Download Bringing the Rain to Kapiti Plain Lesson Plan

Water Conservation & Education Department
502 Municipal Drive
Lubbock, TX 79457
806.775.2586
806.775.3027 fax
Title:
Bringing the Rain to Kapiti Plain
Grade Level:
K12345678
Objectives:




For the students to understand that water changes states by melting and freezing
For the students to demonstrate ways objects move
For students to explain how water is constantly being cycled around
For students to identify different sources of natural water in relation to the water cycle
Materials:
Ring Stand
Clamp
Hot Plate
Beaker
Pie Tin
Ice
Water
Food Coloring
Ziploc Baggies
Permanent Markers
Technology:
TEKS:
3.3C represent the natural world using models and identify their
limitations, including size, properties, and materials
3.5C predict, observe, and record changes in the state of matter
caused by heating or cooling
3.8B describe and illustrate the Sun as a star composed of gases that
provide light and heat energy for the water cycle
Completion Time:
40 minutes
N/A
Advanced Preparation:
N/A
Engage
Read aloud “Bringing the Rain to Kapiti Plain”.
Set up a demonstration of the water cycle. As the demonstration is
being set up, ask the students about drought. What is it? Does it
happen in Lubbock? What did the animals do? What do people do
when there is a drought?
Explore


Explain



Elaborate
Look at the water in the beaker. Discuss where we find water.
( rivers, lakes, oceans)
Turn on the hot plate. Discuss what the hot plate represents.
(Sun) The Sun produces heat which causes water to evaporate.
What happens as the water is heated up? (It begins to rise)
Discuss where the Sun is in relation to different locations on
Earth, and its impact during different seasons
Discuss what the ice represents. (Condensation) The higher you
rise, the cooler it gets. (mountain example) This forms the
clouds. They travel by the wind all over the Earth. The water
thus travels, not just straight up and down. How do we know
when a cloud is getting full of water? (darker)
When clouds get too full they release precipitation. This is
shown on the bottom of the pie tin. Gravity pulls the
precipitation towards the ground. It may fall into another body
of water, or the ground.
The water is used, collected, and recycled back.
Discuss the model that was demonstrated and the limitations. Then
have the students create a different model of the water cycle. On one
side of a Ziploc baggie have the students draw (in permanent marker)
an outline of the water cycle. Fill the baggie with about one inch of
water. Put a few drops of food coloring in the water. Then seal the
baggie shut. Tape the baggie to a window with direct sunlight. Observe
what happens inside the baggie over the course of a week.
.
Evaluate
Vocabulary Assessment
Water Cycle Assessment
Vocabulary
clouds – a large collection of very tiny water droplets or ice crystals, so small and light that they float
in the air
condensation – the changing of a gas or vapor into a liquid; when the air cools
evaporation – the changing of a liquid into a gas or vapor; when the sun heats up water
fog – a cloud that has formed near the surface of the earth producing a grayish-looking area over the
landscape; difference between mist and fog is visibility
groundwater – supply of fresh water below the Earth’s surface
hail – ice crystals that are bounced around wind before falling to the ground
lake – an inland body of water, usually fresh water, formed by glaciers and river drainage
ocean – the great bodies of salt water which cover more than two-thirds of the earth’s surface
pond – a small body of fresh water that does not flow; generally smaller than a lake
precipitation – is condensation falling onto land in the form of rain, sleet, hail, snow, or mist
rain – water drops which fall to the earth from the air
river – a flowing, moving stream of water
season - each of the four divisions of the year (spring, summer, autumn, and winter) each with
different weather patterns and temperatures
sleet – water that freezes as it falls in the cold air, melts, then refreezes before it hits the ground
snow – water that freezes as it falls in the cold air and never melts before it hits the ground
stream – a small narrow river
sun – large star which powers the water cycle by providing heat energy
surface water – water that is stored on the Earth’s surface
water cycle – continuous movement of water from the oceans and fresh water sources to the air and
land and then back to the oceans
water vapor – water in the form of gas
Websites
Literature
DC Water for Kids
http://www.dcwater.com/kids/activities/watercycle.html
Scholastic Study Jams!
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
EPA
http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
The Drop in My Drink: The Story of Water on Our Planet
By Meredith Hooper (1998)
The Life and Times of a Drop of Water
By Angela Royston (2005)
The Water Cycle
By Joy Richardson (1992)
The Water Cycle (Water All Around)
By Rebecca Olien (2005)
Water Goes Round: The Water Cycle
By Robin Koontz & Chris Davidson (2011)
Water Cycle Background Template
Graphics
USGS Water Cycle Chart (with labels)
USGS Water Cycle Chart (without labels)
Water Conservation & Education Department
502 Municipal Drive
Lubbock, TX 79457
806.775.2586
806.775.3027 fax
@2014 – M. Waggoner
Link Attachments
Name ___________________________________________________
Water Cycle Assessment
Multiple Choice
_____ 1. Where is most water found on Earth?
A. in glaciers
B. in lakes
C. in rivers
D. in oceans
_____ 2. What source of energy evaporates th
A. volcanoes
B. the sun
C. lightning
D. wind
_____ 3. What is water doing when it is changed to water vapor?
A. evaporating
B. condensing
C. precipitating
D. freezing
_____ 4. What is water vapor doing when it changes to water?
A. evaporating
B. condensing
C. precipitating
D. freezing
_____ 5. What controls whether water is a gas, liquid or solid ice?
A. the shape or size of the cup
B. where it has been stored
C. if it is being used for irrigation
D. what its temperature is
_____ 6. Where does condensation occur in the water cycle?
A. clouds forming
B. ocean water changing to water vapor
C. water flowing down a river
D. underground water soaking into rocks and soil
_____ 7. How can water vapor in the air return to Earth?
A. it evaporates and is blown by the wind
B. it evaporates and forms clouds
C. it condenses then precipitates
D. it sticks to any warm surface it comes in contact with
_____ 8. As time goes by, and water goes through the water cycle again and again, the amount of
water on Earth _______.
A. Increases
B. Decreases
C. Stays the same
D. Goes up and down
_____ 9. On which kind of day would you expect the most evaporation from the surface of a
pond?
A cold, rainy
B. cold, sunny
C. warm, rainy
D. warm, sunny
Use this model of the water cycle to answer the next three questions.
land water
_____ 10. Where is water evaporating into the air?
A. from A to B
B. from B to C
C. from C to D
D. from D to A
_____ 11. Where is water condensing?
A. from A to B
B. from B to C
C. from C to D
D. from D to A
_____ 12. Where is precipitation occurring?
A. from A to B
B. from B to C
C. from C to D
D. from D to A
_____ 13. What does heat from the sun cause liquid water to do?
A. evaporate into the air
B. travel deeper into the soil
C. change into a solid
D. fall from clouds as rain
_____ 14. Which type of rainfall would be most helpful to farmers?
A. rainfall that evaporates quickly
B. rainfall that runs off the land quickly
C. rainfall that soaks into the soil slowly
D. very little rainfall
Constructed Response
1. How does the sun affect water on Earth?
2. Explain why evaporation would occur more quickly in Lubbock during the summer
than in Amarillo during the winter.
3. How might water from an ocean end up on a field in Texas?
4. Give three examples of what can happen to a drop of water after it falls as rain on the
ground.
5. List five ways water is stored as it passes through the water cycle.