Download Task 3 - My Local Water Cycle

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on
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Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
Subject Area: Science
Grade: 6
Standards (Content and Characteristics):
S6E3 Students will recognize the significant role of water in Earth processes.
b. Relate various atmospheric conditions to stages of the water cycle.
S6E4 Students will understand how the distribution of land and oceans affects climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting
effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather
events such as tornadoes and thunderstorms.
S6E6 Students will describe various sources of energy, and with their uses, and conservation.
a. Explain the role of the sun as the major source of energy and the sun's relationship to wind and
water energy.
S6CS1 Students will explore the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
S6CS5 Students will use the ideas of system, model, change, and scale in exploring scientific and
technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather systems, solar
system, and ocean systems including how the output from one part of a system (in the form of
material, energy, or information) can become the input to other parts (e.g., El Nino’s effect on
weather).
S6CS6 Students will communicate scientific ideas and activities clearly.
c. Organize scientific information using appropriate tables, charts, and graphs, and identify
relationships they reveal.
S6CS10. Students will enhance reading in all curriculum areas by:
c. Building vocabulary knowledge. Demonstrate an understanding of contextual vocabulary in
various subjects. Use content vocabulary in writing and speaking. Explore understanding of new
words found in subject area texts.
d. Establishing context. Explore life experiences related to subject area content. Discuss in both
writing and speaking how certain words are subject area related.
Enduring Understanding:
The cycling of water in and out of the atmosphere plays and important role in determining climatic
patterns. Water evaporates from the surface of the Earth, rises and cools, condenses into rain or snow,
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 1 of 8
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
and falls again to the surface. The water falling on land collects in rivers and lakes, soil, and porous
layers of rock, much of it flowing back into the ocean.
Heat energy carried by ocean currents has a strong influence on climate around the world.
Solar energy in combination with unequal heating and Earth's rotation are the driving forces of the water
cycle. Extensive evaporation occurs in the warm ocean areas as a result of solar heating and wind energy.
Precipitation occurs as these warm water-rich winds cool.
Water does not change temperature as quickly as land, thereby causing winds to commonly form along
coastal regions as warm air rises and nearby cooler air moves in beneath the rising warm air.
Essential Questions:
What are the three different phases or states of water?
What are the conditions under which each of the states of water form?
How are local weather events and processes tied to the water cycle?
How can weather observations be used to predict these events?
Why do droughts and floods occur?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 2 of 8
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
ADMINISTRATION PROCEDURES
The students will de able to describe the relationship between the forces and
Outcome /
processes that make up the water cycle. Based on local weather data, they will
Performance
Expectations: recognize how the water cycle influences their everyday lives. They will
comprehend the relationship between wind direction, wind velocity, relative
humidity and weather. The students will understand that the freshwater used in
homes and industry comes from streams, lakes, and groundwater. It is also
important that they realize that these water supplies are changing and limited in
volume.
General
Background Knowledge for Teacher:
The students will keep a daily weather log where they record temperature, cloud
Teacher
cover (percent of sky), wind direction, wind speed (can be estimated),
Instructions:
precipitation, and humidity (or barometric pressure). They will relate their
observations to water cycle processes (evaporation, condensation, and
precipitation) and describe which process is most important when the reading is
taken. This means that on sunny cloudless days they would indicate that
evaporation was more important than condensation or precipitation. On cloudy
days without rain they would select condensation as the dominant process;
whereas rainy days would be associated with precipitation. They will also list the
dominant forces and conditions that resulted in these weather events. At the end
of a one- or two-week data collection period, students will try to correlate weather
conditions and water cycle processes to wind direction and speed. Periods of
precipitation are commonly associated with easterly or southerly winds that bring
in moisture from the Atlantic Ocean or Gulf of Mexico. Rainy periods are also
commonly associated with a temperature decrease that causes the increased
humidity and precipitation. Clear, cloudless weather is most commonly
associated with periods of light or westerly wind. The students should then use
their data to help predict future weather changes.
Instructions for Teacher:
1) Setup the outdoor thermometer and barometer in shaded location in the
schoolyard that is easily accessible to the students. If this equipment is not
available, find an Internet website or weather station on the television that
continuously reports temperature and humidity (or barometric pressure). If
published data is used for temperature and humidity, the students should still
be taken outside to observe cloud cover and wind direction and speed.
2) Make copies and distribute the student weather log.
3) Explain to the students that temperature should be measured in the shade
because direct sunlight will warm up the thermometer faster than the
surrounding air. Also explain how a barometer measures the pressure
resulting from the air above us (atmospheric pressure). It measures the
density of the air above us and this determines how much moisture (or
humidity) the air can hold. As the air becomes colder, it becomes denser.
This cold dense air can hold less moisture, so it is drier and results in high
pressure readings on the barometer. Warming the air results in expansion
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 3 of 8
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
and allows it to hold more moisture. Low barometer readings usually
indicate warm, moisture-rich air, while high readings are associated with
cold dry air. Warm air rises while cold air flows downward. The interaction
of warm and cold air masses produces wind and weather patterns. After
explaining the difference between cold and warm air masses, write the
definition of humidity and relative humidity on the board. Also explain to
the students that clouds form by condensation when the air becomes
saturated with moisture and small droplets of water form in the atmosphere.
So clouds are another method of measuring the amount of moisture in air.
Cloudless days are usually associated with high barometric pressures and low
humidity. Explain to the students how wind direction also controls moisture
content. Winds coming from the Atlantic Ocean or Gulf of Mexico usually
carry moisture from the oceans. These winds are from the northeast, east,
southeast or south. In contrast, winds from the northwest, west and
southwest are usually drier. Last, explain how temperature determines the
amount of moisture (humidity) the air can hold. If the temperature drops,
relative humidity will increase and commonly cause precipitation (rain or
snow) because cold air can hold less water.
4) Have the students define humidity, relative humidity and barometric pressure
on the weather log. Allow the students to go outside and collect the weather
data once each day for at least one week. Have them enter the weather data
each day in their weather logs.
5) After five consecutive days of weather data observations, hand out the local
weather worksheet. Explain how weather observations like the ones
collected by the students are used on a daily basis to predict weather changes.
6) After the students complete the worksheets, discuss and summarize some of
the findings and directly relate the observations to the water cycle. Have the
class discuss the type of weather that is associated with drought. Contrast
these with the conditions that are associated and responsible for floods.
7) To summarize their observations and work, have the students write a short
report on how local weather events are part of the water cycle. Have them
describe how changes in the weather patterns result in changes in the amount
of freshwater available for humans.
Materials
Needed:
Safety
Precautions:
Provided student weather log and worksheet
Outdoor thermometer"
Outdoor barometer*
Compass or known orientation of school yard
*Note: If weather observation instruments are not available, local weather data
can be obtained from TV or the Internet at the same time and location each day.
1) Find a safe area to collect the weather data.
2) Do not collect weather data during thunderstorms or other types of severe
weather.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 4 of 8
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
See attached student weather log and worksheet.
Task with
Student
See instructions for teachers and provided student worksheets.
Directions:
U.S. Geological Survey 'Water Science for Schools' Water Cycle Website:
Resources:
http://ga.water.usgs.gov/edu/watercycle.html
EPA's Water Information Website for Kids:
http://www.epa.gov/safewater/kids/
Conserve Water Georgia Website:
http://www.conservewatergeorgia.net/Documents/tools_teachers.html
Georgia Public Broadcasting Video Streaming Website:
http://streaming.discoveryeducation.com/index.cfm?location=gpb
Georgia Automated Environmental Monitoring Network
Homework /
Extension:
http://www.georgiaweather.net
Students could also use daily newspapers or Internet weather reports from other
states or countries to compare weather conditions and events in different
geographic areas.
Advanced students could be assigned research projects focusing on local
droughts, floods, tornadoes and other weather-related disasters. They should
describe how weather patterns or climate conditions caused these problems.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 5 of 8
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
STUDENT WEATHER LOG
Name: ________________________________
School Name: _______________________________
Location of Weather Instruments or Source of Weather Data: _______________________________
________________________________
Each day record the weather conditions at your school. Make sure that you record the data at the same
time each day. Before recording the data, define the following terms:
Barometric Pressure: ___________________________________________________________________
Humidity: ____________________________________________________________________________
Relative Humidity: _____________________________________________________________________
Daily Observations
Barometric
Wind Direction
Precipitation
Pressure
Cloud
Cover
and Speed
Date and Temperature
(none, minor,
and
(% of sky
(strong, moderate, some, steady or
Tine
(in C or F)
Relative
with clouds)
weak or none)
heavy)
Humidity
Pressure:
Direction:
Rel. Humidity:
Speed:
Day 2
Date:
Pressure:
Direction:
Time:
Rel. Humidity:
Speed:
Day 3
Date:
Pressure:
Time:
Rel. Humidity:
Speed:
Day 4
Date:
Pressure:
Direction:
Time:
Rel. Humidity:
Speed:
Day 5
Date:
Pressure:
Direction:
Time:
Rel. Humidity:
Speed:
Day 1
Date:
Time:
Direction:
Other weather observations collected during the period:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 6 of 8
Copyright 2007 © All Rights Reserved
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Temperature
Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
Weather Worksheet
Name ___________________________
1) Using the data from your weather sheet, construct a graph showing temperature changes over the data
collection period.
Temperature
100
90
80
70
60
50
40
30
20
10
0
1
2
Day
3
4
5
2) Has there been any change in temperature over the period? ______________________ Explain.
3) Was there any change in the barometric pressure or humidity during the period? ______________
If so, please describe it.
4) Were there any major changes in wind direction and speed during the study period? _________
Are these associated with changes in temperature or barometric pressure (or humidity)? ___________
Describe these changes.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 7 of 8
Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for My Local Water Cycle – 6th Grade
5) Was there any precipitation observed during the study period? ___________________________
If so, please describe it.
6) Periods of high humidity (low barometric pressure) and rain are commonly associated with strong or
continuous winds from the ocean (east, northeast, south or southeast) and drops in temperature.
Explain why this occurs.
7) Periods of low humidity (high barometric pressure) and low atmospheric moisture are usually
associated with west winds. How can cloud cover help determine the amount of moisture in the
atmosphere?
8) Which set of conditions best describes the weather during the time you collected the data? Select one.
High humidity, low barometric pressure, cooling temperatures, and precipitation ______
Low humidity, high barometric pressure, warming or steady temperature and no precipitation ______
A combination of the above _______
9) Draw lines to connect the type of weather listed on the left with the water cycle process listed on the
right.
Rain
Humidity
Clouds
Evaporation
Condensation
Precipitation
10) For each of the days that you observed the weather, select one of the three water cycle process that
was most important for the time you made the observation.
_______________
Day 1
_______________
Day 2
_______________
Day 3
_______________
Day 4
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 6  MY LOCAL WATER CYCLE
July 2008  Page 8 of 8
Copyright 2007 © All Rights Reserved
_______________
Day 5