The Sun, Water Cycle and Climate TG quark - Discovery Education ...
The Sun, Water Cycle and Climate TG quark - Discovery Education ...
The Sun, Water Cycle and Climate TG quark - Discovery Education ...
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<strong>The</strong> <strong>Sun</strong>, <strong>Water</strong> <strong>Cycle</strong>,<br />
<strong>and</strong> <strong>Climate</strong><br />
Distributed by...<br />
From the series<br />
<strong>Water</strong> Smart<br />
Written <strong>and</strong> Produced by<br />
Alan Sealls, B.S., M.S.<br />
800.323.9084 | FAX 847.328.6706 | www.unitedlearning.com
This video is the exclusive property of the copyright holder.<br />
Copying, transmitting, or reproducing in any form, or by any<br />
means, without prior written permission from the copyright<br />
holder is prohibited (Title 17, U.S. Code Sections 501 <strong>and</strong> 506).<br />
© 2004 Alan Sealls
Table of Contents<br />
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . .1<br />
Links to Curriculum St<strong>and</strong>ards . . . . . . . . . . . . .2<br />
Summary of the Program . . . . . . . . . . . . . . . . .3<br />
Instructional Notes . . . . . . . . . . . . . . . . . . . . . .4<br />
Pre-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4<br />
Student Preparation . . . . . . . . . . . . . . . . . . . . . .4<br />
Student Objectives . . . . . . . . . . . . . . . . . . . . . .5<br />
Introducing the Program . . . . . . . . . . . . . . . . . .5<br />
View the Program . . . . . . . . . . . . . . . . . . . . . . .6<br />
Discussion Questions . . . . . . . . . . . . . . . . . . . .6<br />
Description of Blackline Masters . . . . . . . . . . .7<br />
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . .9<br />
Extended Learning Activities . . . . . . . . . . . . . .15<br />
Script of Narration . . . . . . . . . . . . . . . . . . . . . .16<br />
This video is closed captioned.<br />
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h<strong>and</strong>outs that accompany it for the purpose of teaching in conjunction<br />
with this program, <strong>The</strong> <strong>Sun</strong>, <strong>Water</strong> <strong>Cycle</strong>, <strong>and</strong> <strong>Climate</strong>. This right is<br />
restricted only for use with this program. Any reproduction or duplication<br />
in whole or in part of this guide <strong>and</strong> the blackline master h<strong>and</strong>outs for any<br />
purpose other than for use with this program is prohibited.
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<strong>The</strong> <strong>Sun</strong>, <strong>Water</strong> <strong>Cycle</strong>, <strong>and</strong> <strong>Climate</strong><br />
from the series <strong>Water</strong> Smart<br />
Grades 3-8<br />
Viewing Time: 15 minutes<br />
INTRODUCTION<br />
<strong>Water</strong> Smart is a unit of study comprised of four programs.<br />
Spectacular video examples <strong>and</strong> supporting material make the<br />
study of water come alive to students. Every program's<br />
teacher's guide lists water-related projects that students at even<br />
the lowest grades can undertake, while each guide suggests<br />
advanced study topics <strong>and</strong> projects. <strong>The</strong> series is an entire<br />
"course" in the courses of water in our world <strong>and</strong> in our lives.<br />
Each program st<strong>and</strong>s alone in approaching the various facets of<br />
water on Earth. <strong>The</strong>se colorful, educational, <strong>and</strong> entertaining<br />
programs highlight the crucial role water plays in life <strong>and</strong> how<br />
kids can help to conserve <strong>and</strong> protect it.<br />
<strong>The</strong> <strong>Water</strong> Smart series is written <strong>and</strong> produced by Alan Sealls,<br />
an award-winning meteorologist recognized nationally in science<br />
textbooks, CD-ROMs, <strong>and</strong> educational TV programs.<br />
Alan Sealls holds B.S. <strong>and</strong> M.S. degrees in Meteorology. He<br />
has worked for WGN-TV, CNN, <strong>and</strong> other TV stations around<br />
the United States.<br />
<strong>The</strong> <strong>Sun</strong>, <strong>Water</strong> <strong>Cycle</strong>, <strong>and</strong> <strong>Climate</strong> shows us how the sun produces<br />
heat to drive the water cycle. It's made clear that the<br />
water cycle continues in the absence of sunlight or heat. We<br />
learn how the two components of climate- temperature <strong>and</strong> precipitation,<br />
are influenced by the water cycle. By the program<br />
conclusion, kids are able to explain how the water cycle <strong>and</strong> climate<br />
are dependent on the sun.<br />
1
LINKS TO CURRICULUM STANDARDS<br />
<strong>The</strong> <strong>Sun</strong>, <strong>Water</strong> <strong>Cycle</strong>, <strong>and</strong> <strong>Climate</strong> correlates to the following<br />
science st<strong>and</strong>ards:<br />
National Science <strong>Education</strong> St<strong>and</strong>ards, K-4<br />
Science as Inquiry<br />
CONTENT STANDARD A:<br />
Abilities necessary to do scientific inquiry<br />
Underst<strong>and</strong>ing about scientific inquiry<br />
Physical Science<br />
CONTENT STANDARD B:<br />
Properties of objects <strong>and</strong> materials<br />
Life Science<br />
CONTENT STANDARD C:<br />
<strong>The</strong> characteristics of organisms<br />
Organisms <strong>and</strong> environments<br />
Earth <strong>and</strong> Space Science<br />
CONTENT STANDARD D:<br />
Properties of earth materials<br />
Objects in the sky<br />
Changes in earth <strong>and</strong> sky<br />
Science <strong>and</strong> Technology<br />
CONTENT STANDARD E:<br />
Abilities of technological design<br />
Science in Personal <strong>and</strong> Social Perspectives<br />
CONTENT STANDARD F:<br />
Personal health<br />
2
National Science <strong>Education</strong> St<strong>and</strong>ards, 5-8<br />
Science as Inquiry<br />
CONTENT STANDARD A:<br />
Abilities necessary to do scientific inquiry<br />
Underst<strong>and</strong>ings about scientific inquiry<br />
Physical Science<br />
CONTENT STANDARD B:<br />
Properties <strong>and</strong> changes of properties in matter<br />
Motions <strong>and</strong> forces<br />
Earth <strong>and</strong> Space Science<br />
CONTENT STANDARD D:<br />
Structure of the earth system<br />
Science <strong>and</strong> Technology<br />
CONTENT STANDARD E:<br />
Abilities of technological design<br />
Science in Personal <strong>and</strong> Social Perspectives<br />
CONTENT STANDARD F:<br />
Personal health<br />
SUMMARY OF PROGRAM<br />
<strong>The</strong> <strong>Sun</strong>, <strong>Water</strong> <strong>Cycle</strong>, <strong>and</strong> <strong>Climate</strong> presents the sun as the<br />
source of energy for Earth, driving the water cycle. This program<br />
covers the fundamental phases of the water cycle but goes<br />
beyond precipitation, evaporation, <strong>and</strong> condensation. We recognize<br />
how plants assist in evaporation via transpiration. We<br />
also see how ice "evaporates" in the process of sublimation.<br />
Runoff is presented as a link between precipitation <strong>and</strong> evaporation<br />
as water flows into lakes <strong>and</strong> oceans. <strong>The</strong> heat capacity<br />
of oceans <strong>and</strong> large water bodies is shown to be a climate control,<br />
all at a level that kids comprehend. Excellent visuals <strong>and</strong><br />
animations illustrate unique forms of condensation in dew <strong>and</strong><br />
frost. Students become aware that the water cycle is far-reaching,<br />
never-ending, <strong>and</strong> crucial to life in plants <strong>and</strong> people.<br />
3
At the program conclusion, a true/false quiz assesses students<br />
underst<strong>and</strong>ing. Teachers will be able to further illustrate components<br />
of the water cycle using the eight experiments <strong>and</strong><br />
demonstrations provided. Measuring rainfall, for example,<br />
allows practice in recording <strong>and</strong> charting data. In addition,<br />
twelve unique Internet links will lead to further study by kids,<br />
<strong>and</strong> additional lesson plan ideas for the classroom.<br />
INSTRUCTIONAL NOTES<br />
Before presenting this lesson to your students, we suggest that<br />
you preview the program <strong>and</strong> review the guide <strong>and</strong> accompanying<br />
Blackline Master activities in order to familiarize yourself<br />
with their content.<br />
As you review the materials presented in this guide, you may<br />
find it necessary to make some changes, additions, or deletions<br />
to meet the specific needs of your class. We encourage you to<br />
do so; for only by tailoring this program to your class will they<br />
obtain the maximum instructional benefits afforded by the<br />
materials.<br />
PRE-TEST<br />
Pre-Test is an assessment tool intended to gauge student comprehension<br />
of the objectives prior to viewing the program.<br />
Explain to the students that they are not expected to get all<br />
answers correct, but they are expected to try their best. You can<br />
remind them that these are key concepts that they should focus<br />
on while watching the program.<br />
STUDENT PREPARATION<br />
Find information on the Internet or from your local county<br />
cooperative extension on how much rain or snow falls in your<br />
community each year. Have students guess the number of inches.<br />
Have students list what happens to the rain or snow after it<br />
hits the ground. Have them describe where they've seen it go.<br />
4
Likely answers are that the snow melts, <strong>and</strong> like rain, it flows<br />
into drains or downhill into streams. Some kids may note that<br />
the water also seeps into the ground.<br />
Speculate what would happen if several years of below-average<br />
rain or snow occur. Look for articles describing the effects of<br />
drought. Likewisem look for current event articles of the effects<br />
of too much precipitation.<br />
Use Blackline Master #5 to introduce vocabulary relevant to<br />
water on the Earth. Have students look up <strong>and</strong> define each<br />
word. Any one of the Blackline experiments will help raise the<br />
interest of students as you start the program.<br />
STUDENT OBJECTIVES<br />
Upon completion of the program <strong>and</strong> follow-up activities, students<br />
should be able to:<br />
• Identify the source of energy for the water cycle.<br />
• Explain unique forms of condensation.<br />
• Describe the role of plants in the water cycle.<br />
• Illustrate the large heat capacity of water.<br />
• Discuss how runoff fits into the water cycle.<br />
• Describe the phases of water.<br />
• Define transpiration, percolation, evaporation, <strong>and</strong> condensation.<br />
• Discuss the role of clouds in influencing temperature.<br />
• Outline the water cycle.<br />
• Describe how the water cycle provides fresh water.<br />
• Predict relative rates of evaporation for water.<br />
INTRODUCING THE PROGRAM<br />
Engaging the students before they view the program is key in<br />
maximizing its impact. Start by simulating the water cycle.<br />
Demonstrate how water in a pot will evaporate when heated.<br />
Hold another pot or pan above the steam from the evaporating<br />
5
water to see it condense <strong>and</strong> fall back as droplets. Draw parallels<br />
between evaporation, condensation, precipitation, <strong>and</strong><br />
runoff. Ask students to describe what they think controls the<br />
water cycle, <strong>and</strong> how the water cycle might control the climate<br />
for a city.<br />
It is best to identify misconceptions <strong>and</strong> misinformation about<br />
the water cycle before the lesson. Pre-Test or discussion questions<br />
may be used to help accomplish this.<br />
A video quiz corresponding to Blackline Master #4 is at the<br />
program conclusion. You may choose to pause the program for<br />
a longer period of time between questions to allow for answers<br />
or discussion.<br />
VIEW THE PROGRAM<br />
<strong>The</strong> program runs 15 minutes. Blackline Master #4, Video<br />
Quiz, corresponds to the ten true/false questions at the end of<br />
the program.<br />
DISCUSSION QUESTIONS<br />
<strong>The</strong>se questions appear on Blackline Master #3, they can be<br />
duplicated <strong>and</strong> distributed to the class. Following the program,<br />
you may find it helpful to discuss the key concepts as a class.<br />
You may choose to use these questions to begin a discussion<br />
prior to viewing the program. Avoid answering questions directly;<br />
ask the students higher-level questions allowing them to<br />
discover the answer as a group. Feel free to add or delete questions<br />
to suit the needs of your class. Answers are included in the<br />
answer key of this guide.<br />
6
DESCRIPTION OF BLACKLINE MASTERS<br />
Blackline Master #1, Pre-Test, is an assessment tool intended<br />
to gauge student comprehension of the objectives prior to participating<br />
in the program.<br />
Blackline Master #2, Post-Test, is an assessment tool to be<br />
administered after viewing the program <strong>and</strong> completing additional<br />
activities. <strong>The</strong> results of this assessment can be compared<br />
to the results of Pre-Test to determine the change in student<br />
comprehension before <strong>and</strong> after participation in this lesson.<br />
Blackline Master #3, Discussion Questions, can be included<br />
before viewing the program to help assess the students’ comprehension<br />
<strong>and</strong> misgivings before beginning the lesson. Give<br />
them to the whole class or to small groups to research <strong>and</strong><br />
report back to the class.<br />
Blackline Master #4, Video Quiz, is intended to reinforce the<br />
key concepts of the program immediately following the presentation<br />
of the program. <strong>The</strong> quiz can be used as a tool to outline<br />
salient points before viewing the program<br />
Blackline Master #5, Vocabulary List, will reinforce words<br />
used within the program <strong>and</strong> provide related vocabulary not<br />
used in the program. From the list, you may have students look<br />
up words to define, write essays, poetry, or short stories.<br />
Blackline Master #6, Word Search #1, is a fun way to learn<br />
vocabulary.<br />
Blackline Master #7, Word Search #2, is also a fun way to<br />
learn vocabulary.<br />
Blackline Master #8, Crossword Puzzle #1, is another fun<br />
way to learn vocabulary.<br />
7
Blackline Master #9, Crossword Puzzle #2, is a fun way to<br />
learn vocabulary.<br />
Blackline Master #10, Crossword Puzzle #3, is also a fun way<br />
to learn vocabulary.<br />
Blackline Master #11, Fact Sheet Quiz, offers trivia along<br />
with website links to further information that kids may use to<br />
develop a game show.<br />
Blackline Master #12, Experiment #1: Make the <strong>Water</strong><br />
<strong>Cycle</strong>, is a clear illustration of the components of the water<br />
cycle.<br />
Blackline Master #13, Experiment #2: Erosion, allows study<br />
of what determines the rate <strong>and</strong> amount of erosion.<br />
Blackline Master #14, Experiment #3: Fast Evaporation,<br />
gives the opportunity to measure <strong>and</strong> determine rates of evaporation.<br />
<strong>The</strong> amount of water used is not critical as long as it is<br />
the same in both containers.<br />
Blackline Master #15, Experiment #4: Terrarium, ties the<br />
water cycle <strong>and</strong> biology together to demonstrate that they are<br />
both linked.<br />
Blackline Master #16, Experiment #5: Transpiration, will<br />
amaze students as they discover how much water plants give to<br />
the atmosphere.<br />
Blackline Master #17, Experiment #6: Frost, teaches that<br />
frost is not frozen water; it is vapor that turns directly to ice<br />
crystals.<br />
Blackline Master #18, Experiment #7: Salty <strong>Water</strong> to Fresh<br />
<strong>Water</strong>, shows principles of evaporation <strong>and</strong> condensation<br />
while teaching kids how to distill or desalinate saltwater.<br />
8
Blackline Master #19, Experiment #8: Holding Heat, provides<br />
insight into why large lakes <strong>and</strong> oceans are so important<br />
in controlling temperatures around the world.<br />
Blackline Master #20, Additional Internet Sites, goes further<br />
than the sites listed in Fact Sheet Quiz. It provides a large number<br />
of links, downloadable projects, lesson plans, <strong>and</strong> fun activities<br />
for students. Preview all Internet sites before recommending<br />
them to students to be certain they are appropriate for your<br />
intended use.<br />
ANSWER KEY<br />
Blackline #1, Pre-Test<br />
1. <strong>The</strong> water cycle is the cycling of water from gas to liquid or<br />
solid, as it goes from condensation to precipitation to runoff to<br />
evaporation. It spreads water around the Earth.<br />
2. <strong>The</strong> sun is the source of energy for the water cycle.<br />
3. Precipitation is any form of water that falls from clouds. It<br />
may be rain, snow, sleet, or hail.<br />
4. Condensation is when invisible water vapor becomes visible<br />
as water droplets or ice crystals. This is commonly seen as<br />
clouds, or it could be dew or frost.<br />
5. Evaporation is when liquid water disappears into invisible<br />
gas in the air.<br />
6. Transpiration is when trees, bushes, <strong>and</strong> plants give off water<br />
through their leaves.<br />
7. Percolation is when water sinks, seeps, or soaks into the<br />
ground.<br />
8. Runoff is when water or melted snow flows downhill, eventually<br />
to rivers or bodies of water.<br />
9. <strong>Water</strong> can be in three phases, even at the same time.<br />
10. A rain gauge measures rainfall.<br />
Blackline Master #2, Post-Test<br />
1. Liquid, solid, or gas. <strong>The</strong>se can be also referred to as water,<br />
ice, or vapor. Note that vapor may also refer to visible clouds<br />
but in this program, it signifies invisible water as a gas.<br />
9
2. Precipitation may be rain, snow, sleet, or hail.<br />
3. Plants remove water from the ground through capillarity <strong>and</strong><br />
then release it into the air as water vapor through transpiration.<br />
4. No, the water cycle never stops.<br />
5. Frost <strong>and</strong> dew are found outside after a clear night with calm<br />
wind, when the relative humidity reaches 100%.<br />
6. Evaporation is when liquid water disappears into invisible<br />
gas in the air.<br />
7. Transpiration is when trees, bushes, <strong>and</strong> plants give off water<br />
through their leaves.<br />
8. Condensation forms clouds, water droplets, dew, or frost.<br />
<strong>The</strong>se are visible forms of water.<br />
9. Percolation is when water sinks, seeps, or soaks into the<br />
ground.<br />
10. Clouds can block <strong>and</strong> reflect sunlight when they are thick to<br />
keep us cool. At night, thick clouds act like a blanket to help the<br />
Earth retain heat.<br />
Blackline Master #3, Discussion Questions<br />
1. <strong>The</strong> water cycle continues because heat from the sun lingers<br />
in the air <strong>and</strong> in the water, even after sunset. Each portion of the<br />
cycle requires another portion to happen.<br />
2. <strong>The</strong> more direct sunlight an area gets the warmer its climate<br />
will be. Increased temperature means a more active water cycle<br />
due to increased evaporation. Areas with a lot of sun <strong>and</strong> bodies<br />
of water will have warm <strong>and</strong> humid (rainy) climates. Areas<br />
with less sun (nearer to the poles) will be colder. <strong>The</strong> water<br />
cycle will continue but on a slower pace. <strong>The</strong>se areas will have<br />
cold climates that are drier unless they are near large bodies of<br />
water.<br />
3. Transpiration assists in evaporation. It removes a large<br />
amount of water from the ground wherever there are forests,<br />
farm fields, grass, or other plants or bushes.<br />
4. Evaporation generally leaves pollutants <strong>and</strong> contaminants<br />
behind. Fresh water falls in rain <strong>and</strong> snow. Snow melts <strong>and</strong><br />
along with rain, it flows into lakes or percolates into the ground<br />
to restore aquifers.<br />
5. If the water cycle stopped, eventually life would end as we<br />
10
know it because people, plants, <strong>and</strong> animals would run out of<br />
sources of fresh water.<br />
6. Snow, sleet, or hail.<br />
7. We see condensation as dew or frost on grass <strong>and</strong> windows.<br />
We also see condensation as water droplets on the outside of a<br />
cold soda bottle.<br />
8. Clouds can block sunlight to give a region a cool climate. If<br />
the clouds carry a lot of moisture, they can produce daily precipitation<br />
to give a region a wet climate.<br />
9. Plants help in evaporating water that falls on their leaves, <strong>and</strong><br />
water that transpires from their leaves. Plant roots help to<br />
reduce runoff by slowing how fast water moves on the ground.<br />
10. Precipitation soaks into the ground <strong>and</strong> it causes runoff.<br />
Runoff fills rivers or bodies of water. <strong>The</strong> more water that is<br />
spread out on the ground, the more evaporation occurs.<br />
Transpiration pulls water out of the ground <strong>and</strong> contributes to<br />
evaporation. As evaporation increases, the air becomes saturated<br />
<strong>and</strong> we get condensation. Condensation produces clouds<br />
which grow to the point of producing precipitation.<br />
Blackline Master #4, Video Quiz<br />
1. False. <strong>The</strong> water cycle never stops.<br />
2. True.<br />
3. True.<br />
4. True.<br />
5. False. <strong>The</strong> water cycle is everywhere.<br />
6. True.<br />
7. True.<br />
8. False. <strong>The</strong>re is water in the air <strong>and</strong> in the ground in a desert.<br />
9. True.<br />
10. True.<br />
Blackline Master #6, Word Search #1<br />
11
Blackline Master #7, Word Search #2<br />
Blackline Master #8, Crossword Puzzle #1<br />
Across Down<br />
3. porous 1. ecosystem<br />
6. sediment 2. cycle<br />
7. meteorologist 3. particles<br />
11. hail 4. sun<br />
12. frost 5. climate<br />
8. reflect<br />
9. solid<br />
10. vapor<br />
Blackline Master #9, Crossword Puzzle #2<br />
Across Down<br />
4. clouds 1. moisture<br />
6. runoff 2. temperature<br />
7. erosion 3. percolate<br />
8. humid 5. dew<br />
10. precipitation 9. weather<br />
11. glacier<br />
12. sleet<br />
13. weather<br />
12
Blackline Master #10, Crossword Puzzle #3<br />
Across Down<br />
3. dissolve 1. evaporation<br />
5. rain 2. condensation<br />
8. snow 4. sublimation<br />
9. transpiration 6. liquid<br />
11. phase 7. groundwater<br />
12. ocean 10. sea<br />
Blackline Master #11, Fact Sheet Quiz<br />
1. c 2. d 3. b 4. e 5. a<br />
Blackline Master #12, Experiment #1: Make the <strong>Water</strong> <strong>Cycle</strong><br />
1. Heat makes the water boil.<br />
2. <strong>The</strong> water evaporates faster as it boils.<br />
3. <strong>Water</strong> droplets (condensation) appear on the bottom of the<br />
pot, <strong>and</strong> then fall as precipitation.<br />
4. This is the same process that occurs in the water cycle.<br />
5. <strong>The</strong> ice was used to cool the air faster <strong>and</strong> resulted in<br />
increased condensation.<br />
Blackline Master #13, Experiment #2: Erosion<br />
1. <strong>The</strong> water slowly soaks into the s<strong>and</strong> when sprayed gently.<br />
2. When sprayed close up, the force of the water erodes the pile<br />
<strong>and</strong> moves the s<strong>and</strong> grains.<br />
3. <strong>The</strong> s<strong>and</strong> <strong>and</strong> water run off <strong>and</strong> go down the slope.<br />
4. Erosion depends on how hard the rain falls <strong>and</strong> on how loose<br />
the soil is that the rain l<strong>and</strong>s on.<br />
5. More water can go into the s<strong>and</strong> if it is sprayed gently, or if<br />
grass or some other plant is grown to hold the s<strong>and</strong> together <strong>and</strong><br />
protect it from the direct force of falling water. You can also put<br />
the s<strong>and</strong> in a container or build a fence or wall around it.<br />
Blackline Master #14, Experiment #3: Fast Evaporation<br />
1. Answers will vary.<br />
2. Answers will vary but times should be longer than when the<br />
water is fanned.<br />
13
3. <strong>The</strong> fan helps the water evaporate by constantly exposing<br />
more of the water (molecules) to air.<br />
4. <strong>The</strong> closer the fan is to the water, the faster evaporation is.<br />
<strong>The</strong> faster the air moves from the fan, the faster evaporation is.<br />
5. Wind increases the rate of evaporation.<br />
Blackline Master #15, Experiment #4: Terrarium<br />
1. Condensation occurs on the inside of the glass.<br />
2. <strong>The</strong> water evaporates, condenses on the glass, <strong>and</strong> then drips<br />
into the soil.<br />
3. <strong>The</strong> plants should live <strong>and</strong> grow.<br />
4. This is a closed community where the water is cycled from<br />
liquid to gas to vapor, <strong>and</strong> shared in the community.<br />
5. We see evaporation from the cap, transpiration from the<br />
plant, condensation on the jar, <strong>and</strong> precipitation as water<br />
droplets fall, or run down, the sides of the jar.<br />
Blackline Master #16, Experiment #5: Transpiration<br />
1. We find water in the bags.<br />
2. <strong>The</strong> water comes from the leaves of the plant. It traveled up<br />
from the ground in the plant's roots.<br />
3. Leafy plants <strong>and</strong> trees should transpire more than those with<br />
needles.<br />
4. Over time, it is possible to get enough water to drink, especially<br />
if you use multiple bags.<br />
Blackline Master #17, Experiment #6: Frost<br />
1. Tiny crystals of ice are in the bag.<br />
2. <strong>The</strong> ice crystals came from the vapor that was in your breath.<br />
3. This is the process of condensation.<br />
4. After a half hour, we see water droplets from the melted ice.<br />
5. <strong>The</strong>re is moisture in our breath <strong>and</strong> in our bodies.<br />
Blackline Master #18. Experiment #7: Salty <strong>Water</strong> to Fresh<br />
<strong>Water</strong><br />
1. <strong>Water</strong> condenses to form droplets in the tube.<br />
2. <strong>The</strong> empty bottle receives water from droplets falling from<br />
the tube.<br />
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3. Dark colors absorb more heat. Warmer water evaporates<br />
faster, so it speeds up the process.<br />
4. <strong>The</strong> water in the clear bottle should not be salty.<br />
5. Desalination or distillation.<br />
Blackline Master #19, Experiment #8: Holding Heat<br />
1. <strong>The</strong> thermometer in the empty cup cools fastest.<br />
2. Heat from outside the refrigerator will change the readings<br />
on the thermometers.<br />
3. Yes, both thermometers should end up at the same temperature.<br />
4. <strong>The</strong> thermometer in the empty cup warms fastest.<br />
5. <strong>Water</strong> is dense <strong>and</strong> it has a high capacity to retain heat.<br />
6. Cities near large bodies of water are more likely to have a<br />
climate where the temperatures don't change very fast or very<br />
much, compared to cities not near large bodies of water.<br />
EXTENDED LEARNING ACTIVITIES<br />
• Tour a golf course with a groundskeeper to hear how he or she<br />
maintains the greens <strong>and</strong> how things such as rainfall, sunlight,<br />
dew, type of grass, angle of slopes, fertilizers, <strong>and</strong> pesticides are<br />
all a big factor.<br />
• A field trip to a nearby National Weather Service office will<br />
introduce the students to people who focus on water's role in<br />
weather <strong>and</strong> climate. Aside from forecasters, many offices<br />
employ a hydrologist.<br />
• Visit the local water utility to see how they secure fresh water<br />
<strong>and</strong> provide it to your community.<br />
• Invite a local TV weather forecaster to talk about the water<br />
cycle <strong>and</strong> some of the extremes it produces in your area.<br />
• Ask a person from a city or county parks department to lead a<br />
field trip through a park where the students can observe the role<br />
of the water cycle in plants, <strong>and</strong> in erosion.<br />
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SCRIPT OF NARRATION<br />
<strong>Water</strong> is as old as the Earth. As far as we know, the amount of<br />
water on Earth has never changed. That's amazing when you<br />
think that the water in your faucet may have been deep in the<br />
sea millions of years ago. Or it may have been in a glacier for a<br />
thous<strong>and</strong> years. When you are done with it, it goes down the<br />
drain, <strong>and</strong> sooner or later, back to a lake or ocean where it may<br />
rise up into the sky <strong>and</strong> form a cloud that travels around the<br />
world to be used again.<br />
All over the planet, the sun helps nature recycle water in the<br />
water cycle. <strong>The</strong> water cycle has three main parts. Evaporation<br />
is when water turns into invisible water vapor <strong>and</strong> rises into the<br />
air. Condensation is when water vapor forms clouds, dew, or<br />
frost. And precipitation is when water falls from clouds as rain,<br />
snow, sleet, or hail. <strong>The</strong>re's also a fourth part to the water cycle.<br />
It's called runoff; <strong>and</strong> that's when water runs downhill to flow<br />
into streams, lakes, or oceans. In the water cycle, we see water's<br />
different forms <strong>and</strong> properties. It can be solid ice that does not<br />
change shape, liquid water that moves <strong>and</strong> flows, or water<br />
vapor that floats in the air.<br />
<strong>The</strong> parts of the water cycle can control the climate of cities<br />
worldwide. Some places stay warm <strong>and</strong> wet, while others stay<br />
cold <strong>and</strong> dry. <strong>The</strong> water cycle is like an engine <strong>and</strong> the fuel for<br />
it is heat from the sun. <strong>The</strong> more heat that comes from the sun,<br />
the faster the water cycle works. At night, <strong>and</strong> even in places<br />
where you don't have much heat, the water cycle continues as<br />
liquid water, changes to ice, or water vapor, <strong>and</strong> back again. We<br />
call these phase changes. <strong>The</strong> water cycle makes sure that clean<br />
water falls from the sky <strong>and</strong> is spread around the Earth in one<br />
way or another. This makes it possible for people, plants,<br />
insects, <strong>and</strong> animals to survive <strong>and</strong> live almost anywhere.<br />
Evaporation is when tiny water droplets rise into the air as clean<br />
water vapor. Heat from the sun makes evaporation go faster.<br />
That's why, if you heat a pot of water for a long time, it turns to<br />
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steam <strong>and</strong> the water disappears. Moving air or wind also speeds<br />
up evaporation. <strong>Water</strong> vapor is invisible, but when there is a lot<br />
in the air, we feel the moisture on our skin. In the summer, people<br />
say the air is humid when it is filled with water vapor. After<br />
the rain ends on a warm day, we watch how quickly puddles<br />
<strong>and</strong> pavement dry off as the water evaporates. From salty<br />
oceans, lakes, <strong>and</strong> even swimming pools, water evaporates as<br />
fresh water. It is not always easy to notice when water is deep,<br />
but if you watch closely <strong>and</strong> take measurements, you'll find that<br />
all water evaporates into the air.<br />
<strong>Water</strong> that is in the ground can also evaporate, but that is slower<br />
since soil particles get in the way.<br />
Trees <strong>and</strong> plants help water turn into water vapor through transpiration.<br />
Transpiration is when the leaves of plants give off<br />
water that evaporates into the air. In a forest, transpiration plays<br />
a big part in the water cycle. <strong>The</strong> roots of plants, bushes, <strong>and</strong><br />
trees pull water out of the ground, <strong>and</strong> then the leaves allow it<br />
to escape. You can do a simple experiment to prove this. Just<br />
put a clear bag over some leaves of a tree or bush, for an hour.<br />
Examine it <strong>and</strong> you'll find clean water.<br />
Did you know that ice can turn directly into water vapor without<br />
melting first?! When ice turns straight to water vapor, that's<br />
called sublimation. Sublimation is how snow can disappear<br />
after a few days, even when the temperature stays below freezing.<br />
It doesn't melt. It changes directly to vapor. You can see<br />
this by leaving ice cubes in your freezer for a few weeks. Notice<br />
that they gradually get smaller <strong>and</strong> smaller as the ice changes<br />
phase from solid to vapor.<br />
Condensation is when water vapor changes to a bunch of tiny<br />
water droplets that we see together as clouds. Sometimes these<br />
clouds are made of crystals of ice instead of water droplets.<br />
Condensation happens when air cannot hold any more water<br />
vapor. To make condensation, just keep filling the air with<br />
water vapor by evaporating more <strong>and</strong> more of it. When we<br />
shower, many of us make condensation clouds.<br />
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<strong>The</strong> clouds that nature creates take on many shapes, sizes, <strong>and</strong><br />
colors. <strong>The</strong>y form at any height <strong>and</strong> sometimes they even form<br />
on the ground as fog. <strong>The</strong>se clouds make it easy for wind to<br />
push a lot of water around the Earth to places that need moisture.<br />
Clouds can keep us cool by blocking sunlight during the<br />
day.<br />
Another way to make condensation is to cool the air. This can<br />
happen when wind blows over cool water or cool l<strong>and</strong>, or when<br />
air rises up the side of a mountain.<br />
<strong>The</strong>re are two special kinds of condensation where no cloud is<br />
formed. <strong>The</strong>y both happen after a clear night, with calm wind.<br />
Sometimes we wake up to find small beads of water on grass,<br />
or cars. That's dew. When the temperature is below freezing you<br />
might see ice crystals instead, especially on windows. That's<br />
frost. You can tell that it didn't fall from the sky because the sky<br />
is clear. Dew <strong>and</strong> frost happen when the temperature cools<br />
down <strong>and</strong> the air can't hold any more water vapor. In deserts,<br />
these are important ways for plants, insects, <strong>and</strong> animals to get<br />
water. You've probably noticed that after you take something<br />
out of the refrigerator, you see water droplets form on it. We<br />
also notice condensation on a glass of ice water. When you take<br />
something out of the freezer, you find ice crystals on that.<br />
As clouds get thicker, the water droplets inside of them grow<br />
heavy enough to fall. <strong>Water</strong> or ice that falls from clouds is<br />
called precipitation. Precipitation is rain, snow, sleet, or hail.<br />
Rain can cool off a hot city, help to fill a reservoir, <strong>and</strong> supply<br />
water to ecosystems. Too much rain causes problems. Lakes’<br />
levels can rise <strong>and</strong> flood people's homes. Flood water can<br />
drown animals, people, <strong>and</strong> even plants <strong>and</strong> trees. <strong>The</strong> places on<br />
Earth that get the most rain are near large bodies of water, near<br />
the equator. Away from the equator, snow falls in layers to keep<br />
the ground from getting too cold. Too much snow at once can<br />
stop us from getting where we want to go. Snow that piles up is<br />
very heavy, <strong>and</strong> it may damage tree branches <strong>and</strong> property.<br />
Sleet is half frozen rain or half melted snow that can make a<br />
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slushy mess. Hail is pieces of ice that fall from powerful thunderstorms.<br />
When hail is large, it damages plants, crops, trees,<br />
<strong>and</strong> rooftops. All precipitation delivers water to the Earth's surface.<br />
A scientist who predicts precipitation is called a meteorologist.<br />
Runoff describes what happens to precipitation after it hits the<br />
ground. It simply will run off, downhill. Of course if it is snow,<br />
sleet, or hail, it has to melt first, but a lot of the water that falls<br />
from the sky flows in streams <strong>and</strong> rivers until it ends up in a<br />
lake or ocean. When water runoff is always in the same path or<br />
when it is very heavy <strong>and</strong> fast, it carries pieces of soil <strong>and</strong> rock<br />
<strong>and</strong> moves them downhill. That's called erosion. You can see<br />
erosion by spraying water onto a pile of s<strong>and</strong>. Runoff from<br />
heavy precipitation can be destructive. It can fill streams with<br />
solid soil pieces, called sediment, that make it hard for fish to<br />
breath. Heavy runoff can also carry pollution great distances. It<br />
can muddy the water so plants have a hard time getting sunlight<br />
to remain healthy. Runoff may weaken tree roots.<br />
It's always worse in cities with a lot of pavement. Runoff is also<br />
heavy in fields where there is little grass or plant life to help<br />
slow the water <strong>and</strong> soak it up. It's a good idea for any construction<br />
area to use fences to keep soil <strong>and</strong> pollutants from being<br />
washed away.<br />
Precipitation that does not run off slowly soaks into the soil.<br />
This is called percolation. If the ground is s<strong>and</strong>y, water can percolate<br />
into it pretty fast. When the ground lets water soak in<br />
fast, we say it is porous. But if the ground has a lot of clay in it,<br />
then it's not very porous <strong>and</strong> the percolation will be slow. As the<br />
water sinks into the ground, the soil <strong>and</strong> plants help to filter it<br />
<strong>and</strong> clean it. You can demonstrate how porous something is<br />
using muddy water, cotton balls, <strong>and</strong> a funnel. Pour the water<br />
into the cotton in the funnel to see how fast it moves through<br />
<strong>and</strong> to see how much of the sediment the cotton can catch.<br />
<strong>Water</strong> that percolates down into the ground is then called<br />
groundwater.<br />
All forms of water take a lot of heat from the sun to slowly<br />
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warm up. Once water is warm, it takes a long time to cool<br />
down, so all parts of the water cycle control temperature, precipitation,<br />
<strong>and</strong> climate. <strong>Climate</strong> is the average kind of weather<br />
that a place has. Isl<strong>and</strong>s with a lot of sunshine near the equator<br />
have climates that are humid <strong>and</strong> rainy because the sun's heat<br />
speeds up evaporation, condensation, precipitation, <strong>and</strong> runoff.<br />
All parts of the water cycle are connected.<br />
In s<strong>and</strong>y deserts, dry climates include hot days <strong>and</strong> cold nights.<br />
Without much water from the water cycle, it's easier for the<br />
temperature to rise <strong>and</strong> fall fast.<br />
<strong>Water</strong> plays an important role on Earth in weather <strong>and</strong> climatic<br />
patterns. Runoff from precipitation can wear things down in<br />
erosion, <strong>and</strong> carry them away. <strong>Water</strong> can also dissolve anything<br />
that sits in it long enough, so we call it the universal solvent.<br />
This makes water valuable in keeping ecosystems healthy.<br />
<strong>The</strong> water cycle produces climates where humans <strong>and</strong> animals<br />
can live <strong>and</strong> find fresh water.<br />
Now that you are <strong>Water</strong> Smart, let's take a quiz. True or False:<br />
Number one. <strong>The</strong> water cycle stops at night.<br />
Number two. Hail is a type of precipitation.<br />
Number three. Percolation helps to clean water.<br />
Number four. Dew is condensation.<br />
Number five. <strong>The</strong>re is no water cycle where it is cold.<br />
Number six. Evaporation is faster when it is warm.<br />
Number seven. Snow helps to deliver fresh water.<br />
Number eight. <strong>The</strong>re is no water anywhere in a desert.<br />
Number nine. <strong>The</strong>re is more runoff on pavement than on grass.<br />
Number ten. Plants help out in the water cycle.<br />
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