raindrops keep falling

Transcription

CHARACTERISTICS &
PROCESSES OF SCIENCE
the water cycle
Frameworks
SCIENCE
ESS 8.7.16 Conduct investigations demonstrating the water cycle.
LS 4.6.2 Conduct simulations demonstrating competition for resources within an
ecosystem.
ESS 8.7.17 Explain the relationship between the water cycle and ground water.
ESS 8.8.8 Demonstrate an understanding of the agents of erosion: gravity, water, ice, wind,
animals, including humans.
MATH
NO.1.6.2 Find decimal and percent equivalents for proper fractions and explain why they
represent the same value.
A.5.6.2 Write simple algebraic expressions using appropriate operations (+, -, x, /) with
one variable.
A. 7.6.1 Identify and compare situations with constant or varying rates of change.
M. 12.6.1 Identify and select appropriate units and tools from both systems to measure
(Es. angles with degrees, distance with feet/meters).
M.12.8.1 Understand, select and use, with and without appropriate technology, the appropriate
units and tools to measure angles, perimeter, area, surface area and volume to solve real world
problems.
LANGUAGE ARTS
OV 1.6.6, 1.7.6, 1.8.6 Contribute appropriately to class discussion.
s Objectives
The students will learn:
Objective #1
To define and explain the functions of the water cycle.
Objective #2
To recognize the importance of water collection and
conservation.
Objective #3
To calculate the amount of water conserved with rain
water harvesting barrels.
Objective #4
To recognize and identify areas of erosion, caused
by runoff precipitation.
Objective #5
To write, in paragraph form, the
observations made about erosion and
evaporation.
ACHRI/DGS/KFK/081011/V1 DRAFT COPY • ©2011 Delta Garden Study.
Page 2
CHARACTERISTICS & PROCESSES OF SCIENCE • Raindrops Keep Falling: Teachers’ Guide
Overview
The main components of the water cycle are evaporation
(transpiration), condensation, precipitation and collection.
Only a tiny amount, 0.0067 percent of total water, is
available for human consumption as fresh surface water
from rivers and lakes.
Garden Activities
s Building/setting up rain water harvesting barrels
(if rain barrels are already set up, then conduct
experiments about evaporation and rain fall)
s Investigating areas of erosion and run-off
s Taste tests as available
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Tips for Teachers
Page 3
garden
Pre-lesson preparation:
1. Review the “Study Guide for Students” pages to
familiarize yourself with the extent of knowledge this
lesson is designed to convey to students.
2. Review the “Supporting Information for Teachers” pages
to familiarize yourself with additional information to
teach as needed. This section is designed for reference
purposes, not as lecture material read to the class.
materials needed
szipper-style
sandwich bag
s hot and cold
water
sruler
s shallow pan
or plate
s flour
schalk
3. Keep the visual page handy.
LESSON OUTLINE
activities
estimated duration actual duration
in the
classroom
s Offer the icebreaker
5 minutes
s Explain the water cycle, using the
Visual page for illustration
10 minutes
in the garden
s Build and set up rain water
harvesting barrels
20 minutes
OR
s Conduct experiments measuring
evaporation and rain fall, then…
walk around and identify areas of
erosion and runoff
s Implement recipes and taste tests as
time permits (refer to Delta Garden
Recipe book)
back in the
classroom
s Hand out Student Learning
Workbooks, review and assign “Take
it Home Activity” as homework
10 minutes
10 minutes
5 minutes
5 minutes
classroom
materials needed
s Student Learning Workbooks
Page 4
Lesson PLAN
I. Start in the classroom
A.Icebreaker
Ask the students: “ Think about your water usage. What are ways
that we use water daily?”
Some answers might be: baths, showers, drinking etc., but
the teacher should also point out things like cooking, flushing the
toilet, watering plants and so on.
B.Present Main Topic
Meets objective #1
s Explain the major components of the water cycle, referring to
the illustration on the Visual page as illustration.
II. Take class to the garden
s Explain how a rain water harvesting barrel functions, both in
practical terms and in terms of being part of the water cycle.
s Instruct students to follow the Garden Program Specialist’s
instructions and guidance to build/set up rain water harvesting
barrels. Instructions can also be found in the Garden Guide under
the “Double Barrel Rainwater Harvesting System Construction
Manual.”
s Discuss and, if practical, show what would happen if rooftop
rainwater exited the downspout without any catch basin. (Most
likely, erosion.) Such erosion might already exist.
s Instruct the students to calculate the amount of water yielded by
the rooftop in any given rainfall, using the formula (.25) x (.623) x
(1,400) = gallons of water. (Keep the Visual handy.)
s Time and circumstances permitting, identify other areas of the
garden and school grounds as examples of erosion. If raining,
conduct experiments to measure evaporation rates and size
of raindrops. If sunny, conduct experiments to measure
evaporation rates.
s Implement recipes and taste tests as time permits (refer to Delta
Garden Recipe book). Explain that irrigation with water collected in
rain water harvesting barrels benefits plants.
Meets Objective #1
Meets Objective #2
Meets Objective #4
Meets Objective #3
Meets Objective #1
III.Take class back to classroom
s Hand out the Student Learning Workbook as reference material
and class assignment. Review take it home activities and encourage
students to do them.
Meets Objective #5
Supporting Information
for Teachers
The Earth’s water supply is limited. The only
sources of fresh surface water available for
drinking, bathing and irrigation are rivers and
lakes, which provide about 22,300 cubic miles.
That’s only 0.0067 percent of total water on
earth. Students are encouraged to help build
or set up rain water harvesting barrels for
this lesson to grasp the implications of water
collection and conservation. These are the
advantages of using rain water harvesting barrels:
s They reduce the volume of water flowing to
the sewer treatment facility, saving tax dollars.
s They capture water that could otherwise
cause erosion, or boggy or flooded areas.
s They lower the percentage of roof top rainfall
as a component of urban runoff.
s They save money by lowering water bills.
s They provide rainwater that’s free of added
chemicals and dissolved minerals.
One inch of rain on a 1,000 sq. ft. roof yields
about 623 gallons of water. With this formula,
students can calculate specifics:
Rain caught (in gallons) = (inches
of rain) x .623 x (area of roof).
For example, a 1,400 sq. ft.
roof yields about 218 gallons
following a quarter-inch
of rain.
Page 5
(.25) x (.623) x (1,400) = 218.05
Instructions can also be found in the Garden
Guide under the “Double Barrel Rainwater
Harvesting System Construction Manual.”
In addition, the students can conduct
these experiments:
s Water Cycle in a Bag: Pour 2 tablespoons
of water into a clear plastic, zipper-style
sandwich bag. Blow air inside the bag quickly
with your mouth and zip the bag closed or
seal with rubber band or twist-tie. Place
bag in the sun (window sill or outside) and
observe. What changes to you see? Variation:
For instant results, prepare two bags, one
with cold water, the other with hot. Compare.
s Evaporation: Pour 1⁄4 to 1⁄2 cup of water
on a sunny spot on the ground, preferably
concrete. Outline the puddle with chalk.
Observe and measure the puddle over time.
What happens to the water? In comparison,
conduct the same experiment in a shady area.
Compare the amount of time it takes for this
water to evaporate. Key: The sun (heat) is the
driving force behind evaporation.
s Precipitation: On a rainy day, put some flour
in a shallow pan or plate. Hold it in the
rain for a brief moment. Individual rain
drops will have balled up in the flour.
Instruct the students to measure
the drops and compare sizes.
Repeat experiment during slight
drizzles and heavy downpours.
Page 6
condensation
precipitation
evaporation
collection
CHARACTERISTICS &
PROCESSES OF SCIENCE
the water cycle
study guide for students
The water of the earth goes round and round,
round and round, round and round,
The water of the earth goes round and round,
all throughout time.
The earth’s water cycle is indeed one never-ending recycling program. The water you drink
today has been around pretty much as long as the earth has, some six billion years. It is in
constant motion, moving in what we call the water cycle or hydrologic cycle. There is no
beginning or end. But since most of earth’s water exists in the oceans, let’s start there for
illustration purposes.
Put simply: Water evaporates from the ocean, is carried over to lands by wind, falls as rain, and is
carried back into the oceans through rivers and streams. Throughout its journey, it changes from
liquids to gas and back again.
Let’s look at details:
The sun, which drives the water cycle, heats water in the oceans. Some of it evaporates, that is,
it turns to vapor in the air and rises. Think of vapor as tiny droplets or droppettes. Nearly 90
percent of evaporation occurs from oceans, lakes, rivers and seas. A similar process occurs with
water transpired or released by plants; they sweat, if you will. Plants provide the remaining 10
percent of the earth’s water vapor through transpiration.
These droppettes, both from evaporation and transpiration, rise up in the air. If they are over
the ocean, strong winds will grab them and hurl them hundreds of miles away to land. Over
land, they keep rising until they reach colder air masses then turn to liquid
again. This process is condensation, and it is the opposite of evaporation. Initially, the
droppettes condense on tiny particles of dust, smoke and salt crystals to become part of
a cloud.
After a while, they combine with other drops to form a bigger cloud and finally fall to
the ground as precipitation, such as rain, sleet, hail or snow.
When water falls to the ground, it may fall back into rivers and oceans or it
may end up on land. When that happens, it either soaks into the earth and
becomes part of the groundwater that animals and plants use to drink or
it runs downhill over the soil. It collects in a creek or river that takes it
back to a lake or the ocean where evaporation
begins anew.
Page 2
CHARACTERISTICS & PROCESSES OF SCIENCE • Raindrops Keep Falling: Study Guide
condensation
precipitation
evaporation
collection
transpiration the passage of water through a
plant from the roots through the vascular system
to the atmosphere
condensation the process by which atmospheric
water vapor liquefies to form fog, clouds, or the
like, or solidifies to form snow or hail
erosion transportation of soil and rock by wind,
water, gravity and ice
precipitation any form of water that falls to the
earth
irrigation the artificial application of water to land
to assist in the production of crops; the flushing or
washing out of anything with water or other liquid
collection something that is collected; a group of
objects or an amount of material accumulated in
one location
evaporation to change from a liquid to a gas
class
assignment
A
CHARACTERISTICS & PROCESSES OF SCIENCE
LS 4.6.2 Conduct simulations demonstrating competition for resources within an ecosystem.
1.Write a paragraph comparing and contrasting what happens to crops if
there is a drought or if there is a too much rain.
Take it Home
Which physical activities
do you like to do that involve
water? Swimming, fishing,
playing water polo? Do a
water activity this afternoon
for 30 to 60 minutes.
class
assignment
A
answer key
1.Write a paragraph comparing and contrasting what happens to crops if
there is a drought or if there is a too much rain.
Answers will vary. Look for terms such as crops will die, crops will not grow well, crops will not
produce fruit etc.
class
assignment
B
ESS 8.7.17 Explain the relationship between the water cycle and ground water.
1. Name the four major parts of the water cycle.
1. ________________________
2. ________________________
3. ________________________
4. ________________________
2. Name several types of precipitation:
1. ________________________
2. ________________________
Take it Home
3. ________________________
3.Where does the precipitation go once it falls from the sky?
class
assignment
B
answer key
1. Name the four major parts of the water cycle.
1.Condensation
2.Precipitation
3.Evaporation
4.Collection
2. Name several types of precipitation:
Possible answers could be: rain, sleet, snow, hail, dew, fog etc.
3.Where does the precipitation go once it falls from the sky?
Possible answers could include:
s Collection into ground water, lakes, oceans, streams etc.
s Condensation back into the clouds. Evaporation into the atmosphere.
class
assignment
C
ESS 8.8.8 Demonstrate an understanding of the agents of erosion: gravity, water, ice, wind, animals, including
humans.
1. Imagine you are a farmer that relies on your crops for income. Explain how
each of the following would affect your crops and ideas you have to help
prevent damage:
Drought:
Take it Home
Too much rain:
class
assignment
C
answer key
1. Imagine you are a farmer that relies on your crops for income. Explain how
each of the following would affect your crops and ideas you have to help
prevent damage:
Drought:
Answers will vary. Possible answers may include irrigation and a variety of ways the student
decides to irrigate which may include rain water harvesting, ground water, water collection
system, etc.
Too much Rain:
Answers may include things like digging trenches or ditches to help with run off of water.

raindrops keep falling

Transcription

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