Pearson Assessments



Lesson 55: Sun-Ocean and the Water Cycle3 DaysState Standard5.2 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 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:explain how the Sun and the ocean interact in the water cycle. S R = Readiness Standard S = Supporting StandardStatement of Learning ObjectiveThe 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 runoffMaterialsEngage: clear plastic cup, water, paper plate, ice cube, wet paper towel, clear plastic baggy, string or rubber band, potted plantExplore 1: water cycle station cards, water cycle station labels, water cycle score cardExplain 1: post-it notes, index cards (or small pieces of paper or science notebook), water cycle diagram, study guideExplore 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 notebookExplain 2: Water Cycle Model Kit, ice, water, heat lamp, National Geographic Earth Science books, science notebook, manila paper, crayons or markersElaborate: 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 BlueprintEvaluate: Wet Jeans assessment Common Learner MisconceptionsMisconceptionCorrection StatementWater can only evaporate from oceans or lakes.Water disappears.When water evaporates it goes to the Sun.Under the right conditions, water can evaporate from any surface including tables, towels, rooftops, plants, animals, puddles, and ground, etc.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.Evaporated water does not leave Earth’s 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 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. Pour one cup of water into the bottom of the model (exact location is shown on diagram below). Place the cover on the model. 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.Place a lamp over the model so that it is shining directly over the water you poured into the model (see diagram below).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.76200053340Lamp for SunBody of waterIce ‘over-cap’Ice cavity in Model CoverMountainsStreamWhite paperLamp for SunBody of waterIce ‘over-cap’Ice cavity in Model CoverMountainsStreamWhite paper Additional information on the water cycle can be found in this six minute video: 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 1ENGAGE Time: 10 minutesActivities/EventsTeacher DirectionsGuiding QuestionsShow the students three items – a half-filled glass of water, an ice cube on a paper plate, and a wet paper towel. Begin by drawing attention to the glass of water. Ask the guiding questions.Guide the class in establishing that water is a liquid that both falls from the sky in the form of rain and can be found in abundance in oceans, lakes, streams, and underground.Show the students the ice cube. Ask the guiding questions.Help the class see that ice is water that can be frozen into a solid because it has been exposed to very low temperatures. Make sure they understand that when ice is allowed to warm up, it returns to liquid water.Show the students the wet paper towel. Ask the guiding questions.At this point, students should understand that when water is exposed to warm temperatures, it evaporates, becoming a gas, while under colder conditions it can freeze into ice, becoming a solid. It is important to emphasize that the three water samples they’ve seen represent the three states, or forms, that water takes on as temperature and other conditions change.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.Glass of WaterWhat is in the glass? (water)Is water a solid, a liquid, or a gas? (liquid)Where can you find water? Where does it come from? (Possible answers may include oceans, lakes)Ice CubeWhat is on the paper plate? (ice)Is ice a solid, a liquid, or a gas? (solid)What is ice made of? How is it made? (water, when it reaches 0°C)If I left the ice in the room for a few hours, what would happen to it? (It would melt and return to liquid water.)Wet Paper TowelWhat is this? (wet paper towel)What would happen if I left it out for a few hours? (Possible answers may include the water will evaporate, the towel would dry)Why would it dry out?Besides paper towels, what are some other examples of wet things that dry out over time? (Examples could include wet clothes, watered plants, glasses of water, and puddles)What if I put this wet paper towel outside during the winter? What might happen to it? Why?EXPLORE 1 Time: 45 minutesActivities/EventsTeacher DirectionsGuiding QuestionsReview with the class the protocol for moving from one station to another and expectations for them while participating in the activity. Make sure to remind the students to monitor themselves on the protocol while completing the activity.Explain to the students that they are going to participate in a simulation where they are a drop of water traveling through the atmosphere.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.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, 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.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.Discuss the continuous movement of water above and on the surface of Earth through the water cycle. 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. Students share their journey with others in the class by completing the Inside-Outside Circle activity using the directions given.As a class, discuss how the journeys are alike and how they differ.Where does water go when it evaporates?What role does the Sun play in the evaporation process?Where does the water come from when it rains? (clouds)When rain (snow or sleet) falls to the ground, what usually happens to it?EXPLAIN 1 Time: 20 minutesActivities/EventsTeacher DirectionsGuiding QuestionsWrite the names of the seven stations on the board and provide each student with 5 post-it notes. Instruct students to place a post-it by each of the five stations they visited to create a class bar graph. If a student visited more than 5 stations, give them additional post-it notes.Explain that Earth’s water supply is constantly recycled through a series of steps that happen in the same order, over and over again. (Just like they moved from station to station.) It is called the water cycle.Discuss the guiding questions (except for the last question).Show the water cycle diagram and discuss what is occurring during each step of the water cycle.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.Transpiration is not in the study guide so students will need to add it to their study guide on the bottom of page 61.Have the students complete an Exit Ticket (using index cards, small pieces of paper, or their science notebooks) on the last question in the Guiding Questions column.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.In the game, which stations seem to be visited most? What can we infer from this?How do you describe the stages of the water cycle? (evaporation, transpiration, condensation, precipitation, runoff, accumulation)Can you think of other parts of the water cycle that were not included in the game? (puddles, lakes, etc.) Where might they be included in the cycle?What do you think would happen if all Earth’s water stayed in the ocean? In the clouds? Why do you think water does not stay in one place?How do you think the water cycle is important to plants and animals?What is the role of the Sun in the water cycle?Day 2EXPLORE 2 Time: 40 minutesActivities/EventsTeacher DirectionsGuiding QuestionsSet up the Water Cycle Model as instructed in the Teacher Background section of the lesson. You will be using it in Explain 2 of this lesson. If you do not have a Water Cycle Model at your school you can easily create one. The directions are in the Teacher’s Edition of the National Geographic Earth Science book on pages 112-114. You may need to set this one up the day before you need it as it may not work as quickly as the Water Cycle Model Kit.Give each pair of students two clear plastic cups. Visit each group and fill one of their cups with blue ice water and the other with green room-temperature water. (This will need to be prepared ahead of time. Using a pitcher for each type of water will make it easier to get this done quickly.)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.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.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.15335251555750Condensation EvaporationHave 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 upWindows at home and in carsDew on grass or other plantsEyeglasses fogging up when it’s cold outsideGlasses of iced drinksCans of cold sodaBreath on a cold dayClouds, fog, and steamAfter students have shared all their experiences, ask “Is there anything that is the same about all the times and places when condensation occurs?”Ask the students, “Where does the water vapor in the air come from?”Demonstrate where the water vapor comes from by performing two similar experiments. Begin by filling a glass beaker with about 50 mL of water. Add some salt to the beaker and place it on a hot plate. Plug the hot plate in and have the students observe what is happening to the water in the beaker. Keep a close eye on this as you want to remove the 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.Ask the students, “Will we get the same results in this beaker as we get in the beaker on the hot plate?”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.1519555387350Condensation Evaporation Have each group share one of their evaporation 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:A floor drying after it is moppedYour hair drying after you wash itA puddle drying outSplashes drying up at the edge of a poolClothes drying on a lineSweatingAfter 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.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.)Ask the students how the water got in the bag. Explain that plants take in water through their roots. The water is moved throughout the plant and then evaporates through its pores and stomata. Make sure they understand that this process happens continually, wherever there are plants.What did you observe? (Moisture, fog, or water droplets formed on the outside of the ice-water cup.)Did moisture form on the outside of both cups? (no)Where did the moisture forming on the cup come from? (The droplets of liquid water on the outside of the cup came from the water vapor in the air.)Do you know what we call the moisture on the cup? (The moisture on the outside of the cold cup is called condensation. You observe condensation when water vapor condensed into droplets of water [from a gas to liquid])Is there anything that is the same about all the times and places when condensation occurs? (Condensation occurs on a surface that is cool or cold.)What does the hot plate represent? (Sun)What is happening to the water in the beaker? (The water is getting hot and as it begins to boil, steam is visible. The steam shows how the water vapor gets into the air.)What happened to the salt that was added to the water in the beaker? (The salt is still in the beaker even though the water has all evaporated.)What does this demonstrate? (The salt in the ocean doesn’t evaporate with the water but remains in the ocean.)Will we get the same results from both beakers? (yes)Will anything be different? (Yes, the time it takes for the water to evaporate and also actually seeing the water vapor as it happens.)How do plants play a role in the water cycle? (They release water into the atmosphere. This is called transpiration.)EXPLAIN 2 Time: 35 minutesActivities/EventsTeacher DirectionsGuiding QuestionsDiscuss the water cycle model you set up at the beginning of class using the Guiding Questions. Have the students partner read pages 192-199 in the National Geographic Earth Science book. As they read, have them take notes about the water cycle in their science notebook. You can give them question stems to help with their note taking.The water cycle is _____.When water evaporates, it changes from a liquid to a _____.Most of the evaporation in the water cycle occurs in _____.What happens to the water vapor as it cools?How do clouds form?The type of precipitation depends upon _____.What happens to water that seeps into the soil?Why is the water cycle important for Earth?Divide the class into six groups (evaporation, transpiration, condensation, precipitation, run off, and accumulation). 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. Which part of the model simulated evaporation? (the ocean being heated by the lamp)Which part simulated condensation? (the water vapor from the ocean cooled on the lid near the ice)Which part simulated precipitation? (drops of water falling from the lid)What is the energy source and what does it represent? (the lamp is the energy source which represents the Sun)What elements of the water cycle are not represented? (transpiration)How could we demonstrate transpiration in this model? (by adding live plants to the model)Would condensation occur in the model without the ice? Why or why not? (yes, but just not as quickly; the ice provided a greater temperature difference forcing the vapor to condense more quickly)Day 3ELABORATE Time: 55 minutesActivities/Events Teacher DirectionsGuiding QuestionsReview the water cycle with students (using the model or the diagram in the study guide, page 64).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).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.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. What represents the energy source in your model?EVALUATE Time: 20 minutesActivities/EventsTeacher DirectionsAssessmentStudents will complete the Wet Jeans assessment.Wet Jeans ................
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