Background 13 with students.

Possible Extensions/Adaptations/Integration:

Using the data from the Ice Melt Data Chart, graph the change of temperature of melting ice. Assessment/Findings:

Have students orally explain why the liquid water temperature is higher than solid water (ice) temperature.

24 The Search for the Water Cycle Activity E The Water Cycle Model

Springboard Question #3 How does water move?

Teacher Background:

Water is constantly moving from one location to another and changing state. Snow and rain fall to Earth from clouds. This is called precipitation. The rain water and melted snow run downhill into rivers and lakes, sometimes crashing over waterfalls. Eventually the water flows into evaporation basins such as the ocean or the Great Salt Lake, where water can return to the atmosphere. As water evaporates, it changes from liquid into gas, and moves from oceans, lakes, and rivers into the atmosphere where it forms clouds. Then the cycle begins all over again. (Refer to Instructional Procedures for a discussion on how clouds are formed.)

Teacher’s Edition 25 Materials:

(teacher) •2 matches (per group) • 1 clear empty 2-liter pop bottle • about 80-100 ml (1/2 cup) of warm water • flashlight • measuring cup CAUTION: This activity may require you or another adult to light the matches for each group of students. If necessary, obtain appropriate permission for the use of matches in the classroom. Invitation to Learn:

Take the students on a walk outside on a semi-cloudy T he Wate day. Discuss with them how clouds are formed, what r Cycle M Ma odel: Di king scussio A Clo W n Que ud clouds are made of, why there are different types of hat m stion: ak es a c clouds, and any other interesting questions that will get loud? Mat erials: cle ar 2-l f iter po them thinking about the role clouds play in the water lash li p bot ght tle w war (Optio ith li m wat nal) d me er asurin g cup cycle. St ep 1: Add a bout bott 80-10 Step le. 0 ml ( 2: Ad 1/2 c d con up) of F densa warm St OLLO tion n wate ep 3: W TEA uclei: r to t Seal CHER he po Step the b S DIRE p 4: Sh ottle CTION Ste ine th with S p 5: e flas the lid Descri hlight . be wh throu Instructional Procedures: at you gh th Step see. e side 6: Sq of th ueeze e bot the b tle. ( S ottle Option tep 7: for a al) Sudd minut enly r e or m elease ore. W Step the p hat h 8: R ressu appen epeat re. Wh s? the a at do 1. Lead students to discover that, unlike their Why bove you s d o you steps, ee? need but d dust on’t a for cl dd sm ouds t oke to o form the b ? ottle. What condensation chambers, there is no cold surface have y c ou onden learn sation ed ab nucle out hu i? midity , air p ressur Tempe e, and rature a sit plays above them in the atmosphere on which water uation an im

where portan water t role woul in th d eva e evap porate oratio rapid n of w ly to f ater. orm c Descr condenses. Teach the students that as water louds? ibe molecules cool in the higher atmosphere they 14 The Sea rch for the Wat are attracted to dust particles and other er Cycle condensation nuclei that are present in our atmosphere. This activity is a miniature display of that process. 2. Have students follow the steps outlined on page 14 of their Findings Booklet. Start by having each group put 80-100 ml (1/2 cup) of water in their pop bottle. 3. Have students introduce extra particles (condensation nuclei) to the “atmosphere” inside the bottle by lighting a match, blowing it out, and quickly placing the smoldering match into the bottle to add some smoke to the bottle. NOTE: A safety warning or caution for the use of matches should be discussed with students.

4. Repeat step three with a second match and quickly seal the bottle tightly with the lid. The smoke may disappear but particles are still in the air above the water. 5. Have the students shine a flashlight through the bottle and record what they see in their Findings Booklet.

26 The Search for the Water Cycle 6. Increase the pressure in the bottle by squeezing the bottle with both hands. Hold tightly for 60 to 90 seconds and notice any changes in the bottle. This pressure increases the temperature. 7. Then, instruct students to quickly release their squeeze. As the pressure is quickly released, a cloud will momentarily form. Have students record what they saw in their Findings Booklet. Releasing the squeeze causes the air pressure to decrease and the temperature to drop. Possible Extensions/Adaptations/Integration: 1. As time permits, investigate the variables. Try the activity again, each time omitting one of the factors (humidity, an air pressure decrease causing a temperature drop, and particles in the air) and see if a cloud still forms. 2. Have students attempt to replicate the cloud chamber by using other forms of condensation nuclei of their choice (i.e., chalk dust). Some students may want to try the experiment without any condensation nuclei.

Assessment/Findings:

Check for students’ understanding as they follow the procedures to make the water cycle model, explain why the experiment works, and answer the questions in the “Findings” section of their Findings Booklet.

Teacher’s Edition 27 — Notes —

28 The Search for the Water Cycle Activity F Water on the Move

Teacher Background:

This activity requires students to have a basic understanding of the following science language and processes: • Condensation occurs when water vapor in the air turns into liquid water, as on the outside of a cold glass of water. • Evaporation is the opposite of condensation in that liquid water turns into water vapor. How fast water evaporates depends on the amount of water vapor already in the air (humidity), the temperature, the amount of surface area exposed to the air, and air movement over the surface of the water. • Groundwater is the water beneath Earth’s surface often found in saturated soil and rock. Groundwater supplies wells and springs. • Water that falls to Earth in the form of rain, snow, hail, or sleet is called precipitation. • The process of water going from a solid such as snow or ice to vapor gas is sublimation. • Plants absorb water usually through their roots. This water is eventually evaporated into the atmosphere from the plant surface such as leaf spores through a process called transpiration. • Water in a gas form is called water vapor.

Materials: two dice per group Travel Key and Travel Log (pp. 16-17 of Findings Booklet)

Invitation to Learn:

Take this opportunity to read one of the books listed in the appendix (pp. 59-60) of this book.

Teacher’s Edition 29 Instructional Procedures:

Wa 1. As a class, fill in the location blanks in the Findings ter On t he Move

Booklet on page 16. Below are the various locations that M at erials: Tw o dice T per g ravel roup Key an d Trav your class will want to use. Be creative and think of el Log

(pp. 1 6-17)

W ords t specific locations in your region. For example, use a o Use: c onden sation gr oundw evap ater oratio wa n ter cy preci particular tree species found in your area for number cle pitatio va n por trans piratio liqu n id tempe 3, name a lake or reservoir in your region for number rature How to Play:

Each p 4, etc. Have fun and write specific locations on 3, 4, layer ro using lls th the Tr e dice Trav avel K to de el Log ey. Th termi . is loc ne his ation or he Ea should r start ch pla be w ing lo 5, 6, and 10. Use the general terms listed below for n yer th ritten cation e en o w loca take n #1 o a tion. s a tu f you team Record rn by r mate your rolling new o how w new the ne. Y ater c locati dice t “Wo ou sh an m on on o dete rds to ould u ove fr the T rmine the other locations. Use” se at om th ravel the box leas e pre Log . t one vious and te If yo of the locat ll u lan word ion to de d on t s from the termin he sa the ed. me loc ation, roll a The ga gain 2: waterfall; 3: tree; 4: lake/puddle; 5: river; 6: me e until a nds n when ew loc the T ation ravel is Log is comp snowy mountain; 7: groundwater; 8: cloud; 9: leted. Fi ndings ocean; 10: animal; 11: air; and 12: iceberg Booklet 2. Divide the class into teams of two, and give each 15 team a pair of dice. 3. To play this game: • Each player rolls the dice to determine his or her starting location using the Travel Key. This location should be written on #1 of the Travel Log on page 17 in the Findings Booklet. • Each player then takes his or her turn by rolling the dice to determine the new location. The player then records his new location on his Travel Log and tells his teammate how water can move from the ______9: ______: ______previous location to the new location, in addition to el Key ______Trav 5: ___ 10: ______2: ___ 6: ___ 11: air ______er ______ndwat erg writing a description of the movement. A player 3: ___ 7: grou 12: iceb ______loud er Cycle 4: _ 8: c the Wat rch for should use at least one of the words from the “Words The Sea to Use” box. 16 For example, if the previous location is tree and the Trave l Log: Lo next location is air, a player could say that the water 1 cation:

Lo cation:

Desc in the tree moves to the air through transpiration ription: 2 when the water is evaporated into the atmosphere Lo cation:

D escript from the leaves of the tree. 3 ion:

Lo • If a player lands on the same location, he or she cation:

D escript should roll again until a new location is 4 ion:

Lo determined. cation: Desc ription: • The game ends when the Travel Log is completely 5

Lo cation:

D filled in. Awards may be given as motivation. escript 6 ion:

W ords t o Use: c ondens ation, e vapor, vapora liquid, tion, gr tempe oundwa rature ter, pre cipitati Finding on, wat s Book er cycle let , transp iration,

17

30 The Search for the Water Cycle Possible Extensions/Adaptations/Integration:

Have the students create a two dimensional model of the water cycle. One student draws, labels, and explains the role streams play in the water cycle. Another child draws, labels, and explains the role clouds play in the water cycle. The model must include all components of the water cycle including condensation, evaporation, mountains, oceans, surface runoff, groundwater, and precipitation. Assessment/Findings:

Check for the students’ understanding of the water cycle by reading what they recorded in their Travel Log and verifying their use of water cycle vocabulary.

Teacher’s Edition 31 — Notes —

32 The Search for the Water Cycle Activity G A Water Cycle Chamber

Discussion Question:

When a cup filled with an ice-cold drink is placed in a warm room, what happens to the outside of the cup? Why? Teacher Background:

Refer to “The Water Cycle” on pages 11-12. Materials: (per group) • clear 2-liter pop bottle with lid • knife (teacher use) • scissors • ice cubes • gooseneck lamp • cup of warm water • 1 plastic bag

Invitation to Learn:

At the beginning of the day place a water bottle filled with ice and water on the table in the classroom. If students A Wate r Cycle C bring water bottles, each student could conduct this hamber Discu ssion Whe Questi n a cu on: experiment. Throughout the day observe what happens to hap p fille pens d wit to th h a co e outs ld dri ide of nk is the c placed up? W in a w Mater hy? arm ro the outside of the water bottle. Discuss what causes the ials : om, w hat Clear 2-lite Lam r pop p bottl S e with cissor lid S s I bottle to “sweat.” tep 1 ce in : H Zip ave a Wa loc® b n adu rm wa ag pop b lt help ter ottle you (An . Cut cut th adul just w e top s t will here off t St cissor insert the si he cle ep 2: s to c a kni de str ar 2-l Place ut the fe to aighte iter a cup top o make ns ou par of ve ff the a hole t. Step t of th ry wa bottl , then 3: In e bot rm wa e.) use vert t tle. ter in Instructional Procedures: he to the b bott p of otto Step 4 om se the b m : Fil ction ottle a Step l the of the nd pl 5: D invert bott ace it arken ed top le. in th the r with e lamp oom a the b Step 6 . nd ob ag of : Che serve ice. ck the the ch ob bottl amber serve e over using 1. Demonstrate and review the water cycle using a what 2 ho the is hap urs tim penin e per g insi iod to de the Wh bott at doe le. s each ceil part ing of of the commercial water cycle chamber or your own model. the b wate ot r cy ice cu tle: cle ch bes in ambe the b r repre warm ag: sent? water: lamp: Where is wa ter ev 2. With each of the 2-liter pop bottles, use a knife to aporat ing? Where and why is water Tel cond l what ensing th you k ? is dem now a poke a starter hole in the top portion of the bottle onstr bout c atio lou n. ds, co ld sur faces, and c onden 18 sation nucl where it starts to straighten out. ei from

The Sea rch for the Wat er Cycle

Teacher’s Edition 33 3. Distribute one bottle to each group. Instruct the students to utilize the starter hole to cut off the top portion of the bottle with scissors. Tell them to look at the diagram found on page 18 of the Findings Booklet. 4. Instruct each group to place a cup of very warm water in the bottom of the pop bottle. (Use hot water to speed the evaporation process.) 5. Close the chamber with the top of the bottle inverted. See the adjacent diagram. 6. Place four or five ice cubes in a plastic bag and set the ice cube bag on top of the container. 7. Place the light source (lamp) within a few inches of the chamber to simulate heat energy from the sun. Be sure the area around the water is completely in the light. 8. Notice how the top begins to fog. Remind students that the water vapor evaporating provides the moisture in the air allowing condensation to occur. 9. After a couple of hours, the droplets on the ceiling of the bottle are so large that they will begin to drip, simulating precipitation. 10. Have the students record their findings on page 18 of the Findings Booklet.

Possible Extensions/Adaptations/Integration:

If resources permit, organize this activity as a take home science demonstration as found on page 18 of the Findings Booklet. Students can teach their family about the water cycle and report their experience to the class. You may choose to extend this activity by having the students mold landforms out of clay in the bottom of their bottle. You may use the following recipe for Salt Ceramic Dough.

Salt Ceramic Dough Mix together: 1 cup of salt 1/2 cup corn starch 3/4 cup cold water Heat this mixture on the stove. (A double boiler works best, but a saucepan on low to medium heat is satisfactory.) Stir constantly (about 2-3 minutes) until it becomes so thick that it follows the spoon in the stirring process, similar to bread dough. Spoon out the mixture onto foil or wax paper. When it is cool enough to handle, knead the dough for several minutes, and store in a sealed plastic bag until ready to use.

34 The Search for the Water Cycle Assessment/Findings:

Check for students’ understanding as they operate their chambers and do a class review of appropriate science language including: condensation, evaporation, precipitation, and water cycle. Engage students in a classroom discussion of the roles condensation, evaporation, and precipitation play in the water cycle.

Teacher’s Edition 35 — Notes —

36 The Search for the Water Cycle Activity H Water Cycle Celebration

Springboard Question #4 Why is water important to me?

Materials:

Will vary according to student projects. Invitation to Learn:

As a culminating activity, organize a water cycle celebration (mini water science fair). The intent of the water cycle celebration is: 1) to promote good classroom science, 2) to provide students with the opportunity to demonstrate knowledge they have learned about the water cycle, and 3) to extend student learning to relevant water issues in their community. The water cycle celebration could be spread over several days or utilize much of an entire day. It is suggested that the activity be initiated by discussing the celebration with students. Brainstorm ideas that relate to the standard objectives covered by the lessons. Encourage ideas by considering: • Activities that have been done in the unit and extensions to those activities, • Water-related vocabulary, • Potential field trips and resource persons, • How the water cycle components influence student lives, • Potential videos on storms, floods, water cycle, etc. for inclusion in a view-a-thon, • Potential posters, projects, displays, or experiments that could be up for visitors of the classroom, • Water-related issues relevant to your community, • Exhibitors that might share their assets (for example stream and groundwater models), or • Having a water-related employment time for invited professional business people to share information about their jobs (hydrologist, water plant supervisor, laundromat operator, carwash owner, etc.). For their projects, students might: • Create a water cycle music video or organize a sing-a-long, • Research the role water played in establishing their community, • Create a recipe booklet of simple products containing water,

Teacher’s Edition 37 • Have a water cycle-related sharing time during which students share events that happened in their families. They may share about floods, plugged drains, storms, wet clothing, recreational events in water, or how ancestors came to America, • Research local water supplies and concerns, • Create a river model of the community,. • Demonstrate an evaporation model, Water C ycle Cel • Create a model showing how the lake effect works, ebration

Pro ject Pro • Describe why Utah claims to have the greatest snow on pos Gro al up mem ber nam Earth, or es: W hat C proj ycle ect Cel wou ebra ld y tion our • Trace a water molecule through the water cycle using a ? grou p li ke t o do Wha for t st the com eps Wa ple will ter te t you narrative essay. his r g proj roup ect? ne ed t o ta W ke i hat n or ma der proj ter to ect ials , an will d w you here ne wil ed i l yo n or u ge der W t th to c hat em? om Instructional Procedures: pro plet p e roje blem th ct? s m is ight you enc oun ter in d Sub oin mit g th Te for is ach tea 1. Have students use the proposal found on page 19 of the er C che om r a me ppr nts: ova Findings Booklet to outline a plan for their project. l.

Fi ndings 2. Have students discuss their plans and obtain teacher Booklet approval signatures before starting the process. 19 3. Organize student projects into a meaningful opportunity and extend appropriate invitations to parents and other classrooms.

Assessment/Findings:

Prior to celebration proposal, create with students an evaluation tool (i.e., a rubric) to assess student understanding and performance. Use the background information and science language as guides to create an evaluation tool that adequately measures student understanding.

38 The Search for the Water Cycle Teacher’s Guide Glossary

: an underground bed or layer of dirt, gravel, or porous stone that stores groundwater for wells, springs, and other groundwater reserves. clouds: when moist (wet air) rises and becomes cooler it cannot hold as much water vapor as warm air; the extra water vapor changes into tiny drops of water or crystals of ice to form clouds condensation: the process of water vapor in the air turning into liquid water, as on the outside of a cold glass of water; condensation is the opposite of evaporation condensation nuclei: a tiny particle in the air such as dust or smoke in which water vapor condenses around forming water droplets conservation: to conserve and protect resources, e.g. water, from becoming contaminated and less valuable or usable dew: condensation of water on cool objects such as grass domestic water use: water used for household purposes, such as drinking, food preparation, bathing, washing, flushing toilets, and watering lawns and gardens energy: the ability to do work; most of the energy on Earth comes from the sun, although some forms of energy are stored within the Earth itself, such as heat energy evaporation: change of a liquid, such as water to vapor; how fast water evaporates depends on the amount of water vapor already in the air (humidity), the temperature of the water, the surface area exposed to the air, and air movement over the surface freshwater: water that contains less than 1,000 milligrams per liter (mg/L) of dissolved solids; generally, water with more than 500 mg/L of dissolved solids is undesirable for drinking and many industrial uses glacier: a huge mass of ice formed on land by compacted snow that moves very slowly downslope or outward due to its own weight

Teacher’s Edition 39 groundwater: water beneath Earth's surface, often in saturated soil and rock that supplies wells and springs hail: water that falls to Earth in frozen form; each hailstone consists of layers of ice formed as rain is carried high in a cloud, freezes, falls, collects another layer of water and is carried up, and again freezes- this process is repeated until the hail falls to the ground heat energy: a form of energy that is passed from one object to another because of a difference in temperature; measured in calories humidity: dampness or moisture in the air or atmosphere impermeable layer: a layer of solid material, such as rock or clay, which does not allow water to pass through industrial water use: water used for industrial purposes (steel, chemical, paper, and petroleum refining) irrigation: the controlled application of water for agricultural purposes through manmade systems (ditches, channels, pumps, wells, sprinklers, etc.) to supply water requirements not satisfied by rainfall lake effect: the effect of any lake in modifying the weather in nearby areas leaching: the process by which soluble materials in the soil, such as salts, nutrients, pesticide chemicals or contaminants, are washed into a lower layer of soil or are dissolved and carried away by water ocean: the entire body of salt water that covers 70% of Earth’s surface; the whole body of salt water is thought of as being four separate entities or oceans called the Pacific, Atlantic, Arctic, and Indian Oceans organic matter: plant and animal material, or substances originating from living organisms; all are based upon carbon compounds potable water: water of a quality suitable for drinking precipitation: water that falls to Earth as rain, snow, hail, or sleet rain: water that falls to Earth in liquid water form; each raindrop is formed around a core of a dust particle reservoir: a pond, lake, or basin, either natural or artificial, for the storage, regulation, and control of water river: a natural stream of water of considerable volume, larger than a brook or creek

40 The Search for the Water Cycle runoff: precipitation that flows into surface streams, rivers, and lakes sleet: water that falls to Earth as frozen rain snow: water that falls to Earth as frozen flakes; snowflakes are frozen water vapor formed into six-sided crystals solar energy: energy produced from the sun sublimation: water that goes from a solid such as snow or ice to water vapor surface area: amount of water touching the air surface water: water that is on Earth’s surface, such as in a stream, river, lake, or reservoir temperature: the degree of hotness or coldness of a body or environment transpiration: process by which water is transformed into the atmosphere from the plant surface, such as leaf pores wastewater: water that has been used in homes, industries, and businesses that is not for reuse unless it is treated water cycle: when water changes back and forth between solid, liquid and vapor as it travels in, on, and around Earth through various stages or processes such as precipitation and evaporation; also called the hydrologic cycle water table: the top of the water surface in the saturated part of an aquifer water vapor: water in a gaseous form

Teacher’s Edition 41 — Notes —

42 The Search for the Water Cycle Student Glossary

clouds when moist, (wet air) rises and becomes cooler it cannot hold as much water vapor as warm air; and the extra water vapor changes into tiny drops of water or crystals of ice to form clouds condensation the process of water vapor in the air turning into liquid water, as on the outside of a cold glass of water; condensation is the opposite of evaporation condensation nuclei a tiny particle in the air such as dust or smoke on which water vapor condenses forming water droplets conservation to conserve and protect resources, e.g. water, from becoming contaminated and less valuable or useful dew condensation of water on cool objects such as grass energy the ability to do work; most of the energy on Earth comes from the sun, although some forms of energy are stored within the Earth itself, such as heat energy evaporation change of a liquid, such as water to vapor; how fast water evaporates depends on the amount of water vapor already in the air (humidity), the temperature of water, the surface area exposed to the air, and air movement over the surface

Teacher’s Edition 43 freshwater water that contains less than 1,000 milligrams per liter (mg/L) of dissolved solids; generally, more than 500 mg/L of dissolved solids is undesirable for drinking and many industrial uses glacier a huge mass of ice formed on land by compacted snow that moves very slowly downslope or outward due to its own weight groundwater water beneath Earth’s surface, often in saturated soil and rock that supplies wells and springs hail water that falls to Earth in frozen form; each hailstone consists of layers of ice formed as rain is carried high in a cloud, freezes, falls, collects another layer of water and is carried up, and again freezes- this process is repeated until the hail falls to the ground heat energy a form of energy that is passed from one object to another because of a difference in temperature humidity dampness or moisture in the air or atmosphere ocean the body of salt water that covers 70% of the Earth’s surface precipitation water that falls to Earth as rain, snow, hail, or sleet rain water that falls to Earth in liquid water form; each raindrop is formed around a core of a dust particle runoff precipitation that flows into streams, rivers, and lakes sleet water that falls to Earth as frozen rain snow water that falls to Earth as frozen flakes; snowflakes are frozen water vapor formed into six-sided crystals

44 The Search for the Water Cycle solar energy energy produced from the sun sublimation water that goes from a solid such as snow or ice to water vapor surface area amount of water touching the air temperature the degree of hotness or coldness of a body or environment transpiration process by which water is transferred into the atmosphere from the plant surface such as leaf pores water cycle when water changes back and forth between solid, liquid and vapor as it travels in, on, and around Earth through various stages or processes such as precipitation and evaporation; also called the hydrologic cycle water vapor water in a gaseous form

Teacher’s Edition 45 — Notes —

46 The Search for the Water Cycle Answers to Findings Booklet and Final Exam

Where is Water Found?

List the places w here you can find water: ______answers______will vary ______drinking______fountains ______rivers______lakes ______puddles______tap ______wells, etc.______

Write the 3 main categ below, th ories of wa en place th ter location in th e items from s e category your list a e where the bove stimate the y belong. percent o Finally, category. f water fou nd in each

— C A T E G O R I E oceans S — ______% estimate glaciers ______% estimate freshwater ______an % estimate swers will vary answers will vary an swers will vary

Fi ndings Booklet

5

Teacher’s Edition 47 Actual percentages of water locations.

_9_7__% ______o_c_e_a_n_s____

_2___% ______g_la_c__ie_rs____

____% ______f_re__sh_w__a_t_e_r1

Neat facts:

’s surface is 70% of Earth • ater covered by w ater is of Earth’s w • 0.001% re e atmosphe found in th

Rename Earth as a ere on Earth nded anywh about that you la u now know Assume on what yo lorer. B ased space exp ee? would you s water, w hat ry answers will va hy? he planet? W you name t What would ry answers will va

water. How rned about ing you lea one new th r use? Choose future wate luence your will this inf ry answers will va

le the Water Cyc The Search for

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48 The Search for the Water Cycle Why Does a Puddle Shrink?

KWL Chart: KWL What d o you alrea dy W know hat do you abo wa What h ut evaporatio nt to know ave you n? abo ut evaporatio learned n? abo ut evaporatio an n? swers will vary answers wil l vary an swers will vary

You will be con ducting an e Follow your t xperiment w eacher’s ins ith 5 small p tructions to uddles of w Fac conduct th ater. tors that are is evaporat the same fo ion activity. r all five pu sa ddles: me temperature same ma sam terial surface e air movement same humidity Factor(s) that are diffe rent for all fiv e puddles: surface are a is different f or each puddle

8

T he Search for t he Water Cycle

Teacher’s Edition 49 Evaporation Data Chart uddle E Puddle D P B Puddle C le A Puddle nts Pudd Measureme ount of Starting am ary ber of data will v water (num drops) meter/ Starting dia size eter/size Ending diam unt of Ending amo ber of water (num drops) water Amount of water evaporated* s amount of water equal amount of inus ending t of water m rting amoun *HINT: Sta . vaporated. raph below e art to the g ion data ch he evaporat r data from t Convert you

s: e two chart Compare th ry answers will va lected? ion you col he informat based on t ou conclude What can y urface aries based on s t: evaporation v hen all basic concep evaporation w rea determines area. Surface a re constant. other variables a 9

et Findings Bookl

50 The Search for the Water Cycle HOME ACTIVITY Drying Laundry

Today I learned that:

Temperature and surface rates. In area affect class we m evaporation comp easured and ared how diffe wa rent-sized ter puddles evaporate.

Fun Focus: Th is home act ivity will de factors tha monstrate s t influence e ome of the vaporation. Materials: 4 P aper towels Water Teaspoon Fan Procedure:

Place one teaspoo n of water o n each of th e 4 paper to Put one t wels. owel in a co see wh ld place and ich dries fir one towel st. Record in a warm the drying place. Obse times. rve both to Put anot her towel in Re a breezy p cord the dr lace (fan) a ying times. nd one whe re there is n ot a breeze. Condition Cold L Warm ocation Breezy No breeze Drying time data will vary

Discuss wha t happened with famil y members. Talk with a grandparen when th t or an olde ey were yo r neighbor ung. Write and ask how about your they dried discussion. clothing What con clusions can be made fr om doing th items dry is activity? best in a warm for rap , breezy place id evaporation. which is ideal

Teacher’s Edition 51 Condensation Data Collection Draw the chamber after r 24 hours: afte just mber cha ape: the ith t Draw ng w closi it has amber after raw the ch tion D sunny loca sitting in a been rs: for 1-3 hou

ring the d by answe nk happene s in your hat you thi lowing word Explain w lude the fol tion. stions. Inc d condensa llowing que poration, an fo erature, eva ssion: temp discu k? How? hamber wor densation c ing the con ctor in mak Is heat a fa , causing m the chamber equired to war yes – heat is r ation evapor ber? ct the cham he sun affe How does t ation to occur d allows evapor the chamber an the sun warms at night? he chamber appens to t you think h What do on it ater condenses id cools and w chamber l an the the chamber th side of the lder on one armer or co erature is w If the temp appens? ther, what h amber o side of the ch on the colder r will condense the water vapo le the Water Cyc The Search for

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52 The Search for the Water Cycle Heat En ergy and Water Wh : at is the Best W ay to Melt Ice?

Task: Melt ic e without to uching it.

What are yo ur two best id eas for melt ing the ice? a nswers will vary

Ice Melt Data Chart Tempera ture Readin gs T emperature 1st: t Time emperature of solid ice 2nd: ic data w e just begin ill vary ning to melt 3rd: m elting ice

4th: ice alm ost melted

5th : ice comple tely melted

Describe what happ ened during this experi students w ment. ill need to des observed cribe what they What did you find interesting as you mel a ted the ice? nswers will vary

Fi ndings Booklet

13

Teacher’s Edition 53 Model: The Water Cycle Making A Cloud

Discussion Question: a cloud? What makes

Materials: op bottle/lid clear 2 liter p Optional) flash light ( warm water up measuring c the pop rm water to cup) of wa 100 ml (1/2 d about 80- Step 1:Ad bottle. ion nuclei: d condensat S Step 2:Ad S DIRECTION W TEACHER al) FOLLO he lid. tle. (Option ottle with t e of the bot :Seal the b ugh the sid Step 3 shlight thro hine the fla Step 4:S you see. s? scribe what hat happen Step 5:De e or more. W for a minut e the bottle ? 6:Squeez do you see Step ssure. What lease the pre bottle. uddenly re moke to the Step 7:S t don’t add s ve steps, bu eat the abo ds to form? tep 8:Rep ust for clou S you need d er Why do ei that the wat densation nucl dust is the con to attracted essure, and vapor is idity, air pr about hum you learned What have n nuclei? condensatio

ill vary Describe answers w n of water. evaporatio role in the louds? n important ly to form c ture plays a porate rapid Tempera r would eva where wate a situation y re, low humidit high temperatu le the Water Cyc The Search for

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54 The Search for the Water Cycle A Water Cycle Chamber

Discussion Question: When a c up filled wit happe h a cold drin ns to the ou k is placed tside of the in a warm ro cup? Why? om, what Materials : Clear 2-lit er pop bot Lamp tle with lid Ice in Ziplo Scissors c® bag Warm water Step 1: Have an adult help y pop b ou cut the t ottle. Cut ju op off the c (A st where th lear 2-liter n adult will in e side straig sert a knife htens out. scissors to c to make a Step 2 ut the top o hole, then u : Place a c ff the bottle se up of very w .) part o arm water in f the bottle the botto Step 3:In . m vert the top of the bott bottom se le and place Step ction of the it in the 4:Fill the bottle. S inverted to tep 5:Dark p with the b en the room ag of ice. la and observ mp. e the chamb Step 6:C er using the heck the bo ttle over 2 h observe w ours time p hat is happ eriod to ening inside the bottle. What doe s each part of the wat ceiling er cycle cha of the bott mber repres le: cond ent? ice cubes ensation nuc in the bag: lei wa cooling te rm water: mperature of ocean upper atmosph lamp: ere sun/heat energ Whe y re is water evaporating from ? water into atm Where an osphere d why is wa ter condens ing? on c Tell wh eiling, becau at you know se there is thi about clo and a s a cooler tem s demonstra uds, cold su olid surface perature tion. rfaces, and condensatio an n nuclei fro swers will vary m 18

T he Search for t he Water Cycle

Teacher’s Edition 55 Assessment Philosophy:

The Final Exam has been provided to aid teachers in assessing student knowledge in a summative manner. It is expected that the majority of evaluation will occur on a daily basis throughout the instructional unit. One goal of this assessment is to allow students to verbalize in writing their understanding of the water cycle. This goal is accomplished with open-ended short-answer questions. Another goal is to introduce fourth grade students to multiple-choice questions that are found on the end of level testing. Assessment should guide instructional practice, allowing students the opportunity to show what they know.

Final Exam

other person? poration to an emonstrate eva explain and d How would you 1. . 12, 26 ry, refer to pp answers will va

rson? to another pe e condensation nd demonstrat you explain a 2. How would . 16, 26 ry, refer to pp answers will va

? ter evaporates ce how fast wa ditions influen 3. What con ement e area, air mov erature, surfac humidity, temp

rmed. w a cloud is fo 4. Describe ho . 20-22, 26 ry, refer to pp answers will va

is found in: f Earth’s water What percent o ___? 5. shwater____1%______? Fre laciers____2__%______? G Oceans____9_7_%

le the Water Cyc The Search for

63

56 The Search for the Water Cycle (Circle the correct answer) 6. Another name for rain or sno a. runoff w is: b. condensation c. evapora tion d. prec 7. Examples ipitation of runoff are: a. streams b. water fal ls c. la kes d Use th . all of the ab e diagram bel ove ow to answer q uestions 8-10.

A C

B

D

8. What portion of the diagram A B shows ground C D water? 9. The diagram has s everal example example of c s of the water ondensation? cycle. Which o A B f the following C D is an 1 0. Which is an example of eva A B poration? C D 11. Lis t four kinds of precipitation: rain, s now, sleet, hail

1 2. Why is the w ater cycle imp ortant to you? a nswers will vary

Te acher’s Edition

64

Teacher’s Edition 57 — Notes —

58 The Search for the Water Cycle Resources

Teaching Resource Books:

The Comprehensive Water Education Book, Grades K-6 International Office for Water Education, Utah State University: 1994 Based on the assumption that children learn best by doing, this book provides lesson plans and activities to help students develop a scientific attitude. A great resource book for doing exciting things in the classroom with water! Available for purchase by calling 800-922-4693. Water, Grades K-3 (CD-7298) Water, Grades 4-6 (CD-7299) Carson-Dellosa Publishing Company, Incorporated These two books are from the Step-by-Step Science series and contain hands-on activities and creative science explorations designed to challenge and stimulate students’ minds. The identification numbers are provided above and the books are available for purchase by calling 800-321-0943 or visiting your local school supply store. Children’s Literature:

A Drop Around the World Barbara Shaw McKinney and Michael S. Maydak (illus.) Dawn Publishing: 1998 ISBN: 1883220726 McKinney combines an accurate depiction of the water cycle with entertaining and engaging text. The Drop in My Drink: The Story of Water on Our Planet Meredith Hooper and Chris Coady (illus.) Viking Penguin Childrens Books: 1998 ISBN: 0670876186 This book, designed for the reading level of children ages 9-12, provides a detailed representation of the water cycle and highlights some amazing facts about water. A Drop of Water: A Book of Science and Wonder Walter Wick Scholastic Trade: 1997 ISBN: 0590221973 Wick’s beautiful photographs make this a great book but the experiments and “tricks” throughout this book also highlight the wonder and beauty of water in all forms.

Teacher’s Edition 59 The Magic School Bus: At the Waterworks Joanna Cole and Bruce Degen (illus.) Scholastic Trade, Incorporated: 1988 ISBN: 0590403605 Ms. Frizzle takes her class into a cloud where they shrink to the size of drops of water and follow the journey of the water through a city’s waterworks system. It gives great detail about the wastewater treatment processes. The Magic School Bus Wet All Over: A Book About the Water Cycle Patricia Relf, Joanna Cole, and Bruce Degan (illus.) Scholastic Trade, Incorporated: 1996 ISBN: 0590508334 Experience evaporation, condensation, and precipitation with the wild Ms. Frizzle. Your students will enjoy the illustrations and the antics of the Magic School Bus crew. The Rainstick: A Fable Sandra Chisholm Robinson and Peter Grosshauser (illus.) Falcon Publishing, Incorporated: 1994 ISBN: 1560442840 Includes step-by-step instructions to make a rainstick. This fable shows our need for water as a boy searches for rain. This book was published in conjunction with Project WET. Water Dance Thomas Locker Harcourt: 1997 ISBN: 0152012842 This may work well as a beautifully illustrated introduction to the water cycle. The book talks of the many things water is as it dances through our world. The back of the book offers the illustrations in smaller size beside more detailed text of the phases in the water cycle. Water Music: Poems for Children Jane Yolen and Jason Stemple (photographer) Boyds Mills Press: 1995 ISBN: 1563973367 A book of poetry inspired by all the forms and qualities of water. The photographs are fun and interesting. You could possibly use this book to integrate water across the curriculum. Agency Contacts:

Below is a list of agencies available throughout the state that you may want to contact for further information about what they offer to educators and the public. If a resource is not listed for your area, contact an official in your city or town. Central Utah Water Conservancy District 355 West University Parkway Orem, Utah 84058 801-226-7100 Facility tours and display materials are available on request.

60 The Search for the Water Cycle Jordan Valley Water Conservancy District 8215 South 1300 West West Jordan, Utah 84088 801-565-8903 Tours are available of the state’s largest water treatment plant in Bluffdale. The district’s billing stuffers and door hangers offer fun ways to promote conservation practices. A demonstration garden is also onsite in West Jordan to show appropriate and conservative landscaping practices. The garden is oriented for public education but tours may be possible. Metropolitan Water District of Salt Lake City 704 Tribune Building Salt Lake City, Utah 84111 801-942-1391 Speakers are available to visit your classroom or you may choose to venture out and take a tour of the water treatment plant. Call for more information. PineView Water System 1483 Wall Avenue Ogden, Utah 84404 435-621-6555 Provo River Water Users Association 84 North University Avenue Provo, Utah 84601 801-222-0710 Salt Lake City Department of Public Utilities 1530 South West Temple Salt Lake City, Utah 84116 801-483-6700 U.S. Bureau of Reclamation Provo Area Office 302 East 1860 South Provo, Utah 84606 801-379-1101 U.S. Bureau of Reclamation Regional Office, Federal Building Salt Lake City, Utah 84111 801-524-3774 Uintah Basin Water Conservancy District 28 West 3325 North Vernal, Utah 84078 Upper Colorado River Commission 355 South 400 East Salt Lake City, Utah 84111 801-521-1150

Teacher’s Edition 61 Utah State Division of Water Resources 1636 West North Temple Salt Lake City, Utah 84116 801-533-5401 Utah State University International Office for Water Education 6516 Old Main Hill Logan, Utah 84322-6516 800-922-4693 Weber Basin Water Conservancy District 2837 East Highway 193 Layton, Utah 84041 801-359-4494

62 The Search for the Water Cycle Final Exam

1. How would you explain and demonstrate evaporation to another person?

2. How would you explain and demonstrate condensation to another person?

3. What conditions influence how fast water evaporates?

4. Describe how a cloud is formed.

5. What percent of Earth’s water is found in:

Oceans______? Glaciers______? Freshwater______?

Teacher’s Edition 63 (Circle the correct answer) 6. Another name for rain or snow is: a. runoff b. condensation c. evaporation d. precipitation

7. Examples of runoff are: a. streams b. water falls c. lakes d. all of the above

Use the diagram below to answer questions 8-10.

A C

B

D

8. What portion of the diagram shows groundwater? ABCD

9. The diagram has several examples of the water cycle. Which of the following is an example of condensation? ABCD

10. Which is an example of evaporation? ABCD

11. List four kinds of precipitation:

12. Why is the water cycle important to you?

64 The Search for the Water Cycle