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Project GLAD, New MexicoWATER (3rd Grade)

IDEA PAGES

I. UNIT THEME The water cycle How people get and use water Fresh water as a precious resource that people around the world use and have a

responsibility to protect

II. FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Important book about water (text attached) Observation charts Hydrologist awards Inquiry chart Field trip to Explora

III. CLOSURE Portfolio assessment: teacher and self-assessment Assessment of personal process grid Student-generated text: individual paragraph Home/ School Connection Process charts Choral reading of poetry Letter home to parents

IV. CONCEPTS SCIENCE (New Mexico Standards - grade 3)Standard III (Earth and Space Science) K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them. Performance standard 3. Know that air takes up space, is colorless, tasteless, and odorless, and exerts a force. Performance Standard 4. Identify how water exists in the air in different forms (e.g. in clouds and fog as tiny droplets; in rain, snow, and hail) and changes from one form to another through various processes (e.g. freezing/condensation, precipitation, evaporation.)

SOCIAL STUDIES (New Mexico Standards - grade 3)Strand: History, Content Standard 1, K-4 Benchmark II-A Performance Standards grade 3: Describe how the lives and contributions of people of New Mexico influenced local communities and regions. K-4 Benchmark II-B Performance Standards grade 3: Describe local events and their connections to state history.

Strand: Geography, Content Standard 2, K-4 Benchmark II-B, Performance Standards grade 3: Describe how human and natural processes can sometimes work together to shape the appearance of places (e.g., post-fire reforestation). Explore examples of environmental and social changes in various regions.K-4 Benchmark II-C, Performance Standards grade 3: Identify personal behaviors that can affect community planning.Identify ways in which people have modified their environments (e.g., building roads, clearing land for development, mining, and constructing towns and cities).Describe the consequences of human modification of the natural environment (e.g., use of irrigation to improve crop yields, highways).K-4 Benchmark II-D, Performance Standards grade 3: Identify the components of the Earth's biosystems and their makeup (e.g., air, land, water, plants, and animals). Describe how physical processes shape features on the Earth's surface.K-4 Benchmark II-E, Performance Standards grade 3: Describe how cooperation and conflict affect neighborhoods and communities.K-4 Benchmark II-F, Performance Standards grade 3: Identify the characteristics of renewable and nonrenewable resources.Strand: Civics and Government, Content Standard IIIK-4 Benchmark III-A, Performance Standards grade 3: Explain the basic structure and functions of local governments. Describe and give examples of public good.Strand: Economics, Content Standard IVK-4 Benchmark IV-A, Performance Standards grade 3: Explain that people want more goods and services than is possible to produce.

V. VOCABULARYirrigation evaporationagriculture condensationacéquia precipitationditch infiltrationdam water tableplumbing ground watersewage sea levelsupply erosiondemand gravitywell fresh watersolid salt waterliquid cyclegas conservationist

VI. LANGUAGE ARTS (New Mexico Standards - grade 3)Strand 1: Reading Process

Water 3rd Grade New MexicoLisa Meyer-Jacks and Eva Thaddeus – Project GLAD (June, 2010)

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Performance standards 3.I.6 Demonstrates an expanding vocabulary, P.S. 3.I.7 Increases vocabulary through reading, listening, and interacting in a variety of situations. P.S. 3.I.8 Reads grade-level text aloud with natural rhythm, pace, and intonation, and with fluency and comprehension.Strand II: Reading Analysis P.S. 3.II.1 Interacts with text before, during, and after reading. P.S. 3.II.4 Distinguishes among common forms (e.g. poetry, drama, fiction, nonfiction) of literature.Strand III: Writing P.S. 3.III.1 Uses the writing process to create a final product P.S. 3.III.6 Uses appropriate types of writing for the intended purpose and audience P.S. 3.III.7 Responds to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes.Strand IV: Speaking P.S. 3.IV.3 Uses appropriate types of speaking for a variety of purposes and audiences. P.S. 3.IV.4 Responds to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes.Strand V: Listening and Viewing P.S. 3.V.1 Employs active listening P.S. 3.V.2 Follows oral and written multistep instructions. P.S. 3.V.3 Confirms understanding by paraphrasing. P.S. 3.V.6 States individual point of view about a given topic.


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WIDA Can Do Descriptors for third-fifth grade What can you expect from different levels of language learners?These list what students can do with support at the different language levels.

Dom

ain Level 1

EnteringLevel 2Emerging

Level 3 Developing

Level 4Expanding

Level 5Bridging

Level 6R

eadingLi

sten

ing

• Point to stated pictures, words, or phrases• Follow one-step oral directions (e.g., physically or through drawings)• Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”)• Match classroom oral language to daily routines

• Categorize content-based pictures or objects from oral descriptions• Arrange pictures or objects per oral information• Follow two-step oral directions• Draw in response to oral descriptions • Evaluate oral information(e.g., about lunch options)

• Follow multi-step oral directions• Identify illustrated main ideas from paragraph-level oral discourse• Match literal meanings of oral descriptions or oral reading to illustrations• Sequence pictures from oral stories, processes, or procedures

• Interpret oral information and apply to new situations• Identify illustrated main ideas and supporting details from oral discourse• Infer from and act on oral information• Role play the work of authors, mathematicians, scientists, historians fromoral readings, videos, or multi-media

• Carry out oral instructions containing grade-level, content-based language• Construct models or use manipulatives to problemsolve based on oral discourse• Distinguish between literal and figurative language in oral discourse• Form opinions of people, places, or ideas

http://www.wida.us/standards/CAN_DOs


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http://www.wida.us/standards/CAN_DOs

Dom

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Level 3 Developing

Level 4Expanding

Level 5Bridging

Level 6R

eadingSp

eaki

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• Express basic needs or conditions• Name pre-taught objects, people, diagrams, or pictures• Recite words or phrases from pictures of everyday objects and oral modeling• Answer yes/no and choice questions

• Ask simple, everyday questions (e.g., “Who is absent?”)• Restate content-based facts• Describe pictures, events, objects, or people using phrases or short sentences• Share basic social information with peers

• Answer simple content based questions• Re/tell short stories or events• Make predictions or hypotheses from discourse• Offer solutions to social conflict• Present content-based information• Engage in problem-solving

• Answer opinion questions with supporting details• Discuss stories, issues, and concepts• Give content-based oral reports• Offer creative solutions to issues/problems• Compare/ contrast content-based functions and relationships

• Justify/defend opinions or explanations with evidence• Give content-based presentations using technical vocabulary• Sequence steps in gradelevel problem-solving• Explain in detail results of inquiry (e.g., scientificexperiments)

Dom

ain Level 1


Level 3 Developing

Level 4Expanding

Level 5Bridging


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Level 6R

eadingR

eadi

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• Match icons or diagrams with words/concepts• Identify cognates from first language, as applicable• Make sound/symbol/word relations• Match illustrated words/ phrases in differing contexts (e.g., on the board, in a book)

• Identify facts and explicit messages from illustrated text• Find changes to root words in context• Identify elements of story grammar (e.g., characters, setting)• Follow visually supported written directions (e.g.,“Draw a star in the sky.”)

• Interpret information or data from charts and graphs• Identify main ideas and some details• Sequence events in stories or content-based processes• Use context clues and illustrations to determine meaning of words/phrases

• Classify features of various genres of text (e.g., “and they lived happily ever after”— fairy tales)• Match graphic organizers to different texts (e.g., compare/ contrast withVenn diagram)• Find details that support main ideas• Differentiate between fact and opinion in narrative and expository text

• Summarize information from multiple related sources• Answer analytical questions about grade-level text• Identify, explain, and give examples of figures of speech• Draw conclusions from explicit and implicit text at or near grade level


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Dom

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Level 3 Developing

Level 4Expanding

Level 5Bridging

Level 6R

eadingW

ritin

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• Label objects, pictures, or diagrams from word/phrase banks• Communicate ideas by drawing• Copy words, phrases, and short sentences• Answer oral questions with single words

• Make lists from labels or with peers• Complete/produce sentences from word/ phrase banks or walls• Fill in graphic organizers, charts, and tables• Make comparisons using real-life or visually supported materials

• Produce simple expository or narrative text• String related sentences together• Compare/contrast content based information• Describe events, people, processes, procedures

• Take notes using graphic organizers• Summarize content-based information• Author multiple forms of writing (e.g., expository, narrative, persuasive) from models• Explain strategies or use of information in solving problems

• Produce extended responses of original text approaching grade level• Apply content-based information to new contexts• Connect or integrate personal experiences with literature/ content• Create grade-level stories or reports


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New Mexico English Language Development StandardsELD Standard 2: The Language of Language Arts, Formative Framework

Topic/ Strategy

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 Reaching

List

enin

g

Sequence of story(e.g., narrative input chart)

Match pictures to sentence read aloud

Order pictures of related sentences read aloud that use sequential language (e.g., first, second, last; first, then next)

Sequence pictures of stories read aloud by beginning, middle and end

Match story sequence read aloud to a series of pictures

Select logical outcomes or endings to stories read aloud

Spe

akin

g

Story elements(e.g., narrative input chart)

Name persons (characters) or settings for story from pictures and background

Describe characters or settings of story from picture and background

State main ideas or theme of story, including character or setting, from pictures

Narrate main events of plot sequence using pictures

Retell story using story elements from pictures

Rea

ding

Sequence of story(e.g., narrative input chart)

Sequence a series of pictures to tell a story

Match a series of pictures that tell a story with sequence words (e.g., “first”, “then”, “last”)

Sequence a series of words or phrases to related pictures

Sequence a series of sentences to related pictures

Sequence short paragraphs to tell stories


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Writ

ing

Fiction(e.g., narrative input chart)

Copy words related to settings or character from review word cards or dialogue bubbles

Describe setting or characters in story from illustrations and word cards or dialogue bubbles (oral scaffold - do ELL retell first)

Identify beginning, middle and end using graphic organizer with a partner (e.g., story map)

Relate sequence of events to characters and settings in story using graphic organizer with a partner

Connect events, characters or morals in story to self

Rea

ding

Phonics(ex., chants)

Demonstrate awareness of unique sounds by pointing or through gestures

Match voice to print by pointing to icons, letters or illustrated words

Cross-check pictures with phonics clues

Use phonic clues to sound out illustrated words in context

Predict words or phrases based on context clues in grade-level text


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VII. MATH/ SCIENCE/ SOCIAL STUDIES SKILLS Map skills Participation skills: listening, paraphrasing, questioning, collaborating Study skills: note taking, highlighting key ideas, use of advance organizers Scientific process skills: observing, communicating, comparing, categorizing,

inferring, applying

VIII. RESOURCES AND MATERIALSThe Mother Ditch by Oliver LaFarge (ISBN: 0613770293)Water: Liquid, Solid, Gas, by Fay Robinson (Wright Group TWiG Books) Save the River! by Sarah Glasscock (Steck-Vaughn: Pair-It Books) Getting the Water We Need; Getting Rid of Waste Water; How Faucets Work by Fred and Jeanne Biddulph (The Wright Group: Sunshine Books)World of Water by William T. Ryan (Newbridge: Discovery Links)A River Ran Wild by Lynne CherryDown Comes the Rain by Branley, Franklyn M. Branley (Harper Collins: Let's Read and Learn about Science 1983)Follow the Water from Brook to Ocean by Arthur Dorros (Harper Collins, 1991)The Drop in My Drink: The Story of Water on Our Planet by Meredith Hooper (Viking/ Penguin Putnam 1998) Re-cycles by Michael Elsohn Ross (Milbrook Press: Cycles 2002)The Snowflake: A Water Cycle Story by Neil Waldman (Milbrook Press, 2003)A Drop Of Water: A Book of Science and Wonder by Walter Wick (Scholastic, 1997)

INTERNET RESOURCES FOR TEACHERShttp://ga.water.usgs.gov/edu/watercycle.htmlhttp://en.wikipedia.org/wiki/Water_cycle http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.htmlhttp://www.cabq.gov/waterconservation/ (possibly for students as well)http://www.unm.edu/~abqteach/EnvirCUs/99-03-04.htm (Rio Grande River)http://nmculturenet.org/heritage/river/pages/language.html#overview (Lesson Series on studying the Rio Grande)http://ga.water.usgs.gov/edu/watercycle.html (includes water cycle diagram in over 30 languages, detailed summary of water cycle in Spanish)


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http://ga.water.usgs.gov/edu/watercycle.html

http://nmculturenet.org/heritage/river/pages/language.html#overview

http://www.unm.edu/~abqteach/EnvirCUs/99-03-04.htm

http://www.cabq.gov/waterconservation/

http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html

http://en.wikipedia.org/wiki/Water_cycle


INTERNET RESOURCES FOR STUDENTShttp://kids.earth.nasa.gov/droplet.htmlhttp://www.cet.edu/ete/modules/msese/earthsysflr/water.htmlhttp://www.epa.gov/region7/kids/drnk_b.htmhttp://www.units.muohio.edu/dragonfly/water/www.brainpop.com

RESOURCES IN SPANISHhttp://ga.water.usgs.gov/edu/watercyclespanish.htmlhttp://water.usgs.gov/gotita/http://www.windows.ucar.edu/tour/link=/earth/Water/water_cycle.sp.htmlwww.brainpop.com

El autobus mágico: Viaja por el agua by Joanna Cole and Bruce Deben (Scholastic: Magic School Bus)El autobus mágico: Se salpica todo by Joanna Cole (Scholastic: Magic School Bus)Experimentamos con el agua by Bryan Murphy (Two Can Publishers)El agua tiene piel by Helen Taylor (Sigma: Colección aunque no lo creas)

Super Scientist Awards (Below are the text and image links for the Super Scientist Awards.)

WATER CONSERVATIONIST AWARDHYDROLOGIST AWARD

http://www.therapyresourcesinc.com/images/Snowflake.gifBelow 32 degrees Fahrenheit, water freezes into ice. Ice crystals have six fold symmetry.

http://krlphotography.typepad.com/photos/water_and_ice/waterdrops.jpgLiquid water condenses into droplets in clouds, or on cold surfaces.

http://www.ooer.com/content/photos/photos/drops.jpgFresh water is a precious resource. Only 3% of our world’s water is fresh water. The remaining 97% is in the ocean.

http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/images/groundwater.gifWater does not stay in the ocean forever. The sun's energy heats the water and changes some of the water molecules from liquid into gas. They become water vapor and rise up into the air. Water, or moisture, in the air is called humidity.


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http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/images/groundwater.gif

http://www.ooer.com/content/photos/photos/drops.jpg

http://krlphotography.typepad.com/photos/water_and_ice/waterdrops.jpg

http://www.therapyresourcesinc.com/images/Snowflake.gif

http://www.brainpop.com/

http://www.windows.ucar.edu/tour/link=/earth/Water/water_cycle.sp.html

http://water.usgs.gov/gotita/

http://ga.water.usgs.gov/edu/watercyclespanish.html

http://www.brainpop.com/

http://www.units.muohio.edu/dragonfly/water/

http://www.epa.gov/region7/kids/drnk_b.htm

http://www.cet.edu/ete/modules/msese/earthsysflr/water.html

http://kids.earth.nasa.gov/droplet.html

http://www.chanceandchoice.com/ChanceandChoice/waterstructure.jpgThe smallest unit of water is called a water molecule. It is also known as H2O because it is made of one oxygen atom and two hydrogen atoms.

http://www.ancient-egypt-online.com/images/map-of-nile-river.jpgThe longest river in the world is the Nile River. It is located in northeastern Africa and flows into the Mediterranean Sea.

http://away.com/images/ideas/south_america/amazon-river.jpgThe second-longest river in the world is the Amazon River. It is located in northeastern South America and flows into the Atlantic Ocean.

http://www.johndaly.com/TwistedPhotos/albums/album19030305051515085707/rio_grande.jpgThe Rio Grande begins in southern Colorado and flows through the southwest part of the United States and passes right through Albuquerque. It is the border between Mexico and Texas and flows into the Gulf of Mexico.

http://www.schillerinstitute.org/graphics/photos/Three_Gorges.jpgThe third-longest river is the Yangtze River. It flows across south-central China into the East China Sea.

http://www.mostateparks.com/confluence/confluence.jpgThe Missouri River flows into the Mississippi River. The Mississippi River has the third largest drainage basin in the world.

http://www.medscape.com/content/2003/00/44/79/447916/art-eid447916.fig1.jpgThe Rio Grande begins in southern Colorado and flows through the southwest part of the United States and passes right through Albuquerque. It is the border between Mexico and Texas and flows into the Gulf of Mexico.

http://www.medscape.com/content/2003/00/44/79/447916/art-eid447916.fig1.jpgThe Rio Grande River separates the border between Ciudad Juarez, Chihuahua, Mexico, and El Paso, Texas, USA.


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http://www.medscape.com/content/2003/00/44/79/447916/art-eid447916.fig1.jpg




http://www.mostateparks.com/confluence/confluence.jpg

http://www.schillerinstitute.org/graphics/photos/Three_Gorges.jpg

http://www.johndaly.com/TwistedPhotos/albums/album19030305051515085707/rio_grande.jpg

http://www.johndaly.com/TwistedPhotos/albums/album19030305051515085707/rio_grande.jpg

http://away.com/images/ideas/south_america/amazon-river.jpg

http://www.ancient-egypt-online.com/images/map-of-nile-river.jpg

http://www.chanceandchoice.com/ChanceandChoice/waterstructure.jpg

Project GLAD, New MexicoWATER (3rd Grade)PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Important book about water (text attached) Observation charts Hydrologist awards Inquiry chart Field trip to Explora

II. INPUT Pictorial Input Chart: The Water Cycle (attached) Pictorial Input Chart: How We Get and Use Water (attached) Pictorial Input Chart: Water on Earth (attached) Narrative Input Chart: The Mother Ditch (text attached) Expert groups (text attached) Science experiments:

-Water Infiltration-Irrigation Practices- see www.zianet.com/cdnp2/SDD_water.htm

III. GUIDED ORAL PRACTICE 10-2's (chunk and chew) T-graph for social skills Team tasks Numbered heads together Chants: The Water Cycle, Water Here, Water There,

Is it the water cycle? Water Cycle Bugaloo, Acequias Here, Acequias There,Water Conservation Cadence (attached)

Found poetry Daily review and processing of charts Sentence patterning chart Listen and sketch

IV. READING AND WRITINGA. Whole class modeling Big Book- The Important Book About Water Inquiry chart Input charts Process grid Cooperative strip paragraph – People have developed a number of technologies

for getting and using water. Chants (attached) Read alouds (see resource list)


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http://www.zianet.com/cdnp2/SDD_water.htm

B. Small Group Practice (of anything modeled by teacher) Ear-to-ear reading Flexible reading groups Sentence Patterning Chart Group writing process; cooperative strip paragraph Inquiry chart Group poetry frame Water diamante Water wordsplash Advice letter Story map Team tasks Focused reading (walking the walls): group cognitive content dictionary

C. Individual tasks Paragraph writing Self-selected reading Personal cognitive content dictionary Focused walking the walls Water diamante Water wordsplash Advice letter Story map Interactive journal writing Learning logs

D. Writers' workshop Mini lesson Write Author’s chair Conference

V. EXTENSION ACTIVITIES Field trips - Rio Grande Nature Center; Explora; Los Padillas Elementary School

wetland Science experiments Art projects - crayon/watercolor resist Theater - A water molecule on the move Rainstorm: class soundscape Water music: class audiotape of music, poetry & water sounds Group “mantle of the expert” drama: Giving advice about water use


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VI. CLOSURE/EVALUATION/ ASSESSMENT Portfolio assessment: teacher and self-assessment Assessment of personal process grid Student-generated text: Individual paragraph Home/ School Connection Process charts Choral reading of poetry Letter home to parents


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Project GLAD, New MexicoWATER (3rd Grade)

SAMPLE DAILY LESSON PLANSPossible unit pacing guide

Day (Week) 1 FOCUS/MOTIVATION

Super Scientist Awards Cognitive Content Dictionary with Signal Word Observation Charts Big book- The Most Important Thing Inquiry chart: What do you know about water? What would you like to learn?

GUIDED ORAL PRACICE Poetry: Water Here, Water There

INPUT Graphic Organizer Input Chart Water cycle Learning log / ELD review

GUIDED ORAL PRACTICE T-Graph: Cooperation, team points Team Task: Exploration Report Poetry: The Water Cycle

INPUT Pictorial Input Chart: How We Get and Use Water

Chant: Water Here, Water There (add gestures; highlight vocabulary)

READING AND WRITING Writers’ workshop

o Mini-lessono Writeo Author’s chair

CLOSURE Home/ School Connection Poetry


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Super Scientist Awards Process Home/ School Connection Cognitive Content Dictionary with Signal Word Review charts with word cards: Water Cycle, How We Get And Use Water Chants: Review/highlight

INPUT Narrative Input Chart: The Mother Ditch

READING AND WRITING Expert Groups 1 & 2 (dam, plumbing)

Team Tasks

GUIDED ORAL PRACTICE Poetry: Water Conservation Bugaloo

READING AND WRITING Interactive Journal

CLOSURE Process Inquiry Chart Home-School Connection


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Day 3 (Week) 3FOCUS/MOTIVATION

Super-Scientist Awards Process Home-School Connection Cognitive Content Dictionary with Signal Word Review narrative input chart with word cards & conversation bubbles Chants: Review/highlight

GUIDED ORAL PRACICE Sentence Patterning Chart

o Reading gameo Trading gameo Flip Chant

READING AND WRITING Mind map of acéquias Process Grid game Cooperative Strip Paragraph

o Respondo Reviseo Edit

CLOSURE Interactive Journals Home/ School Connection


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Super Scientist Awards Cognitive Content Dictionary with StumperWord Review narrative with story map Chants: Review/highlight

READING AND WRITING Flexible Reading Groups:

o Cooperative Strip Paragraph (Struggling readers)o Clunkers and Links (at or above grade level)o ELD Group Frame

Team tasks; team self-evaluation

CLOSURE Interactive Journals Home/ School Connection

Day (Week) 5FOCUS/MOTIVATION

Super Scientist Awards Cognitive Content Dictionary with Stumper Word

INPUT Review narrative with acting out the story

GUIDED ORAL PRACICE Chants

READING AND WRITING Ear-to-ear Reading Listen and Sketch Walk the Walls and personal cognitive content dictionary Found Poetry

CLOSURE Process inquiry chart Choral reading of poetry Letter home to parents Evaluate week


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The Important Book About WaterWritten by Eva Thaddeus

The most important thing to know about water is that it is always changing.

Water is always on the move. A drop of water will run downhill because of the force of gravity pulling on it. Small streams run downhill and combine to become big streams. Big streams merge to form rivers. Rivers run into the ocean at last.

But the most important thing to know about water is that it is always changing.


After a rain or snow, some water soaks into the soil. This process is called infiltration. Some of the water is taken up by the roots of plants. Some of the water is pulled by gravity deeper underground. It becomes part of what is called the ground water.



Water does not stay in the ocean forever. The sun's energy heats the water and changes some of the water molecules from liquid into gas. They become water vapor and rise up into the air. Water, or moisture, in the air is called humidity.

Water does not stay in plants forever. The extra water that plants do not use to make food evaporates through their leaves. It too turns into water vapor and rises up into the air. This process is called transpiration.



Water does not stay in the air forever. Water vapor cools and forms into masses of water droplets called clouds. This process is called condensation. When the


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conditions are right, the water in clouds falls to earth as precipitation - rain, snow, sleet, or hail.



Depending on the temperature, water can be a solid, a liquid, or a gas. Ice and snow are solid forms of water. Water vapor, which is invisible to the eye, is water which has become a gas. You can see water change when you freeze it or boil it. When you freeze it, you turn it into ice, and when you boil it, it becomes water vapor.



The smallest unit of water is called a water molecule. It is also known as H2O because it is made of one oxygen atom and two hydrogen atoms. This water molecule can travel just about anywhere.

A water molecule can be drunk by a child. It can be flushed down the toilet. It can sink down into the earth, travel up through the roots of a plant, or flow down a river. It can become waves in the ocean, or make up part of the body of a shark. Who knows -the same water molecules that you drink today may have been part of a dinosaur's body, long ago!

So the most important thing to know about water is that it is always changing.


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Background information for teacher:Water on EarthGraphic Organizer Input Chart

(Note: If you use the attached world map to make the input chart, write the names of the rivers not the numbers for the students.)

Seventy percent of the Earth is covered with water. The other thirty percent is land. The Earth has six continents (seven). Continents are large masses of land surrounded by water. We live in North America in the United States in the state of _____________ in _____________ (mark on the map). To the south of North America is South America. To the west of North America is Eurasia. Some people consider these to be two different continents Europe and Asia. Below Eurasia there is Africa. Our last two continents are Australia and Antarctica. (During this part connect any stories or information that you have studied in class to the different continents.)

Surrounding the continents are large bodies of water. These are called oceans. All of the oceans actually form one large body of water but scientists have named five different oceans on our planet. By far the largest ocean is the Pacific Ocean. This ocean is between Eurasia and Australia and North and South America. (Use a globe to illustrate that the Earth is round and why the name appears twice on maps.) This map is flat while the world is round so the name appears twice but there is only one Pacific Ocean. The next largest ocean is the Atlantic Ocean. This is between North and South America and Africa and Eurasia. The third largest ocean is the Indian Ocean which is south of Eurasia and east of Africa. Next we have the Southern Ocean which is north of Antarctica, and finally, we have the Arctic Ocean. The Southern Ocean and the Arctic Ocean are much smaller than the other three. It is very cold in these parts of the world and parts of these oceans are frozen. (http://www.enchantedlearning.com/subjects/ocean/)

Ninety-seven percent of the water on the Earth is in the oceans. This water is salt water. The other three percent of the water on the Earth is in glaciers, polar ice caps, underground water, lakes, rivers, and the atmosphere. This water is fresh water. Water is a very important resource because humans and most animals need to drink fresh water in order to live.

The only continent that has no rivers on it is Antarctica. Rivers are flowing bodies of water. Along with the oceans, they are an important part of the Earth’s water cycle. They generally start at a source, like a glacier or a natural spring. They flow down hill and smaller rivers and streams flow into larger ones. In the end, they flow into an ocean, sea or lake. Rivers provide drinking water, irrigation, transportation, hydroelectric power, and even recreation such as swimming and boating.

The longest river in the world is the Nile River. It is located in northeastern Africa and flows into the Mediterranean Sea. The second-longest river is the Amazon River. It is located in northeastern South America and flows into the Atlantic Ocean. It is also the river with the biggest volume (the most water flowing through it). The third-longest river is the Yangtze River.


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http://www.enchantedlearning.com/subjects/ocean/

It flows across south-central China into the East China Sea. (http://www.enchantedlearning.com/geography/rivers/ http://www.waterencyclopedia.com/Re-St/Rivers-Major-World.html)

The Rio Grande begins in southern Colorado and flows through the southwest part of the United States and passes right through Albuquerque. It is the border between Mexico and Texas and flows into the Gulf of Mexico. (http://encarta.msn.com/encyclopedia_761578924/Rio_Grande_(river).html)

The Missouri River flows into the Mississippi River. The Mississippi River has the third largest drainage basin in the world. Only the Amazon River and the Congo River drain more water. Over fourteen other major rivers flow into the Mississippi. (http://en.wikipedia.org/wiki/Mississippi_River)

The Volga River is the longest river in Europe and is essential to the Russian economy. The Murray-Darling River is the longest in Australia and flows into the Southern Ocean. (http://www.socialstudiesforkids.com/articles/geography/murraydarlingriver.htm)

As with most if not all major rivers, years and years of pollution are seriously threatening the humans and animals that live along the shores of these rivers. Many governments, world organizations and citizens groups are working to improve the conditions of these rivers. (If pollution and conservation are part of your standards, you could download pictures from the internet of some of these rivers and have a class discussion highlighting the cause and effect of human actions as well as what different groups and governments are doing to improve the conditions of the rivers. Students could also brainstorm other solutions, write letters, research a river in their area, etc.) (http://www.public.asu.edu/~goutam/gcu325/volga.htm, http://www.commondreams.org/headlines/041100-02.htm, http://news.bbc.co.uk/1/hi/world/asia-pacific/1756748.stm)


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http://news.bbc.co.uk/1/hi/world/asia-pacific/1756748.stm


http://www.commondreams.org/headlines/041100-02.htm

http://www.public.asu.edu/~goutam/gcu325/volga.htm

http://www.socialstudiesforkids.com/articles/geography/murraydarlingriver.htm

http://en.wikipedia.org/wiki/Mississippi_River

http://encarta.msn.com/encyclopedia_761578924/Rio_Grande_(river).html

http://www.waterencyclopedia.com/Re-St/Rivers-Major-World.html

http://www.enchantedlearning.com/geography/rivers/

Background information for teacher:The Water CycleGraphic Organizer Input Chart

Because the water cycle is a cycle, we could begin the chart at any point. We will begin in the ocean. The ocean is salt water, which is water in liquid form. The surface of the ocean is called sea level. As the surface of the ocean is heated by the sun, some of the water molecules get very hot, so hot that they rise up into the air and become a gas. This is called evaporation. Water as a gas is called water vapor. It is invisible. When you hear about the humidity in the atmosphere, you are hearing about water vapor.

If the water vapor in the atmosphere cools off, it will condense into small droplets of liquid. Droplets form around tiny particles of dust in the atmosphere. Large collections of these droplets are called clouds. As clouds get bigger and heavier, the droplets come together and form bigger drops. Finally they get too heavy to stay in the air, and they fall to the ground as precipitation. Precipitation can take the form of rain, which is a liquid, snow and hail, which are solids, or sleet, which is right on the edge between liquid and solid.

When water falls on the ground, it can either soak in, or run off. Soaking in is called infiltration. The water goes into the ground and becomes part of the ground water. The top of the ground water is called the water table. Runoff moves downhill, pulled by the force of gravity. Smaller streams combine to make bigger streams. Water carries sediment with it - small pieces of rock and sand - and over time the shape of the land can be changed by the running water. This is called erosion. Streams combine to make rivers, and rivers continue running downhill until they meet the ocean. The water cycle begins again.

Useful website: http://ga.water.usgs.gov/edu/watercycle.html



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Background information for teacher:Water TechnologiesPictorial input chart

Acéquias

Acéquias are ditches built by people to irrigate crops. They come from a river and return to the river further downstream. Gravity powers the acéquia system. The acéquia madre or mother ditch supplies a number of smaller side ditches with water. Farmers then open gates to let the ditch water flood their fields. This is called flood irrigation.

In New Mexico, acéquias and flood irrigation have been used for hundreds of years in the river valleys of the Rio Grande and the other major rivers in the state. Acéquia Associations are the traditional, democratic form of managing the acéquias. An elected official called a mayordomo is in charge of allocating water rights along the acéquia and resolving conflicts. The water users share responsibility for cleaning and maintaining the ditch.

The acéquia system has changed the landscape of our river valleys, making agriculture possible along the rivers in New Mexico. Because of acéquias, people have been able to grow orchards, other food crops for humans, and feed for cows and horses.

There are many other technologies designed to supply people with water. A dam is another way of harnessing surface water. A dam blocks a river and creates a man-made lake, or reservoir, behind it. People have also learned how to tap into ground water by digging wells. Plumbing carries surface water or ground water to people’s homes and businesses. It also carries waste away. Sewage is human waste which is processed in sewage treatment plants before being released back into the environment. Students will study all these technologies further in expert groups.


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The Mother DitchNarrative Input Chart(adapted from the book by Oliver LaFarge)by Lisa Meyer-Jacks

Our story begins with a boy named José who lived on a farm in this dry land that we now call New Mexico. He lived with his father and mother, his grandfather, his little sister Paca and his even littler brother Lupe in a flat roofed, adobe house underneath a large, old Cottonwood tree. When school was done and he had helped his father with the chores on the farm, José loved to go and play along the acéquia madre. This was the ditch that brought water to their farm that irrigated the crops. Without this water there would be no corn or apples. There would be no carrots or lettuce, no potatoes or peas. There wouldn’t even be alfalfa for the horses and cows to eat. Here along the acéquia madre he would catch frogs, skip stones and sometimes just lay in the shade and watch the clouds float by. (picture of the family)

There were many other farms that also were along the mother ditch. Both Indians and Spaniards lived here working together to keep the mother ditch flowing. Each year they would clean the mother ditch and all of the small side ditches that brought water to each of the farms. They had a system to share the water to make sure each family had a fair share of the water. If it was a wet year and there was lots of rain and snow run-off from the mountains, the farmers had plenty of water for their crops, and if it was a dry year, well they shared the little water that they had. (picture of the farm in the valley p.16-17)

The year the mother ditch ran dry was the driest year that anyone could remember. José and his father plowed the fields with the horses and planted the corn. As Señor Romero, José's father, looked to the clouds he shook his head, “Mi hijito, la tierra está muy seco este año. Si la lluvia no viene, no tenemos bastante comida para el invierno.” “My son the land is very dry this year. If the rain doesn’t come we won’t have enough food for the winter.” They saw the vegetables sprout out of the ground and reach towards the sun and the clouds looking for water, but there was almost none. There had been very little snow during the winter, so there was no snow melting in the mountains far away being carried to them by the mother ditch. There was very little rain falling from the sky to water the thirsty plants. The ground became dry, the plants began to shrivel, and grandpa and José continued to worry. (picture of them plowing the fields)

Three very dry months passed and one day José and his father were out working in the fields. It made José sad to see how thin and wilted the plants looked from lack of water. He looked across the river and saw a form rising above the mountains faraway in the west. It was snow-white, and the sunlight gleamed on it. He knew it was a thundercloud!

He called to his father, “¡Papá! ¡Mira! Se están levantando las nubes.”“Papa! Look! There are clouds coming up.”

His father looked. “¡Ojalá!” he said. “Esta noche rezaremos algunas oraciones más.” “Let us hope. This evening we shall say some prayers.”


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But on this evening no rain fell. The next day there were clouds but again no rain. The following day there were clouds but the dryness continued and the mother ditch was still dry.(picture of clouds coming over the mountains)

On the fourth day, clouds again gathered during the night. When José woke up, the sun was hidden. There was a cool breeze blowing, and you could smell moisture in the air. They heard thunder and then more thunder and saw lightning. The first rain fell on their land at lunchtime. Water began to flow in the river that fed the acéquia madre, the mother ditch.

That afternoon the Indians who lived up river opened their head gate. When they were done watering their fields, it was time for the other farmers to take their turn. The mayordomo-indio, the Indian who decided when his people could use the mother ditch to irrigate, came and said, “Bueno, mi amigo, ahora as tu turno. Ahora el pobre maíz de su gente, podrá beber.” “Now my friend it is your turn. Now the thirsty corn of your people will drink.”(picture of the Indian opening a head gate with a Spaniard)

José and his family’s turn would be from two in the morning until six. It would be hard, cold work in the dark. Señor Romero told José, “Hijo, ahora sí que necesitaré tu ayuda. El abuelito ya está muy viejecito para esta clase de trabajo, y tú tendrás que portarte como hombre.” “Son, now I really need your help. Abuelito is too old for this kind of work, so you must be a man for me.”

When they told José’s mom that their turn would be in the middle of the night, she said that she too would help. “Es despacio, trabajando así en lo oscuro. Yo también ayudaré.” “It is slow working in the dark. I’d better work, too.” (picture of his mom and dad and José)

José and his mom and dad all got up in the middle of the night. It was hard to work in the middle of the night, but they knew they had to. No matter how tired they became, they would not have been willing to stop working until the entire farm had been irrigated. José’s father gave them directions to make sure that all of the plants got enough water. He called to José across the rows of corn, “Pon un poco de tierra allí. El agua no va donde debe.” “Pile some dirt over there. The water is not going where it should.”

After another hour, Senor Romero walked by and smiled, “¡Mi hijito vamos a tener maíz después de todo!” “We are going to have corn after all.” José just smiled back and looked out over the farm happy to see the plants drinking from the wet soil. (picture of the family working)

Finally, they closed the gate and the water stopped flowing. They slowly walked up to the house. They were exhausted. When they got home, they could smell the food José’s mother had prepared, but José was too tired to eat. He took off his boots and crawled into bed. He thought to himself, “Vamos a tener un año bueno.” “We are going to have a good year.” and then rolled over and fell asleep. (José falling asleep)


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NARRATIVE INPUT CHOICE Who Owns the Well?

By Eva Thaddeus

The village of Cowalunda was a lovely place, full of trees and meadows, and graced by a large muddy river which ran slowly through the middle of the town. The people of Cowalunda had farms on either side of the river, where they grew food crops and raised animals. They used the water of the large muddy river to irrigate their farms, and their crops grew healthy and strong.

2For years the people of Cowalunda and their animals had drunk water from the large muddy river. But now, when they drank from the river, they found they were getting sick. What had happened? They sent a messenger upstream to find out. He returned to explain, “People from villages upstream have begun emptying their toilets into the river.” The people of Cowalunda groaned. Because of the human waste in the river, the water had become full of bacteria which carried human diseases. The people realized that their river water was no longer safe to drink.

3Luckily, the village had one deep well of cold, clear water which stood near the edge of town. Every day, the people of Cowalunda began visiting the well to draw up the buckets of water they needed for drinking and cooking. Some of them travelled long distances to the well every day - that was how much they needed this water. They still watered their crops and washed their clothes with water from the large muddy river, and even gave their animals river water to drink, but they feared the human diseases carried by the germs in the muddy river, and they would drink only clear, pure well water that came from underground.

4In Cowalunda there lived a businessman, a man with many big ideas and the energy to follow them, the kind of man who is called an entrepreneur. His name was Mr. Rondo, and the children of Cowalunda loved him because he had opened a chocolate factory in town. The factory made chocolate bunnies, chocolate eggs, and chocolate butterflies. “We love you, Mr. Rondo!” the children would say when they saw him in the street. Parents were less fond of the chocolate factory, because it sold its delicious chocolates for a high price. “We are the ones who have to pay,” they told their children. But the children only said, “Chocolate please, mommy, daddy! More chocolate!”


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5Mr. Rondo was making good money off his chocolate factory. But one year, a swarm of grasshoppers flew out of the south and ate half the villagers’ crops. The strong, healthy plants in their fields became weak and crippled. Some of the plants died. The people still had enough food to eat themselves, but not much left over to sell. That year they did not make much money, and they did not buy much chocolate. “What happened?” wondered Mr. Rondo.

Mr. Rondo thought and thought about his problem. He knew he was still producing good chocolate. So why had the villagers stopped buying it? Suddenly he exclaimed, “Aha! I know the answer! The people LIKE my chocolate. They WANT my chocolate. But they do not NEED my chocolate. If they have enough money, they buy chocolate. But in a bad year, they don’t buy the things they don’t need, and my delicious chocolate is something they don’t need.” Mr. Rondo paced up and down, thinking: I am selling the wrong thing. I should be selling something people need. What do people need? Food, shelter, water. . .. Aha! Water!

And Mr. Rondo decided to buy the town well.

7A week later, when the people of Cowalunda began arriving early one morning to get their well water, they had a nasty surprise. The well was locked! There was a heavy lid covering it, closed with a large padlock, and a sign that said, “Keep out. This is private property.”

Shocked and confused, the people began walking around looking for someone to help them. Could somebody tell them who had locked the well? This was an emergency!

To their surprise, out beside the road they found a little wooden house. “That wasn’t here yesterday!” the confused people said to one another. Over the door of the house was a sign that said “Water for Sale,” and another sign that said, “Open.”

8When the people went into the store, they found hundreds of bottles of water, and a smiling young man sitting behind a cash register. “Pure, healthy well water!” he told the customers. “Only 10 biltas a bottle.”

Now a bilta is the currency of Cowalunda. Americans use dollars, Mexicans use pesos, Europeans use euros, and Cowalundans use biltas. And let me tell you,


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10 biltas is quite a lot of money. 10 biltas can buy 3 chocolate butterflies, or 5 apples, or a package of multicolored markers for a child. So, when the smiling young man told the people, “Only 10 biltas a bottle,” the people exploded. “WHAT DO YOU MEAN ONLY 10 BILTAS! THAT IS A LOT OF MONEY, AND JUST YESTERDAY, OUR WATER WAS FREE!”

The smiling young man looked shocked. He hadn’t expected the people to be angry with him. “I’m sorry,” he said. “But Mr. Rondo has bought the well.”

9One of the angry people was a little girl named Luisa. She and her mother had come to get well water, and they had no money to spend at the store. “We are going to see the mayor,” Luisa’s mother told Luisa. And Luisa, her mother, and a crowd of angry people went to the mayor of Cowalunda.

“Yesterday our water was free, and today the well is locked, and there is a store down the road selling bottles of well water for 10 biltas each! This is not fair. This is unjust!” The mayor shrugged and said to them, “I’m sorry. But Mr. Rondo has bought the well. He can do with it what he likes.”

Luisa asked her mother, “Why won’t the mayor help us? Isn’t that his job?” Her mother had no answer. But Luisa was a tough little girl. “That is not right,” she said to herself.

10The people of Cowalunda sighed, grumbled, bowed their heads, and began to buy the well water. Some people could afford it. Others could not. People who couldn’t afford it stopped buying apples for their lunches, and stopped buying colored markers for their children. When the children complained, their parents said, “I’m sorry. But Mr. Rondo has bought the well, and now we have to pay for the water that used to be free. We don’t have money for markers any more.” Other families started drinking the river water again. But the river water still made them sick. Soon there were many sick children in the village of Cowalunda.

When Mr. Rondo walked out on the streets of Cowalunda, the children no longer called out to him, “We love you, Mr. Rondo.” Instead, they yelled, “Boo, Mr. Rondo! Go away!” So Mr. Rondo shut himself inside his big house, and stopped going walking on the streets of Cowalunda.

11Now Luisa, who you remember was a tough little girl, lived in a family that couldn’t afford markers or apples any more. And Luisa, that tough little girl,


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decided she was going to do something about it. So she went to Mr. Rondo’s big house and held up a sign that said, “Mr. Rondo, you are hurting the children of Cowalunda.”

Mr. Rondo was not a mean man, but he had gotten greedy. His water business was making lots of money. He owned a sports car and a private airplane now. He was able to buy lots of things he wanted. “Buying the well was a great idea,” he told himself. When he looked out the window of his big house and saw Luisa’s little sign, he felt bad. So he closed the curtains and did not look out that window again.

12When Luisa saw that her sign wasn’t changing Mr. Rondo’s mind, she went to her mother. “Momma,” she said, “I am running for mayor. We need a mayor who listens to the people.” Her mother said, “Luisa, kids can’t be mayor.” So Luisa said, “OK Momma, then YOU need to run for mayor.” Luisa’s mother said, “Luisa, you are one tough little girl.” And Luisa’s mother ran for mayor of Cowalunda. She stood up in front of the people and said, “Drinking water is a public good. We need our well back!” And Luisa’s mother got elected in a landslide, and she became the new mayor of the village of Cowalunda.

13As soon as Luisa’s mother became mayor, she looked up the laws in the mayor’s big law book. “Aha!” she told Luisa. “I think I’ve solved our problem.” And she called all the people of Cowalunda to meet on the road next to the well.

Luisa’s mother stood up in front of the crowd. “It is true,” she told the people, “that Mr. Rondo owns the land the well is on.” The people groaned. “BUT,” she went on, “He does not own the land under the well.” Everybody was quiet. “Mr. Rondo owns the land, but the water belongs to our town,” said Luisa’s mother. And she nodded to two men who stood next to her. One of them carried a huge hammer and the other carried a huge crowbar. One hammered on the lid of the well until the lock popped off. The other took his crowbar and pried the lid until it opened wide. The crowd cheered. They plunged their faces into the clean, cold water. The well was theirs again.

As for Mr. Rondo, the town paid him for the land, and he went back to making chocolate. And soon all the children of Cowalunda forgave him, even Luisa. When they saw him in the streets, they yelled out, “Mr. Rondo, Mr. Rondo,Water should be free.Mr. Rondo, Mr. Rondo,Chocolate for me!”


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Water Cycle Narrative Input Chart

• The following story can first be told as a narrative directly off the water cycle pictorial input chart. (You can make two H2O molecules and move them around the chart as the story progresses. My molecules have a big O in the middle, with a face on it, and an H sticking out of each side like ears. You can come up with more catchy names than “molecule 1&2.”)• Then it can be acted out by members of the class, who can play the water molecules.• Finally, you can go to readers’ theater using this script, or having the students write their own. New students can take the roles of the molecules each time they change phase.

Two Water Molecules on the Moveadapted from http://members.enchantedlearning.com/rt/weather/watercycle.shtml

Page One

Narrator: Our story begins in the ocean.

Molecule 1Hi. I’m a water molecule. Two hydrogens, one oxygen, H-2-O – that’s me. I love adventure and let me tell you, I get a lot of it. In fact I could tell you. . . .

Molecule 2Please don’t. Maybe later. Maybe not at all. I think I heard it already. Oh, yes, hello, I also am a water molecule, two hydrogens, one oxygen, H-2-O, that’s me. I could live without all the adventure but as a water molecule, believe me, it’s hard to have a quiet life.

Molecule 1You can say that again!

Molecule 2Especially with you around.


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http://members.enchantedlearning.com/rt/weather/watercycle.shtml

Page Two

Molecule 1Speaking of adventure, it’s getting hot here in the ocean. I’m feeling light and airy! I think the sun’s doing it to me.

Sun: I can’t help it. I’m hot and full of energy. That’s what I do!

Molecule 2I’m feeling so strange! I think I’ll have to float for a while – uh oh – here I go. . .

1Uh-oh is right! You’re not floating in the water any more. You’re floating in the air. You’re not part of a liquid either. You’re water vapor now. So am I!

2What’s water vapor?

1It’s water, but it’s a gas. You’ve evaporated and turned into a gas – and so have I. Let’s fly up high!

2 A gas. Right. That explains why it got a lot less crowded around here. But I notice you’re still here.

1You bet! I’m always up for an adventure.


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Page Three

1Hey, I feel like joining the others and forming a crowd.

2I think you mean a cloud, not a crowd. Okay, okay, let’s condense.

1Remind me what that means? It’s been a while.

2Condensing means we’ll change back into a liquid. Water of course. Little teeny droplets. Then we’ll be part of a cloud.

1Okay, now we’re in a beautiful, fluffy cloud. This is the life! Let’s fly over the land and look down.


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Page Four

1Take a look at those beautiful mountains!

2I have to admit, they are beautiful. But it makes me kind of dizzy to look at them. . .

1Whoa, I’m starting to feel heavy!

2And cold. I hate this.

1 I think we’re going to snow!

2Wouldn’t you know it. Always something going on.

1Hey, what’s got six arms and there’s nothing exactly like it in the whole world?

2Us, of course. Our snowflake. Hey, where are we going now, for Pete’s sake?

1We’re fallllllllling!! More adventure! Where are we going?

2Down.

1Thanks. I knew THAT. It looks like we’re taking a trip to the mountains. I hope you know how to ski.

2Well, looks like we’re stuck in the snowpack. You know this means we’ll probably be here, cold and stuck, until spring.


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Page Five

Narrator: Many months later, two very bored molecules of water start to roll down the mountain.

1Wow, I’ve finally melted! Cool!

2Me too. It’s about time. That was no fun.

1What a change, we were standing still, and now we’re shooting the rapids. Watch out for that rock!

2Ouch! I’ve had enough of this. Can we go home?

1We don’t have a home. EVERYPLACE is our home. The water’s getting deeper. We’re slowing down. What’s going on here?

2It’s called a river.

1I like this. Not too fast and not too slow.

2You like everything.

1 Let’s go down this side stream. It looks clear and clean.


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Page Six

2Okay. We’re in a reservoir now.

1 We’ll be flowing through huge pipes soon. I’ve been here before. It’s way cool.

2Here they are. It’s dark and spooky in these pipes. How do we get out of here?

1Just go with the flow.

2There’s a light at the end of the tap – we’re in a sink. Eew – that kid is brushing her teeth!

1I hope she doesn’t drink us. It’s really weird when that happens.

2Whew, that was a close call. Looks like we’re whirlpooling down the drain. Hold your nose!

1More dark pipes – but these pipes are really smelly. We must be in the sewer under the city. Boy do I need a bath.

Sewage processing plant: I heard that. I’m a sewage processing plant. You’ve come to the right place. I’m so amazing that I can even give bath water a bath! Now you’re all filtered and clean. Just keep going. Take that pipe back to the ocean.


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Page Seven

1We’re finally back in the ocean. You know, I’ve done this trip a million times, and every time it’s different.

2 I hope we get to rest a while. This is nuts. You know I was well water in Washington once.

1I was in a typhoon in Thailand twice.

2I was rain in Rwanda.

1I was snow in Siberia.

2We’ve all been snow in Siberia. But I was a puddle in Pakistan.

1I was in a lake in Louisiana.

2I was in a swamp in Switzerland.

1There are no swamps in Switzerland. But a long, long time ago, I was sleet that fell on the snout of a T. Rex.

2Showoff. I rained on a plain in Spain, and I seeped through the soil, and went into a cave, and was groundwater for 500 years.

1Boooorrrrring.

2No, it was great. So restful.


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Page Eight

SunHi there again. It’s me, the sun. Did you miss me? I know you did!

1I feel so hot and dizzy!

2Oh no, not again. . .

1I wonder where we’ll go this time?


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These pictures can be enlarged. Click on the picture and drag.


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Poetry Poetry Booklet:Booklet:WaterWater

Name _____________________


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The Water Cycle Chantby Eva Thaddeus

Little drops of water come together in the air.Condensation! Condensation!

Rain, snow, sleet or hail.Precipitation! Precipitation!

Water rises up in the form of a gas.Evaporation! Evaporation!

The cycle starts again, let's hear the cheer.Condensation!Precipitation!Evaporation!Yeah!


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Water Conservation Bugalooby Lisa Meyer-Jacks

I'm a conservationist and here to say We can save water every dayA precious resource is what we've gotWith your help we can save a lot

Students, parents, teachers tooDoing the water conservation bugaloo

When you brush your teeth turn the faucet off The extra second's worth the trade offDon't use the toilet as a trash canYou can come up with a much better plan


Cut your shower time in halfSave that water on our behalfPut less water in the bathtubYou'll still get a good, clean scrub


Low water toilets and shower headsLeave more water in our sea bedsFixing dripping faucets tooSaves more water for me and you


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Full loads of laundry and dishes doYour future children will thank youTurn off the hose when you wash your carUse a bucket and be a water saving superstar


I'm a conservationist and here to say We can save water everydayA precious resource is what we've gotWith your help we can save a lot



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Is This the Water Cycle?by Eva Thaddeus

Is this the water cycle? Yes, ma’am.Is this the water cycle? Yes, ma’am.How do you know? It repeats itself.How do you know? Water keeps on moving.

Is this evaporation? Yes, ma’am.Is this evaporation? Yes, ma’am.How do you know? Liquid into gas.How do you know? The water disappears.

Is this condensation? Yes, ma’am.Is this condensation? Yes, ma’am.How do you know? Gas into liquid.How do you know? You can see it again.

Is this precipitation? Yes, ma’am.Is this precipitation? Yes, ma’am.How do you know? Liquid or a solid.How do you know? Falling from the sky.

Is this the water cycle? Yes, ma’am.Is this the water cycle? Yes, ma’am.How do you know? It repeats itself.How do you know? Water keeps on moving.What is it called? Water cycle!Tell me again? Water cycle!


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Water, Water Everywhereby Lisa Meyer-Jacks and Eva Thaddeus

Water here, water thereWater, water everywhere

Energetic children swimmingThirsty puppies drinking

Sweaty exercisers showeringAnd smart students conserving

Water in the riverWater under ground

Water through our pipes And water in my cup

Water here, water thereWater, water everywhere

Water! Water! Water!


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Acéquias Here, Acéquias Thereby Lisa Meyer-Jacks

Acéquias here, acéquias thereAcéquias, acéquias everywhere

Deep acéquias flowingShallow acéquias irrigating

Shady acéquias meanderingDry acéquias waiting!

Acéquias in Northern New MexicoAcéquias near rivers

Acéquias near the pueblosAnd acequias in the South Valley

Acéquias here, acéquias thereAcéquias, acéquias everywhereAcéquias! Acéquias! Acéquias!


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Water Conservation Cadenceby Lisa Meyer-Jacks

We just know what we’ve been toldWater is worth its weight in gold.We water here, We water there

We use water everywhere

Sound off– ConservationSound off – Plan for the future

Sound off– 1, 2, 3, 4 USE LESS!

Water belongs to everyoneWhen it’s all gone we’re all done

Water rights is a major issue That will affect both me and you

Sound off – ConservationSound off – Plan for the future

Sound off– 1, 2, 3, 4 USE LESS!

Water rights say who can useThe water from our rivers and streams

Lots of water uses the majorityNeed to consider the minority

Sound off – Conservation

Sound off – Plan for the futureSound off– 1, 2, 3, 4 USE LESS!


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¿ES ESTE EL CICLO DE AGUA?Por Claudia Reyes

¿Es éste el ciclo del agua?¿Es éste el ciclo del agua?¿Cómo lo sabes?¿Cómo lo sabes?

¿Es ésta la evaporación?¿Es ésta la evaporación?¿Cómo lo sabes?¿Cómo lo sabes?

¿Es ésta la condensación?¿Es ésta la condensación?¿Cómo lo sabes?¿Cómo lo sabes?

¿Es ésta la precipitación?¿Es ésta la precipitación?¿Cómo lo sabes?¿Cómo lo sabes?

¿Es éste el ciclo del agua?¿Es éste el ciclo del agua?¿Cómo lo sabes?¿Cómo lo sabes?¿Cómo le llaman?Dime otra vez.

Sí, señoraSí señoraSigue un patrónEl agua sigue fluyendo

Sí, señoraSí señoraLíquido a gasEl agua desaparece

Sí, señoraSí señoraGas a líquidoLo puedes volver a ver

Sí, señoraSí señoraLíquido a sólidoCae del cielo

Sí, señoraSí señoraSigue un patrónEl agua sigue fluyendo¡Ciclo del agua!¡Ciclo del agua!


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Agua por todas partespor Eva Thaddeus y Rosie Gonzales (4/09)

Agua aquí, agua allá,Agua, agua por todas partes

El agua fría congelándose.El hielo sólido derritiéndose.El agua caliente hirviendoEl vapor invisible levantándose Agua en el océanoAgua en los ríosAgua debajo de los puentesAgua en los charcos Agua en mi vasoY agua adentro de mí

Agua aquí, agua allá,Agua, agua por todas partes¡Agua! ¡Agua! ¡Agua!


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Project GLADHome/ School Connection - Water #1

Sketch a picture of the water cycle below. Explain how a drop of water moves through the water cycle to someone in your family. Remember to use the words precipitation, evaporation and condensation when you are explaining the water cycle.

Student: ________________________ Adult: ____________________


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At home we use water in many ways. List at least 7 ways your family uses water.

Sketch and write 3 things your family does to help save water.(Example- We turn off the faucet when we brush our teeth.)

Sketch and write 2 things your family could do to save even more water.

Student: ________________________ Adult: ____________________


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Explain the story of The Mother Ditch to someone in your family. Sketch a picture that shows where José lived and how his family used the acéquia

madre (mother ditch) to bring water to their fields.

Student: ________________________ Adult: ____________________


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Proyecto GLADConexión Entre Escuela y Hogar - Agua #1

Dibuja abajo el ciclo de agua. Explica a alguien en tu familia como una gota de agua se mueve en el ciclo de agua. Recuerda usar las siguientes palabras: precipitación, evaporación y condensación cuando expliques el ciclo de agua.

Estudiante: ________________________ Adulto: ____________________


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En casa usamos el agua en muchas maneras diferentes. Haz una lista de por lo menos siete modos en que usa el agua tu familia.

Nombra 3 cosas que hace tu familia para conservar el agua.(Por ejemplo – Cierran la llave cuando se cepillan los dientes.)

Nombra 2 maneras en que tu familia podría conserver más agua.



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Explica el cuento de La acéquia madre (The Mother Ditch) a alguien en tu familia. Realiza un dibujo que muestra donde vivía José y como usaba su

familia la acéquia madre para llevar agua a sus campos.



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Expert’s name______________________

Dams

Dams are built for two purposes: hydroelectric power, and water supply. A dam is a large wall built across a river to stop the river’s flow. Big modern dams are made of many tons of concrete. Behind the dam, the river pools and forms a man-made lake. This lake, also known as a reservoir, can be used to supply a city with the water it needs. As the river water goes over the dam, it produces energy which can be used to power a turbine and create electricity. This is called hydroelectric power.

Dams change the landscape by creating lakes where none existed before. Wildlife and people who live near the river must move or be flooded when the dam is built. Dams also change the natural course of a river by preventing it from flowing freely.


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Expert’s name______________________

Wells

Wells are holes dug in the earth to bring ground water to the surface for human use. In the past, wells were dug by hand. Now people have machines that can drill deep wells in search of water. Once the water is found, energy must be provided to pump or suck it out of the ground. Some homes have their own wells that supply them with water. Other wells supply several homes, or even entire communities.

Wells change the environment by allowing people to build houses away from surface water like lakes or rivers. If there are too many wells, they can also change the environment by depleting the ground water. If ground water is depleted, this means there is less of it than there was before. The water table may drop, and water will be harder to find.


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Expert’s name______________________

Plumbing

Plumbing is the name for all the pipes that bring water into communities for human use. Pipes are made of metal or plastic tubes which connect together tightly and do not leak. They run under streets, carrying ground water from wells or surface water from reservoirs. They run under houses and come up into sinks, showers, tubs and toilets. They bring you the water that you use when you turn on a faucet or flush a toilet. They also carry away the waste water that goes down your drains and down your toilet.

Plumbing changes the environment by allowing people to live far away from wells, reservoirs, rivers or lakes. It allows cities to grow by bringing the water to people, wherever they may choose to build their homes and businesses.


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Expert’s name______________________

Sewage Treatment Plant

A sewage treatment plant is a facility where human waste is cleaned and released back into the environment. Pipes bring in the raw sewage, which is waste from homes and businesses. When it reaches the treatment plant, the sewage goes through a series of processes designed to neutralize it and make it safe. First, it is filtered to remove large solid objects. Later, the waste materials are kept in large holding ponds while bacteria digest them and break them down. Finally, the waste materials are filtered once more and released back into the environment. Often they are returned to rivers or oceans.

Sewage plants make the environment a safer place by breaking down dangerous chemicals and germs that are carried by sewage. They do not always neutralize the waste completely, but sewage is always safer when it leaves a plant than when it comes in.


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Process Grid for Expert Groups-Technology for Getting and Using Water

Technology Description Location (Where water comes from)

Use Impact on the environment

acéquia ditch river surface

irrigation(watering plants)

people can grow plants in places that are dry

less water in river

well hole in the ground

ground water water supply to homes and businesses

people living far from surface water

too many wells less ground water

plumbing pipes pipes river

(surface) ground

water supply to homes and other places where water is needed

waste disposal

allows people to live far from wells or lakes

dam wall of concrete

river reservoir

supply city with water

give energy

create lakes when first built,

water can destroy homes by flooding

Sewage treatment plant

facility waste (raw sewage) from homes and businesses

filtered to remove large objects

holding ponds

filtered again

released into lakes and rivers

makes it safer by breaking down dangerous chemicals and germs in sewage

Cooperative Strip Paragraph topic sentence:People have developed a number of technologies for getting and using water.


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Technology for Getting and Using Water

Technology Description Location (Where water comes from)

Use Impact on the environment

Extension Activities or Additional Assessment


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The following activities extend the unit. Following the GLAD model, second language learners will be most successful if you model an activity whole group, have them do it in their small groups and then do it individually. This gives students a chance to work with vocabulary and new language structures before they are expected to do it independently.


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Water Cycle expository assessment:Write a paragraph explaining how water on Earth exists in many forms and is always changing.

Water Cycle expository assessment rubric:

1 2 3 4A. writes to the prompt

does not write to the question

partly answers question

answers question

answers question fully, clearly and accurately

B. topic sentence

missing doesn’t make sense or doesn’t sound right

does its job is a clear, accurate introduction to the paragraph

C. examples missing or incorrect

one good example, clear and accurate

two or more good examples, clear and accurate

three or more excellent examples, clear, accurate, well organized and well chosen

D. closing sentence

missing doesn’t make sense or doesn’t sound good

does its job excellent, clear wrap-up of the paragraph

E. sentences incomplete or run-on

divided into sentences

make sense & sound good

varied, clear and interesting

F. word choice

unscientific, low level

a few scientific, high level words used correctly

mostly scientific, high-level language

very high-level

G. presentation

hard to read readable easy to read, name and date, indented

beautiful on page and correctly formatted

H. conventions

errors make it hard to understand

lots of errors mostly correct perfect or near-perfect conventions


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Advice letter assessment:In your role as expert, write a letter to the citizens of Villa Seca advising them how to solve their water problems and conflicts.

Advice letter rubric:

1 2 3 4A. writes to the prompt

does not address the issue

partly addresses the issue

addresses the issue

addresses issue fully and convincingly, with strong voice

B. organization

confusing understandable, somewhat organized

has a beginning middle & end, makes sense

clearly organized and easy to follow, with a strong beginning, middle and end

C. information

missing gives at least one piece of accurate information

gives generally clear and accurate information

information is clear and accurate

D. offers options

missing only one option given

more than one option given

several clear, different options are offered

E. sentences incomplete or run-on

divided into sentences

make sense & sound good

varied, clear and interesting

F. word choice

unscientific, low level

a few scientific, high level words used correctly

mostly scientific, high-level language

very high-level

G. presentation

hard to read readable easy to read, name and date, indented

beautiful on page and correctly formatted

H. conventions

errors make it hard to understand

lots of errors mostly correct

perfect or near-perfect conventions


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DIAMANTE: a six-line poem with the following formline 1: noun (water, rain, snow, river, ocean, thunderstorm, waterfall)line 2: two adjectivesline 3: three verbs ending in -ingline 4: three different verbs ending in -ingline 5: two different adjectivesline 6: same noun

WORDSPLASHA wordsplash is a mind map with the center word missing. The center word becomes a mystery word that the people reading the mind map have to figure out. The mystery word cannot be used anywhere in this mind map. Groups or individuals create the wordsplash and give it to others to solve. Possible mystery words for this unit: snow, waterfall, ocean, thunderstorm, hurricane, plumbing, dam, sewage, etc.

LISTEN AND SKETCH

Follow the Water from Brook to Ocean by Arthur Dorros, Harper-Collins, "Let's Read and Find Out Science" series (non-fiction)

Three Monks, No Water by Ting-Xing Ye, Annick Press (fiction)


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POETRY GROUP FRAMEPossible text is this poem by Langston Hughes

April Rain Song Let the rain kiss youLet the rain beat upon your head with silver liquid dropsLet the rain sing you a lullabyThe rain makes still pools on the sidewalkThe rain makes running pools in the gutterThe rain plays a little sleep song on our roof at nightAnd I love the rain.

- Langston Hughes

Rain group frame

Let the rain_______Let the rain_______Let the rain_________The rain makes___________The rain makes_________The rain plays________And I love the rain.

MANTLE OF THE EXPERTThis is a whole-class role play. The structure was developed by British drama educator Dorothy Heathcote and similar structures have been developed by others. In the mantle of the expert drama, the students play adult experts and participate in a group discussion of an issue. They choose names and jobs for themselves, make name cards, refer to each other by these names during the discussion, and use behaviors appropriate for adult professionals. In the water role play, the students are members of the Water Conflicts Resolution Council. The group has been assembled to discuss a response to the following plea for help. The teacher takes the role of the chair of the Council, and begins by reading the letter aloud. OR, If the teacher is comfortable in role, the teacher can take the role of one of the citizens who has written the letter, and engage the “experts” in the discussion - asking for help, saying whether their suggestions make sense, offering resistance, asking clarifying questions, etc. In this case the teacher is not a position of authority, but rather is asking for help. A follow-up to the drama can be a group or individual letter of advice.


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Dear Councilors,

We beg your help with an urgent issue which threatens to tear apart our community. Our community well has been much lower this year than ever before. It has been a dry summer, and the water table has dropped. In one very dry week, some people ran out of water half-way through their showers, and other people had nothing but a dirty sandy trickle running from their faucets. Then it rained, and now we have more water again. Some people are watering their lawns every day, just as they did before. But others are very angry, afraid that the water will run out again very soon. Some people are accusing others of wasting water. Others say that water is a basic human right and they should be able to use as much of it as they want. What should we do? Please give us some advice, before this conflict really blows up.

Sincerely,The Citizens of Villa Seca, New Mexico


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Following are some of the unit materials in

Spanish (Home School Connections and chants are in the previous

section)


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El importante libro sobre el aguaPor Eva Thaddeus

Lo más importante a saber acerca del agua es que siempre está cambiando.

El agua siempre está en movimiento. Una gota de agua corre cuesta abajo por la atracción que ejerce la fuerza de la gravedad. Las corrientes de agua pequeñas corren cuesta abajo y se juntan para formar grandes corrientes. Las corrientes grandes se unen para formar ríos. Al final los ríos van a parar al océano.

Pero lo más importante a saber acerca del agua es que siempre está cambiando.

Después de una lluvia o de una nevada, el agua penetra en la tierra. Este proceso se llama infiltración. Parte del agua es absorbida por las raíces de las plantas. Parte del agua es atraída por la fuerza de la gravedad hacia el subsuelo. Se convierte entonces en agua subterránea.


El agua no se queda en el océano para siempre. La energía del sol calienta el agua y hace que algunas de sus moléculas cambien de líquido a gas. Se convierten en vapor de agua y se elevan en el aire. Al agua que se encuentra en el aire se le llama humedad.

El agua no se queda en las plantas para siempre. El agua extra que las plantas no usan para fabricar alimentos se evapora a través de sus hojas. Esta también se convierte en vapor de agua y se eleva en el aire. Este proceso se llama transpiración.


El agua no se queda en el aire para siempre. El vapor de agua se enfría y forma masas de gotitas de agua llamadas nubes. Este proceso se llama condensación. Cuando las condiciones son apropiadas, el agua en las nubes cae a la tierra como precipitación –lluvia, nieve, aguanieve o granizo.


Dependiendo de la temperatura, el agua puede estar en estado sólido, líquido o gaseoso. El hielo y la nieve son formas de agua sólida. El vapor de agua, que es


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invisible a los ojos, es agua convertida en gas. Puedes ver el agua cambiando de forma cuando la congelas o la hierves. Cuando la congelas, se convierte en hielo, y cuando la hierves, se convierte en vapor.


La unidad más pequeña del agua es la llamada molécula de agua. También se le conoce como H2O porque está compuesta por un átomo de oxígeno y dos de hidrógeno. Esta molécula de agua puede viajar a cualquier lugar.

Un niño puede beber una molécula de agua. Una molécula de agua puede bajar por el inodoro. Puede hundirse en la tierra, viajar a través de las raíces de una planta, ser parte de la corriente de un río. Puede convertirse en olas en el océano, o ser parte del cuerpo de un tiburón. ¿Quién sabe? ¡Las mismas moléculas de agua que usted bebe hoy podrían haber sido parte del cuerpo de un dinosaurio hace miles de años!



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Información básica para el maestro:El agua en la TierraTarjeta gráfica de entrada

(Nota: Si usa el mapa mundial adjunto para hacer tarjetas de entrada, escriba los nombres de los ríos no los números.)

El setenta porciento de la superficie de la Tierra está cubierto por agua. El otro treinta porciento es tierra sólida. La Tierra tiene seis continentes (siete). Los continents son grandes masas de tierra rodeados por agua. Nosotros vivimos en América del Norte en los Estados Unidos en el estado de __________ en _____________ (señálelo en el mapa). Hacia el sur de América del Norte está América del Sur. Hacia el oeste de América del Norte está Eusaria. Algunas personas consideran que estos son dos continenets diferentes, Europa y Asia. Debajo de Eurasia está Africa. Nuestros últimos dos continents son Australia y la Antártida. (Durante esta parte, traiga a colación cualesquier historias o información que hayan estudiado en clase que se relacione con los continentes.)

Rodeando los continentes hay extensions de agua. Estas se llaman océanos. En realidad todos los océanos forman una gran extensión de agua pero los científicos han puesto nombre a cinco océanos diferentes en nuestro planeta. Sin lugar a dudas, el océano más grande es el Océano Pacífico. Este océano está entre Eurasia y Australia y entre América del Norte y América del Sur. (Use un globo para demostrar que la Tierra es redonda y porque el nombre aparece dos veces en los mapas.) Este mapa es plano mientras que el mundo es redondo de manera que el nombre aparece dos veces pero sólo hay un Océano Pacífico. El próximo océano en tamaño es el Océano Atlántico. Está entre América del Sur y América del Norte y entre África y Eurasia. El tercer océano en tamaño es el Océano Indico que se encuentra al sur de Eurasia y al este de África. Después tenemos el Océano Antártico que está al norte de la Antártica y finalmente tenemos el Océano Ártico. Los océanos Antártico y Ártico son mucho más pequeños que los otros tres. En las partes del mundo donde se encuentran estos océanos hace mucho frío y partes de ellos están cogeladas. (http://www.enchantedlearning.com/subjects/ocean/)

El noventa y siete porciento del agua de la Tierra está en los océanos. Esta es agua salada. El otro tres porciento del agua de la Tierra se encuentra en los glaciares, los casquetes polares, debajo de la tierra, en lagos, ríos y en la atmósfera. Esta es agua dulce. El agua es un recurso natural muy importante porque los humanos y la mayoría de los animales necesitan agua dulce para vivir

El único continente que no tiene ríos es la Antártica. Los ríos son corrientes de agua. Junto con los océanos son una parte importante del ciclo de agua de la Tierra. Generalmente tienen su origen en una fuente, como un glaciar o un manantial natural. Corren cuesta abajo y los ríos pequeños y las corrientes de agua fluyen hacia las mas grandes. Al final, fluyen hacia los océanos, mares o lagos. Los ríos proporcionan agua para beber, para irrigación, para transportanción, para crear poder hidroeléctrico e incluso para proporcionan medios de recreación como la natación y la navegación.


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http://www.enchantedlearning.com/subjects/ocean/

El río más largo del mundo es el el Río Nilo. Está localizado en el noreste de África y desemboca en el Mar Mediterráneo. El segundo río más largo del mundo es el Río Amazonas. Está localizado en el noreste de América del Sur y desemboca en el Océano Atlántico. Es también el río más caudaloso (con el mayor volumen de agua). El tercer río más grande es el Río Yangtze. Corre a través del sur y centro de China y desemboca en el Mar del Este. (http://www.enchantedlearning.com/geography/rivers/ http://www.waterencyclopedia.com/Re-St/Rivers-Major-World.html)

El Río Grande nace en el sur de Colorado y corre hacia la región suroeste de Estados Unidos atravesando Albuquerque. Marca la frontera entre México y Texas y desemboca en el Golfo de México. (http://encarta.msn.com/encyclopedia_761578924/Rio_Grande_(river).html)

El Río Misurí desemboca en el Río Misisipí. El Río Misisipí. tiene la tercera área de drenaje más grande del mundo. Sólo los ríos Amazonas y Congo River tienen mayor drenaje. Más de catorce ríos desembocan en el Río Misisipí. (http://en.wikipedia.org/wiki/Mississippi_River)

El Río Volga es el río más largo de Europa y es esencial para la economía de Rusia. El Río Murray-Darling es el más largo de Australia y desemboca en el Océano Antártico. (http://www.socialstudiesforkids.com/articles/geography/murraydarlingriver.htm)

En la mayoría de los ríos, sino en todos, años y años de contaminación están poniendo seriamente en peligro la vida de los humanos y de los animals que viven en sus riberas. Muchos gobiernos, organizaciones mundiales y grupos de ciudadanos están trabajando para mejorar las condiciones de estos ríos. (Si la contaminación y la conservación del medio ambiente son parte de sus normas académicas, puede bajar del internet fotografías de algunos de estos ríos y tener discusiones en la clase destacando las causas y los efectos de las acciones humanas así como lo que diferentes grupos y gobiernos están hacienda para mejorar las condiciones de los ríos. Los estudiantes también pueden buscar soluciones diferentes, escribir cartas, investigar sobre un río en su área, etc.) (http://www.public.asu.edu/~goutam/gcu325/volga.htm, http://www.commondreams.org/headlines/041100-02.htm, http://news.bbc.co.uk/1/hi/world/asia-pacific/1756748.stm)


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http://www.commondreams.org/headlines/041100-02.htm

http://www.public.asu.edu/~goutam/gcu325/volga.htm

http://www.socialstudiesforkids.com/articles/geography/murraydarlingriver.htm

http://en.wikipedia.org/wiki/Mississippi_River

http://encarta.msn.com/encyclopedia_761578924/Rio_Grande_(river).html

http://www.waterencyclopedia.com/Re-St/Rivers-Major-World.html

http://www.enchantedlearning.com/geography/rivers/

Información básica para el maestro:El ciclo del agua Presentación pictórica

Ya que el ciclo del agua es un ciclo, podemos empezar en cualquier punto de la tarjeta. Vamos a empezar en el océano. El océano tiene agua salada, la cual es agua en forma líquida. La superficie del océano se llama nivel del mar. En la medida en que el sol calienta la superficie del océano, algunas de las moléculas de agua se ponen muy calientes, tan calientes que se eleven en el aire y se convierten en gas. Esto se llama evaporación. El agua en forma de gas se llama vapor de agua. Cuando usted escucha hablar sobre la humedad en la atmósfera, está escuchando hablar sobre el vapor del agua

Si el vapor de agua en la atmósfera se enfría, entonces se condensa en pequeñas gotitas de líquido. Las gotitas se agrupan alrededor de pequeñas partículas de polvo en la atmósfera. Los grandes agrupamientos de muchas de estas gotitas se llaman nubes. En la medida en que las nubes se ponen más grandes y más pesadas, las gotitas se juntan y forman gotas más grandes. Finalmente se ponen muy pesadas y caen al suelo en forma de precipitación. La precipitación puede tomar la forma de lluvia, que es líquido, de nieve o granizo, que son sólidos, o de aguanieve, que está justo en el medio entre sólido y líquido.

Cuando el agua cae en el suelo puede empaparlo o puede escurrise por la superficie. El acto de empapar la tierra se llama infiltración. El agua penetra la tierra y pasa a formar parte del agua subterránea. La parte de arriba del agua subterránea se llama nivel hidrostático. El escurrimiento se mueve cuesta abajo arrastrado por la fuerza de la gravedad. Las corrientes más pequeñas se combinan para formar corrientes más grandes. El agua acarrea sedimento –pedacitos de roca o arena- y con el tiempo la formación del terreno puede cambiar a consecuencia del corer del agua. Esto se llama erosión. Las corrientes se combinan para formar ríos, y los ríos continúan corriendo cuesta abajo hasta que encuentran el océano. El ciclo del agua empieza de nuevo.Este sitio web puede serle útil: http://ga.water.usgs.gov/edu/watercycle.html


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Información básica para el maestro:Tecnologías para conducir y aprovechar las aguasPresentación pictórica

Acequias

Las acequias son zanjas que la gente hace para irrigar sus cultivos. Vienen de un río y regresan al río en un punto más abajo en su recorrido. La fuerza de la gravedad acciona el sistema de acequias. La acequia madre le suministra agua a varias acequias más pequeñas. Los agricultores abren las compuertas para dejar que el agua de la acequia riegue sus campos de cultivo. Esto se llama irrigación.

En Nuevo México, el sistema de acequias y la irrigación por inundación han sido usados por cientos de años en varios valles del Río Grande y de otros ríos importantes del estado. Las asociaciones de acequia son instituciones tradicionales y democráticas creadas con el fin de administrar el funcionamiento de las acequias. Un funcionario electo llamado mayordomo está encargado de asignar los derechos al uso del agua a lo largo de la acequia y de resolver los conflictos que pudieran presentarse. Los usuarios del agua comparten la resposabilidad de limpiar la acequia y de darle mantenimiento.

El sistema de acequia ha cambiado el paisaje de los valles fluviales, haciendo posible la agricultura a lo largo de los ríos de Nuevo México. Debido a las acequias, la gente ha podido cultivar árboles frutales, así como otras plantas para alimentar a los humanos y pasto para vacas y caballos.

Hay muchas otras tecnologías diseñadas para suministrarle agua a la gente. Un dique o represa es otra forma de aprovechar el agua de la superficie. Un dique bloquea el curso de un río y crea un lago artificial, o depósito, detrás del mismo. La gente también ha aprendido a aprovechar el agua subterránea cavando pozos. Los sistemas de plomería llevan agua de la superficie o agua subterránea a las casas y a los negocios de la gente. También acarrea los materiales de desecho. Las aguas negras es material de deshecho humano que se procesan en plantas de tratamiento antes de ser liberadas nuevamente en el medio ambiente. Los estudiantes van a estudiar todas estas tecnologías más ampliament en los grupos de expertos.


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TEXTO PARA TARJETA NARRATIVA DE ENTRADA : OPCIóN #2¿Quién es el dueño del pozo? (Picture cards are in English section)

1La aldea de Cowalunda era un lugar hermoso lleno de árboles y praderas, y favorecido por un gran río turbio que corría lentamente por el medio del pueblo. La gente de Cowalunda tenía granjas a ambos lados del río, en éstas ellos cultivaban plantas alimenticias y criaban sus animales. Ellos usaban el agua del río lodoso para irrigar sus granjas y las plantas que cultivaban crecieron fuertes y saludables.

2Durante muchos años la gente de Cowalunda y sus animales tomaban el agua del río lodoso. Sin embargo ahora cuando ellos tomban de esa agua se enfermaban seriamente. ¿Qué había pasado? Ellos mandaron un mensajero río arriba para investigarlo. Él regreso para explicarles lo que pasaba: “La gente de las aldeas río arriba había empezado a vaciar sus inodoros en el río.” La gente de Cowalunda gruñó. A causa de los desechos humanos en el río, el agua se había llenado de bacterias portadoras de enfermedades para los humanos. La gente se dió cuenta de que el agua del río no era buena para beber.

3Por suerte, la gente de la aldea tenía un pozo profundo con agua fresca y limpia que quedaba cerca de la orilla del pueblo. Cada día los habitantes de Cowalunda empezaron a visitar el pozo para sacar baldes llenos del agua que necesitaban para beber y para cocinar. Algunos de ellos viajaban largas distancias cada día para llegar al pozo –eso indica cuánto necesitaban esa agua. Todavía ellos regaban sus cultivos y lavaban su ropa con el agua del río lodoso y hasta le daban a beber agua del río a sus animales. Sin embargo, ellos le temían a las enfermedades humanas transmitidas por los gérmenes que había en el agua lodosa y por eso sólo tomaban agua el limpia y pura de pozo, agua que venía del subsuelo.

4En Cowalunda vivía un negociante, un hombre de grandes ideas y la energía para hacerlas realidad, el tipo de personas que llamamos un emprendedor. Su nombre era Señor Rondo y los niños de Cowalunda lo querían mucho porque había abierto una fábrica de chocolate en el pueblo. En la fábricas se hacían conejitos de chocolate, huevos de chocolate y mariposas de chocolate. Cuando los niños lo veían en la calle le decían: “¡Señor Rondo le queremos!” Los padres de los niños eran menos aficionados de la fábrica de chocolate porque vendía sus deliciosos productos a precios muy altos. “Nosotros somos los que tenemos que pagar,” le decían a sus hijos. Pero los niños sólo decían, “Chocolate por favor, mami, papi! Más chocolate!”


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5El Sr. Rondo estaba haciendo buen dinero con la fábrica de chocolate. Pero hubo un año en que una plaga de saltamontes vino del sur y se comió la mitad de los cultivos del pueblo. Las plantas fuertes y hermosas que había en sus campos se volvieron débiles y mustias. Algunas de las plantas murieron. La gente todavía tenía suficiente para comer pero no les quedó mucho para vender. Ese año no produjeron mucho dinero y no compraron chocolate. “¿Qué ha pasado? Se preguntaba el Sr. Rondo?”

El Sr. Rondo pensó y pensó sobre el problema. El sabía que estaba produciendo buen chocolate. Así que, ¿por qué los aldeanos dejaron de comprarlo? De pronto exclamó: “¡Anjá! Ya se la respuesta! A la gente LE GUSTA mi chocolate. Ellos QUIEREN comprar mi chocolate. Pero ellos no NECESITAN mi chocolate. Sí tienen dinero suficiente, ellos compran chocolate. Pero en un año malo, ellos no compran cosas que no sean necesarias, y mi delicioso chocolate es algo que no necesitan.” El Sr. Rondo se paseaba de arriba abajo pensando: Estoy vendiendo el producto equivocado. Debía estar vendiendo algo que la gente necesite. ¿Qué necesita la gente? Comida, alojamiento, agua. ¡Anjá! Agua!

Y el Sr. Rondo decidió comprar el pozo del pueblo.

7Una semana más tarde, cuando la gente de Cowalunda empezó a llegar al pozo temprano en la mañana para cargar agua, se llevó una desagradable sorpresa. ¡El pozo estaba cerrado! Había una gruesa tapa cubriéndolo, cerrada con un candado grande y un cartel que decía “Mantengase alejado. Propiedad privada.”

Disgustados y confusos, los habitantes de Cowalunda empezaron a caminar alrededor buscando a alguien que pudiera ayudarles. ¿Podría alguien decirles quien clausuró el pozo? ¡Esto es una emergencia!

Para su sorpresa, al lado del camino encontraron una casita de madera. “¡Eso no estaba ahí ayer!” la confusa gente se decían los unos a los otros. Encima de la puerta había un cartel que decía “Se vende agua,” y otro que decía, “Abierto.”

8Cuando la gente entró en la tienda, encontraron cientos de botellas de agua y un hombre joven y sonriente sentado detrás de una caja registradora. “¡Agua de pozo, pura y saludable!” le dijo a sus clientes. “Sólo10 biltas la botella.”

Bilta es la moneda de Cowalunda. Los americanos usan el dólar, los mexicanos el peso, los europeos usan euros, y en Cowalundan usan biltas. Y


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déjenme decirles, 10 biltas es mucho dinero. Con 10 biltas se pueden comprar 3 mariposas de chocolate ó 5 manzanas, o un paquete de marcadores de colores para un niño. Así que cuando el sonriente joven le dijo a la gente: “Sólo 10 biltas la botela,” la gente explotó. “¡QUÉ QUIERE DECIR SÓLO 10 BILTAS! ¡ESO ES MUCHO DINERO, Y JUSTAMENTE AYER, NUESTRA AGUA ERA GRATIS!”

El sonriente joven se veía sobresaltado. No esperaba que la gente se enojara con él. “Lo siento, dijo. “Pero el Sr. Rondo ha comprado el pozo.”

9Una de las personas enojadas era una niña pequeña llamada Luisa. Ella y su mamá habían venido al pozo a buscar agua y no tenían dinero para comprarla en la tienda. “Nosotros vamos a ir a ver al alcanlde,” le dijo la mamá de Luisa a su hija. Y Luisa y su madre, y el grupo de gente enojada, fueron a ver al alcalde de Cowalunda.

“¡Ayer nuestra agua era gratis y hoy el pozo está clausurado y hay una tienda en la calle vendiendo el agua del pozo en botellas a 10 biltas cada una! Eso no es posible. ¡Es una injusticia!” El alcalde se encogió de hombros y les dijo, “Lo siento. Pero el Sr. Rondo ha comprador el pozo. Puede hacer lo que quiera con él.”

Luisa le preguntó a su madre, “¿Por qué el alcalde no nos ayuda? ¿No es ese su trabajo?” Su madre no tenía respuesta. Pero Luisa era una niñita muy fuerte. “Eso no es correcto,” se dijo a sí misma.

10La gente de Cowalunda suspiró, rezongó, bajo la cabeza y empezó a comprar el agua de pozo. Alguna gente podía pagar por ella. Otros no podían hacerlo. La gente que no podia pagar por el agua dejó de comprar manzanas para su almuerzo y dejó de comprar marcadores de colores para sus niños. Cuando los niños protestaron, sus padres les decían, “Lo siento, pero el Sr. Rondo ha comprador el pozo y ahora tenemos que pagar por el agua que antes era gratis. Ya no tenemos dinero para marcadores.” Otras familias empezaron a tomar agua del río otra vez. Pero el agua del río los enfermaba. Pronto hubo muchos niños enfermos en la aldea de Cowalunda.

Cuando el Sr. Rondo caminaba por las calles de la aldea, los niños ya no le decía. “Lo queremos Sr. Rondo.” En lugar de ello, le gritaban y le abucheaban, “¡Sr. Rondo! ¡Váyase!” Así que el Sr. Rondo se encerró en su gran casa y dejó de caminar por las calles de Cowalunda.

11Luisa, que debes recordar era una niñita muy fuerte, vivía con una familia que ya no podia comprar marcadores ni manzanas. Y Luisa, la niñita fuerte,


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decidió que iba a hacer algo al respecto. Así que se fue a la gran casa del Sr. Rondo y levantó un cartel que decía, “Sr. Rondo, usted está perjudicando a los niños de Cowalunda.”

El Sr. Rondo no era un hombre malo, pero se había convertido en una persona codiciosa. Su negocio con el agua le estaba produciendo mucho dinero. Ahora tenía un automúvil deportivo y un avión privado. Ahora podia comprar muchas cosas que quería. “Comprar el pozo fue una gran idea,” se dijo a sí mismo. Cuando el miró por la ventana de su gran casa y vió el pequeño cartel de Luisa, se sintió mal. Así que cerró las cortinas y no miró hacia afuera de nuevo.

12Cuando Luisa vió que su cartel no estaba haciéndole cambiar su forma de pensar al Sr. Rondo, ella fue adonde su madre y le dijo. “Mamá, voy a postularme para ser alcalde. Necesitamos un acalde que escuche a la gente.” Su madre le dijo, “Luisa, los niños no pueden ser alcaldes.” Entonces Luisa le dijo, “Muy bien mamá, entonce TÚ tienes que postularte para alcalde.” La madre de Luisa le dijo, “Luisa, eres una niñita muy fuerte.” Y la madre de Luisa se postuló para el puesto de alcalde de Cowalunda. Se presentó frente a la gente y les dijo, “¡El agua para beber es un bien público. Necesitamos que nos devuelvan nuestro pozo!” Y la madre de Luisa fue elegida con una victoria aplastante y se convirtió en la nueva alcaldesa de la aldea de Cowalunda.

13Tan pronto y como la madre de Luisa se convirtió en alcaldesa, estudió las leyes en el gran libro de leyes del alcande. “:¡Anjá!” le dijo a Luisa. “Creo que he resuelto nuestro problema.” Y llamó a toda la gente de la aldea a congregarse en el camino cercano al pozo.

La madre de Luisa se paró frente a la multitud y les dijo: “Es verdad que el Sr. Rondo es el propietario de la tierra adonde está el pozo.” La gente protestó. “PERO,” continuó, “él no es el propietario de la tierra que está debajo del pozo.” Todo el mundo se quedó callado. “El Sr. Rondo posee la tierra, pero el agua le pertenece al pueblo,”dijo la mamá de Luisa. Y le hizo una seña con la cabeza a dos hombres que estaban parados cerca de ella. Uno llevaba un gran martillo, el otro una pata de cabra enorme. Uno le pegó con el martillo a la tapa que cubría el pozo hasta que el candado saltó. El otro tomó su pata de cabra y forzó la tapa con ella hasta que la abrió completamente. La multitud vitoreaba. Metieron sus caras en el agua limpia y fría. El pozo era de ellos nuevamente.

En cuanto al Sr.Rondo, el pueblo le pagó por la tierra y el volvió a fabricar chocolates. Y, en cuanto los niños de Cowalunda, ellos le perdonaron, hasta Luisa lo hizo. Cuando le veían en la call le gritaban,


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“¡Sr. Rondo, Sr. Rondo,el agua debe ser gratis.Sr. Rondo, Sr.Rondo,déme a mí chocolate!”


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Nombre del experto______________________

Diques

Los diques se construyen con dos propósitos: generar poder hidroeléctrico y suministro de agua. Un dique es un muro grande que se construye a través de un río para detener el flujo del agua. Los grandes diques modernos se construyen con toneladas de concreto. Detrás del dique, el río se contiene y forma un lago artificial. Este lago, también conocido como depósito, puede ser usado para suministrarle a una ciudad el agua que necesita. En la medida en que el agua pasa por encima del dique, produce energía que puede usarse para activar una turbina y para generar electricidad. Esto se llama poder hidroeléctrico.

Los diques cambian el paisaje creando lagos donde antes no los había. La vida silvestre y la gente que viven cerca de un río tienen que mudarse cuando se construye un dique o exponerse a sufrir inundaciones. Los diques cambian el curso natural de los ríos impidiendo que corran libremente.


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Nombre del experto______________________

Pozos

Los pozos son huecos que se cavan en la tierra para traer agua subterránea a la superficie para uso humano. En el pasado, los pozos eran cavados a mano. Ahora la gente tiene máquinas que pueden taladrar pozos muy hondos en busca de agua. Una vez que se encuentra el agua, debe proporcionarse energía para accionar una bomba o succionar el agua del subsuelo. Algunas casas tienen sus propior pozos que le suministran agua. Otros pozos pueden suministrarle agua a varias casas, o inlcuso a comunidades enteras.

Los pozos cambian el paisaje al permitirle a la gente construir casas lejos de las extensiones de agua a nivel de la superficie, como ríos y lagos. La existencia de muchos pozos también puede cambiar el paisaje disminuyendo la cantidad de agua subterránea. Si el agua subterránea disminuye eso significa que hay menos en ese lugar de la que había antes. El nivel hidrostático puede bajar y puede hacerse difícil encontrar agua.


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Nombre del experto ______________________

Plomería

Se le da el nombre de plomería a todos los tubos que traen el agua a las comunidades para uso humano. Los tubos están hechos de metal o de plástico que se conectan entre sí apretadamente para evitar filtración. Estas tubería corren por debajo de la calles llevando agua subterránea desde los pozos, o agua a nivel de la superficie desde los depósitos de agua. Corren por debajo de las casas y salen en los fregaderos, duchas, bañeras e inodoros. Les traen el agua que usted usa cuando abre la llave o descarga el inodoro. También se llevan las aguas de desecho que salen por las cañerías de drenaje y por el inodoro.

La plomería cambia el medio ambiente permitiéndole a la gente vivir lejos de los pozos, depósitos de agua, ríos y lagos. Permite que las ciudades crezcan trayéndole agua a la gente dondequiera que ellos decidan construir sus casa o establecer sus negocios.


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Nombre del experto ______________________

Planta para el tratamiento de aguas negras

Una planta para el tratamiento de aguas negras es una instalación donde el material de desecho humano se limpia y se descarga nuevamente en el medio ambiente. Las cañerías traen las aguas negras proveniente de las casas y de los negocios. Cuando llega a la planta de tratamiento, las aguas negras pasan por una serie de procesos diseñados para neutralizarlas y convertirlas en material seguro para ser descargado en el medio ambiente. Primero, se filtra para remover objetos sólidos grandes. Después, los materiales de desecho se mantienen en estanques donde las bacterias las digieren y las descomponen. Finalmente, los materiales de desecho se filtran una vez más y se descargan nuevamente en el medio ambiente. A menudo retornan a ríos y océanos.

Las plantas para el tratamiento de aguas negras hacen que el medio ambiente sea más seguro al descomponer materiales químicos peligrosos y gérmenes acarreados por las mismas. Los materiales de desecho no siempre se neutralizan totalmente, pero siempre son más inofensivos cuando salen de la planta que cuando llegan a ella.


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Cuadrícula para procesar la información

Tecnología para obtener y usar agua

Tecnología Descripción Ubicación (De donde proviene el agua )

Uso Impacto en el medioambiente

acequia zanja río superficie

irrigación(regar plantas)

la gente puede cultivar plantas en lugares secos

menos agua en el río

pozo hoyo en el suelo

agua subterránea suministro de agua a casas de vivienda y negocios

la gente vive lejos de lagos y ríos

demasiados pozos: menos agua subteránea

plomería cañerías tubos río

(superficie) agua

subterránea

suministro de agua a casas de vivienda y a otros lugares donde se necesita

eliminación de desechos

le permite a la gente vivir lejos de pozos o lagos

diques muro de concreto

río depósito

suministra agua a la ciudad

proporciona energía

crea lagos cuando se

construyen, el agua puede destruir casas al provocar inundaciones

plantas para tratamiento de aguas negras

instalacionespara tratamiento aguas negras

Aguas negras proveniente de casas de vivienda y negocios

filtrado para remover objetos grandes

estanques nuevo filtrado descargada en

lagos y ríos

hace más fácil la descomposición de químicos peligrosos y de gérmenes en las aguas negras


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Evaluación explicativa del Ciclo del agua:Escribe un párrafo explicando cómo el agua en la Tierra existe en tantas formas diferente y está siempre cambiando.

Reglas para la evaluación explicativa del Ciclo del agua :

1 2 3 4A. escribe siguiendo las indicaciones sobre lo que debe escribir

no escribe sobre la pregunta

responde parcialmente la pregunta

responde la pregunta

responde la pregunta totalmente, claramente y con precisión

B. oración sobre el tema principal

no está tiene sendito y suena bien

llena su cometido

introducción al párrafo clara y precisa

C. ejemplos no está o es incorrecta

un buen ejemplo, claro y preciso

dos o más ejemplos, claros y precisos

tres o más excelentes ejemplos, claros, precisos, bien organizados y bien elegidos

D. oración final no está no tiene sentido o no suena bien

llena su cometido

conclución del párrafo excelente, clara

E. oraciones incompletas o seguidas sin puntuación

dividido en oraciones

tienen sentido y suenan bien

variadas, claras e intersantes

F. selección de palabras

no científicas,nivel bajo

unas pocas palabras científicas, de alto nivel usadas correctamente

mayormente lenguaje científico de alto nivel

nivel muy alto

G. presentación difícil de leer legible fácil de leer, nombre y fecha, con sangría

hermosa presentación, formato perfecto

H. reglas gramaticales

los errores hacen que sea difícil de entender

muchos errores mayormente correcto

perfecto o casi perfecto uso de las reglas gramaticales


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Evaluación de la carta ofeciendo consejo:En tu papel de experto, escríbele una carta a los cuidadanos de Villa Seca aconsejándoles sobre como resolver sus problemas con el agua y sus conflictos.

Reglas para la Carta ofreciendo consejo:

1 2 3 4A. sigue las indicaciones sobre lo que debe escribir

no trata el tema

trata el tema parcialmente

trata el tema trata el tema completamente, convincentemente y con voz fuerte

B. organización

confusa entendible, más o menos organizada

tiene principio, medio y final, tiene sentido

claramente organizada, fácil de seguir, tiene principio, medio y final claramente definidos

C. información no está por lo menos proporciona un detalle informativo apropiado

en general proporciona información clara y precisa

información clara y precisa

D. ofrece opciones

no está sólo ofrece una opción

ofrece más de una opción

Ofrecen varias opciones diferentes y claras

E. oraciones incompletas o seguidas sin puntuación

dividido en oraciones

tienen sentido y suena bien

variadas, claras, interesantes

F. elección de palabras

no científicas, bajo nivell

unas pocas palabras científicas, de alto nivel, usadas correctamente

mayormente lenguaje científico de alto nivel

nivel muy alto

G. presentación difícil de leer legible fácil de leer, nombre y fecha, con sangría

hermosa presentación, formato perfecto

H. reglas gramaticales

los errores hacen que sea difícil de entender

muchos errores mayormente correcto

perfecto o casi perfecto uso de las reglas gramaticales


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Estimados consejales,

Les rogamos que nos ayuden con una situación urgente que está amenazando con destruir nuestra comunidad. Este año el nivel ge agua del pozo de nuestra comunidad ha estado mucho más bajo que nunca antes. Ha sido un verano muy seco y el nivel hidrostático ha bajado. Durante una semana muy seca, algunas personas se quedaron sin mientras tomaban un baño de ducha y otras personas sólo tenían un chorrito de agua arenosa saliendo de sus llaves. Entonces llovió y ahora tenemos más agua. Algunas personas están regando el césped todos los días, tal y como lo hacían antes. Pero otras están muy enojadas, temerosas de que pronto nos quedemos sin agua otra vez. Algunas personas están acusando a otras de desperdiciar el agua. Otras dicen que el agua es un derecho humano básico y que deben poder usar toda el agua que quieran. ¿Qué debemos hacer? Por favor aconséjennos antes de que este conflicto realmente explote.

Sinceramente,Los ciudadanos de Villa Seca, Nuevo México


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CICLO DEL AGUA

Reading Sequencing ActivityOn the following page, students working individually, with a partner or their team to put the steps in the water cycle in order.

Possible steps for the activity:1) Cut each of the different strips going horizontally.2) Read the sentence and illustrate it.3) Put the steps in order starting with the sentence marked number 1.4) Check your answers.5) Glue the pieces in order to another paper or staple them together.and illustrate each one.

CICLO DEL AGUA1) El Sol calienta el agua y el aire. El agua se evapora convirtiéndose en vapor.2) El vapor de agua asciende y al encontrarse con aire más fresco se condensa

alrededor de las partículas de polvo que se encuentran en el aire formando gotitas de agua pequeñisimas.

3) Las gotitas pequeñísimas formas las nubes.4) Las gotitas se juntan y se ponen muy pesadas para quedarse suspendidas en el

aire. Entonces caen a la tierra en forma de lluvia, aguanieve, granizo o nieve.5) La lluvia y la nieve derretida fluyen nuevamente hacia los lagos y el ciclo del

agua empieza otra vez.


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1) El Sol calienta el agua y el aire. El agua se evapora convirtiéndose en vapor.

El vapor de agua asciende y al encontrarse con aire más fresco se condensa alrededor de las partículas de polvo que se encuentran en el aire formando gotitas de agua pequeñisimas.

El Sol calienta el agua y el aire. El agua se evapora convirtiéndose en vapor.

La lluvia y la nieve derretida fluyen nuevamente hacia los lagos y el ciclo del agua empieza otra vez.

Las gotitas pequeñísimas formas las nubes.

Las gotitas se juntan y se ponen muy pesadas para quedarse suspendidas en el aire. Entonces caen a la tierra en forma de lluvia, aguanieve, granizo o nieve.

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