Water Cycle Objective 1 Lesson Ideas 4.1.1.a Identify the relative amount and kind of water found in various locations on Earth (e.g., oceans have most of the water, glaciers and snowfields contain most fresh water). A. Use 100 pennies to represent 100% of the water on earth. Have students make piles showing how much water they think is in different places on earth. Or use colored pasta and string it on a necklace for the same purpose. B. Play “Pin the Drop on the Map” with a map of the world. Give students a water drop. Blindfold them and have them place their drop randomly on the map. Figure the percentages of drops that landed in the ocean, on land, in glaciers, etc. Remind students that the ocean holds much more water than other collection locations because of its depth and breadth. C. D. 4.1.1.b Identify the sun as the source of energy that evaporates water from the surface of Earth. A. Use a lamp, a sunny window, and a hot rock (heat in boiling water on the stove before class begins) to represent manmade heat, the sun, and the earth’s hot core. Have students take the temperature of each place over time. Talk about the differences in these types of heat such as how they are produced, how large the source is or how much energy they require. B. Show this NASA clip http://goo.gl/PJfIFM to open a discussion about the Sun’s role the energy providing energy to Earth. Have students write about their understanding. C. D. 4.1.1.c Compare the processes of evaporation and condensation of water. A. Demonstrate how heat drives the change from one phase of matter to the next by heating an ice cube until it melts and then boils. This is a teacher demonstration, but students should record data on the temperature of the water as it changes. B. Build a cloud in a bottle (http://goo.gl/XlYeuJ) to demonstrate evaporation and condensation. You can also use a mason jar with a balloon stretched over the top to do this experiment. Just push the balloon down and wait a moment, then pull it up and a cloud should form. This approximates a low pressure and a high pressure and feeds into Standard 2 – Weather. C. D. 4.1.1.d Investigate and record temperature data to show the effects of heat energy on changing the states of water. A. Students can put thermometers on ice, in liquid water, and in a steamy bathroom at home to determine how heat energy affects phase change. B. Connect outside weather conditions to the type of precipitation students see. If it’s cold it will likely snow or sleet. If it’s warm it will likely rain. Have them write why they think this is so, reminding them to use heat energy in their answer. C. D.