Grade: 4 (from 3rd) Science SCI.V.2.2 Strand: Using Scientific Knowledge in Earth Science - Hydrosphere Standard: All students will describe how water moves. Benchmark: Trace the path that rainwater follows after it falls. Constructing and Reflecting: SCI.I.1.1 SCI.I.1.2 SCI.I.1.5 SCI.II.1.2 - Generate reasonable questions about the world based on observation. Develop solutions to problems through reasoning, observation, and investigation. Develop strategies and skills for information gathering and problem solving. Show how science concepts can be illustrated through creative expression such as language arts and fine arts. Vocabulary Context Precipitation Examples of water locally: Flow: • • • • • • • down hill to rivers into ground See Precipitation (SCI.V.3.E.1): Bodies of water: • • • • • streams rivers lakes oceans erosion See Bodies of water (SCI.V.1.E.1): gutters drains streams wetlands Knowledge and Skills Resources Rain water, after it falls, follows a downward path. Coloma Resources: Students will illustrate the path that rainwater follows. Discover the Wonder (Scott Foresman) – Grade 4 Module B, Chapter 2 Examples of water paths: • gutters • playground • drains • streams • wetlands Note: This is not the water cycle. Other Resources: Cole, Joanna Magic School Bus: _Wet all over: A book About the Water Cycle. Scholastic 1999 Follow a Drip through the Water Cycle www.epa.gov/students/clean_water_basics.ht m Videoconferences Available For more information, see www.remc11.k12.mi.us/dl or call Janine Lim 471-7725x101 or email jlim@remc11.k12.mi.us 5.2.2 Where’s the Water from the Camden Children's Garden Instruction Benchmark Question: How does water move? Focus Question: Which way does water flow? Assessment Optional Assessment: The student will draw and label the path of rainwater from a mountain or hillside to a lake. Students will work in groups to determine that water (Give students rubric before activity.) flows downhill. The teacher will ask the students Scoring Rubric about their visits to lakes or rivers and what they have observed about the movement of the water. Criteria Apprentice Basic Meets The teacher then poses the Focus Question. The Accuracy of Creates a Creates a Creates an teacher sets up the following model of a river (See drawing drawing. drawing accurate River Model). without drawing rainwater. including Cut one piece of aluminum foil 24” long. rainwater, mountain or Fold it in fourths to make a trough. hillside, and lake. Cut a V-shaped notch out of the top of the Styrofoam cup fill the cup with water and add 2-4 Correctness Labels a Labels a Labels a of labels drawing that is drawing drawing drops of food coloring. lacking a with an with an pathway. incorrect accurate Put the cup on the table and cradle the aluminum pathway. pathway. foil trough in the V in the cup. This allows one end of the trough to be elevated. Have the other end extend just over the edge of the table. Place a bucket under the lower end of the trough. Fill a spray bottle about halfway with water. Ask the students what each part of the model represents. (cup-mountain, trough-river, bucketlake, spray-rain) Spray different parts of the model and observe where the water flows. The students will explain how the water flowed on the model. During discussion be sure to include how water flows down hillsides or slopes. Exceeds Creates an accurate drawing including rainwater and other forms of precipitation. Labels a drawing with more than one correct pathway. Teacher Notes: Describe how water moves. The amount of water on the earth is finite and it is important to understand the movement of water. Water moves as a result of gravitational and wind forces as well as differences in density between warm and cool water. Young children should be able to describe water movement, which occurs around them. The teaching of the water cycle in the elementary years has been successful. However, students should be able to describe how falling rain either soaks into the soil or runs off into streams, rivers or lakes. Middle school students should understand more of the dynamics of water movement and be able to explain how rainfall in Michigan could reach the ocean. Additionally, older students need to understand the dynamics of ground water. Existing water on the earth cycles through the hydrosphere as ground or surface water, polar ice caps and atmospheric water vapor. High school students need to be aware of the special importance of ground water, precipitation that soaks into the soil. Although groundwater moves more slowly than surface water, this movement is as important as that of the surface water. Water that moves through soils and bedrock is filtered. As such, this water is an important source for human consumption. Students at this level assume that vast underground lakes and rivers exist, similar to the ones on the surface.