characteristics & processes of science...

Frameworks

sCIeNCeESS 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.

maTHNO.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 arTsOV 1.6.6, 1.7.6, 1.8.6 Contribute appropriately to class discussion.

s objeCTIvesThe students will learn:

objeCTIve #1 Todefineandexplainthefunctionsofthewatercycle.

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.

raindrops keep fallingthe water cycle

CHARACTERISTICS &PROCESSES OF SCIENCE

ACHRI/DGS/KFK/081011/V1DRAFTCOPY•©2011DeltaGardenStudy.


Page2 CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Teachers’ Guide

Plan

t tr

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iratio

n contrib

utes 10 percent of evaporation in the water cycle.R

ain

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els h

elp co

llect and store water that would otherw

ise run of ,

overvIewThe 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 aCTIvITIess 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

possibly causing erosion and f ooding.


CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Teachers’ Guide

TIps For TeaCHersPre-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.

3. Keep the visual page handy.

LessoN oUTLINe

activities estimated duration actual duration

in the classroom

s Offer the icebreaker

s Explain the water cycle, using the Visual page for illustration

5 minutes

10 minutes

in the garden s Build and set up rain water harvesting barrels

OR

20 minutes

s Conduct experiments measuring evaporation and rain fall, then…

10 minutes

walk around and identify areas of erosion and runoff

10 minutes

s Implement recipes and taste tests as time permits (refer to Delta Garden Recipe book)

5 minutes

back in the classroom

s Hand out Student Learning Workbooks, review and assign “Take it Home Activity” as homework

5 minutes

gardenmaterials needed

s zipper-style sandwich bag

s hot and cold water

s chalk

s ruler

s shallow pan or plate

s flour

classroommaterials needed

s Student Learning Workbooks



LessoN pLaN

I. Start in the classrooma. 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 theteachershouldalsopointoutthingslikecooking,flushingthetoilet, watering plants and so on.

b. present main Topics Explain the major components of the water cycle, referring to

the illustration on the Visual page as illustration.

meeTs objeCTIve #1

II. Take class to the gardens Explain how a rain water harvesting barrel functions, both in

practical terms and in terms of being part of the water cycle. meeTs objeCTIve #1

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.”

meeTs objeCTIve #2

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.

meeTs objeCTIve #4

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.)

meeTs objeCTIve #3

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.

meeTs objeCTIve #1

s Implement recipes and taste tests as time permits (refer to Delta Garden Recipe book). Explain that irrigation with water collected in rainwaterharvestingbarrelsbenefitsplants.

III. Take class back to classrooms 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


CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Teachers’ Guide

sUpporTING INFormaTIoN For TeaCHersThe 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 Theyreducethevolumeofwaterflowingtothe sewer treatment facility, saving tax dollars.

s They capture water that could otherwise causeerosion,orboggyorfloodedareas.

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, studentscancalculatespecifics:

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.

(.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: Onarainyday,putsomeflourin a shallow pan or plate. Hold it in the

rain for a brief moment. Individual rain dropswillhaveballedupintheflour.

Instruct the students to measure the drops and compare sizes. Repeat experiment during slight drizzles and heavy downpours.



evaporation

condensation

precipitation

collection

study guide for studentsThe 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.

Afterawhile,theycombinewithotherdropstoformabiggercloudandfinallyfalltothe 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.

raindrops keep fallingthe water cycle

CHARACTERISTICS &PROCESSES OF SCIENCE



Page2 CHARACTERISTICS&PROCESSESOFSCIENCE•Raindrops Keep Falling: Study Guide

evaporation

condensation

precipitation

collection

transpiration the passage of water through a plant from the roots through the vascular system to the atmosphere

erosion transportation of soil and rock by wind, water, gravity and ice

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

evaporation to change from a liquid to a gas

condensation the process by which atmospheric water vapor liquefies to form fog, clouds, or the like, or solidifies to form snow or hail

precipitation any form of water that falls to the earth

collection something that is collected; a group of objects or an amount of material accumulated in one location


raindrops keep fallingCHARACTERISTICS & PROCESSES OF SCIENCE

Aclass

assignment

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 HomeWhich 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.



Aclass

assignment

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.



Bclass

assignment

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. _______________________

3. _______________________

3. where does the precipitation go once it falls from the sky?






Bclass

assignment

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.



Cclass

assignment

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:

Too much rain:






Cclass

assignment

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.

characteristics & processes of science...

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