I.
Grade Level/Unit Number: 8th Grade / Unit 3
II:
Unit Title: Amazing Water
III.
Unit Length: 3-4 weeks
IV.
Major Learning Outcomes: The student will be able to . . .
a. Predict the solubility of a substance in water based on polarity.
b. Explain water’s unique ability as the universal solvent.
c. Predict whether a substance will float in water based on density.
d. Classify an object based on its density relative to that of water.
e. Determine if water is demonstrating cohesive or adhesive forces.
f. Analyze real-world situations that involve density and buoyancy.
g. Explain the unusual nature of ice’s density versus water’s density.
h. Describe the location of water on earth.
i. Understand that the water on earth is the same water that has been here for
billions of years.
j. Explain the processes by which water moves from one location to another via
the water cycle (processes include transpiration, condensation, runoff,
groundwater, and evaporation).
k. Describe, based on percentages, the amounts of water in each location.
l. Describe types of technology or processes that can be used to convert
unusable water to usable resources.
m. Understand that water is a limited resource that needs to be conserved.
n. Describe the structure of the hydrosphere including watersheds, river basins,
standing bodies of water (lakes and ponds), rivers and streams, wetlands,
and the ocean.
o. Describe technology used to study the hydrosphere.
V.
Content Objectives Included:
Number
3.01
3.02
3.06
Competency or Objective
Analyze the unique properties of water including:
 Universal solvent.
 Cohesion and adhesion.
 Polarity.
 Density and buoyancy.
 Specific heat.
Explain the structure of the hydrosphere including:
 Water distribution on earth.
 Local river basin.
 Local water availability.
Evaluate technologies and information systems used
to monitor the hydrosphere.
8th Grade Unit 3
RBT Tag
B2.3
(classifying)
B4.2
(outlining)
a4.2
(explain)
c5.2
(evaluate)
1
VI.
English Language Proficiency (ELP) Standard 4 (2008)- for Limited English
Proficient students (LEP) English language learners communicate information,
ideas, and concepts necessary for academic success in the content area of
SCIENCE.
Suggestions for modified instruction and scaffolding for LEP students and/or
students who need additional support are embedded in the unit plan and/or are
added at the end of the corresponding section of the lessons. These suggestions
are presented in italics in a text box. The amount of scaffolding needed will depend
on the level of English proficiency of each LEP student. Therefore, novice level
students will need more support with the language needed to understand and
demonstrate the acquisition of concepts than intermediate or advanced students.
VII.
Materials / Equipment Needed:
Part I
Part II
8th Grade Unit 3
test tubes
test tube rack
graduated cylinder
beakers (small—50 mL and large—250 mL)
medicine droppers
plastic shoe boxes
balance
water
alcohol (both 70% and 91%)
oil (mineral and canola)
sand
salt
flour
cornstarch
sugar
soap flakes
aluminum foil
pennies
wax paper
paper towels—not brown school paper towels
small hard plastic object
small wooden object
can
tape—masking
fabric samples—cotton, linen, wool, silk, polyester, blend, rayon,
nylon, and chamoise
chart paper
markers
water cycle clues and signs—provided
graduated cylinders
2
calculators
calibrated droppers or pipettes(calibrated for 1 mL)
2-liter bottles
food coloring
large paper or poster board
research Materials—encyclopedias, Internet, and textbooks
white paper
white cardstock
tape
water soluble markers
shallow pans
water bottles
River Basin Booklets from NCDENR (free)
projector or color printer
chart Paper
internet Access with projector or individual student access
Part III
VIII.
Big Ideas (from Support Document):
Water is one of the most common substances on Earth. The unique properties of water
are polarity, cohesive and adhesive abilities, universal solvency, density and buoyancy,
and high specific heat. Water is circulated on Earth by a process known as the water
cycle. Most of the Earth’s water is found in the oceans. The majority of fresh water
exists in ice caps, glaciers and aquifers. Surface water moves into river basins from
areas called watersheds. The availability of water varies with local geography and
allows humans to utilize water as a resource.
IX:
Unit Notes:
The first part of this unit is packed with labs. The second and third parts focus more on
hands-on activities and discussions. The unit moves from water’s unique properties to
the location of water on earth to the specific structure of the hydrosphere and the
technologies used to monitor the hydrosphere. Students have some background
knowledge on the water cycle but may not have background knowledge on the specific
“structures” of the hydrosphere.
For the third part, each student will need a copy of the river basin booklet published by
NCDENR. These resources are free for educators and can be obtained by ordering
them from NCDENR. The booklet is also available online at
http://www.eenorthcarolina.org/public/ecoaddress/riverbasins/riberbasinbooklet150dpi
You will need to print the satellite images for Part 3: ELABORATE in color.
There are a series of activities available at the following website on the water cycle.
http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/teacherpage.html
8th Grade Unit 3
3
You can find a great resource for water lessons at the following website from the state
of Queensland, Australia Department of Natural Resources and Water. There are
lessons, background information, experiments, etc.
http://www.nrw.qld.gov.au/waterwise/education/units/introduction.html
X.
Global Content and 21st Century Skills:
NC SCS
Grade 8
21st Century Skills
Activity
Communication Skills
1.01,1.02, 1.08 Conveying thought or opinions
Take a Stand Activity
6.03, 7.01
effectively
1.05,1.10
When presenting information,
distinguishing between relevant and
irrelevant information
1.04
Explaining a concept to others
Turn and Talk Activity, Frayer
Models
Interviewing others or being
interviewed
Computer Knowledge
1.09
Using word-processing and
database programs
1.07
Developing visual aides for
Water Cycle Diagram
presentations
Technology Ad
1.08
Using a computer for
communication
2.04
Learning new software programs
Employability Skills
1.02
Assuming responsibility for own
All Labs and Research
learning
Persisting until job is completed
All Labs and Research
1.03
Working independently
Research, Frayer Models
7.05
Developing career interest/goals
1.08
Responding to criticism or
questions
Information-retrieval Skills
1.09
Searching for information via the
Research for processes that
3.06, 5.04,
computer
convert unusable water, water
5.05, 7.05
witching activity
1.08
7.05
1.09
2.02, 7.05
8th Grade Unit 3
Searching for print information
Technology Ad
Research for processes that
convert unusable water
Searching for information using
community members
Language Skills - Reading
4
1.03, 1.05
1.05, 3.08
4.08, 4.09,
4.10, 5.02
1.10
6.04
1.07
1.08
1.10
5.02, 7.02
1.07
1.08
1.10
1.10
2.04
7.05
1.10
2.03
1.05
1.09
1.01
1.05
1.02, 4.05,
4.07, 4.08,
5.02, 7.03
1.05, 1.07,
1.10, 2.03,
4.02
1.06, 3.01,
3.05, 5.04,
5.05, 6.02
7.03
1.09
8th Grade Unit 3
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving Skills
Identifying key problems or
questions
Evaluating results
Developing strategies to address
problems
All labs
Using remote sensing to study
the effects of flooding along NC
coast
Frayer Models
Research for processes that
convert unusable water
Research for processes that
convert unusable water
Technology Ad
Promoting the processes for
converting unusable water
All Labs
Processes for converting
unusable water, types of
technology to monitor
hydrosphere activity
All Labs
Researching and developing
processes for converting
unusable water
Developing an action plan or
timeline
5
Unit 3:
Amazing Water
CONTENTS

Part I: The Unique Properties of Water
7

Part II: Distribution of Water
33

Part III: The Structure of the Hydrosphere
50

Multiple Choice Questions
66
8th Grade Unit 3
6
Amazing Water
Part 1: The Unique Properties of Water
PURPOSE: To investigate the unique properties of water.
GOAL / OBJECTIVE:
Goal 1 –The learner will design and conduct investigations to demonstrate an
understanding of scientific inquiry.
Objectives 1.01, 1.05, 1.08, 1.09, 1.10
Goal 2 - The learner will demonstrate an understanding of technological design.
Objective 2.02, 2.03, 2.04
Goal 3 - The learner will conduct investigations and utilize appropriate technologies and
information systems to build an understanding of the hydrosphere.
Objective 3.01
Language (ELP) Objective for LEP Students:
- Discuss observations made during lab in groups.
- Listen to a partner’s ides about why ice floats.
- Explain and illustrate science terms.
- Read and follow the directions for conducting a lab.
ENGAGE:
Place a couple pieces of ice in a beaker of water. Give students 3-5 minutes to
brainstorm on paper why ice floats. Remind the students that almost all pure solids are
more dense than their corresponding pure liquids. After allowing students to brainstorm
on paper, ask students to “turn and talk” about their ideas.
“Turn and Talk” is a strategy that allows students to partner with one person and share
ideas. Give the first partner 1 minute to share his ideas while the second partner
listens. Then, allow 1 minute for the second partner to share his ideas.
Next, as a class, come up with an explanation as to why ice floats. Lead students to the
idea that water expands when it freezes, thus trapping air. Hence, ice is less dense
than water. This is a unique property of water.
EXPLORE:
Students will perform six mini-labs in stations that introduce and reinforce the unique
properties of water. Students should record their information on the data sheet and
answer the analysis questions. The directions are available in station cards. These
labs may take 2-3 days.
Note to Teacher: Be sure to cut the aluminum for Station 4 the same size. You will
need to prepare the can for Station 7 using a hammer and nail to punch 2 small holes
8th Grade Unit 3
7
on the side of the can along bottom edge. The holes should be about one-half inch
apart.
For LEP students:
-Prior to introducing the lab station, ensure students understand the following
functional vocabulary that appears in the lab directions. This is vocabulary common to
classroom instructions/directions and will allow students to ‘function’ in the academic
environment more successfully:
to record (observations, data)
to pour
to rinse
to stir
to predict (prediction)
to sketch
to fill
to measure
to observe
to estimate to flow
Introduce this vocabulary through demonstrations of the activity and examples of
when the activity is used.
-A list of the scientific vocabulary used in this lesson is listed at the end of the unit.
Constant repetition, posting of definitions and examples, and additional explanation of
the terms will be required for students depending on their English proficiency level.
- Assist students with reading the directions at the lab stations and model the process
to be followed at the station. When possible, provide labels for the station equipment
or hold a mini ‘show and tell’ before beginning the labs to introduce the equipment.
EXPLAIN:
Have the student complete the Frayer Model (adapted from Frayer, D., Frederick, W.C.,
and Klausmeier, H.J. (1996). A Schema for Testing the Level of Cognitive Mastery.
Madison, WI: Wisconsin Center for Education Research.) for each concept using
available resources. The students will give a definition, a visual (sketch) to associate
with the term, 3 real-world examples, and a sentence using the concept. You should
model the process with the first Frayer Model as a class. A transparency for the first
one is provided.
Encourage students to use specific examples from the labs we have conducted or from
their own experiences.
*In the end, students should have a clear understanding of each concept and a visual
image to allow for recognition.
Concepts:
Universal Solvent
Cohesive Forces
Adhesive Forces
Polarity
Density
Buoyancy
Surface Tension
Capillary Action
ELABORATE:
Tell the students they are working for a textile company to make tents (guys) or
handbags (girls). To gather data, they must test known fabrics for water absorbency to
see if water adheres to the fabric. Then, they must determine if man-made fibers or
synthetic fibers work the best.
8th Grade Unit 3
8
Ask the students to complete the activity sheet. They may need to do research to
determine if the fibers are natural or man-made.
For LEP students:
-For students to understand what a textile company is, bring in different items made a
such a company. Use samples of fabrics that are introduced in the lesson aznd provide
the names of the fabric verbally and in written form as the items are presented. For
example, man-made fibers and synthetic fibers such as:
cotton linen
wool
rayon
silk
polyester
blend
rayon
nylon
chamoise
-As the items are shown, introduce the properties of color, texture and weave and
provide example vocabulary words to use when expressing these properties in
English.
- Allow students to work in pairs to brainstorm possible texture, color and weave
findings of the items to later use when recording data during the lab.
-Practice using the following vocabulary words in sentences and item descriptions that
appear in this section to enforce comprehension:
to absorb (water)
to adhere to (to stick to)
EVALUATE:
Ask the students to identify the property of water from various scenarios. See attached
student sheet of scenarios.
For LEP students:
-Provide visuals for evaluation scenarios 1,3,and 6. Read the scenarios aloud with
students and explain as needed.
-Evaluate students’ engagement and participation in the discussion of their lab
observations
-Evaluate completion, accuracy and use of content-specific vocabulary of the Frayer
Model worksheets
-Assess students’ ability and compliance with following lab directions and completing
the table of observations
Additional Resources
USGS website on water properties
http://ga.water.usgs.gov/edu/waterproperties.html
Student Reading and Experiments – WOW Curriculum sponsored by NSF
http://waterontheweb.org/curricula/bs/student/water/unique.html
Background Information on properties of water
http://www.epa.state.il.us/water/conservation-2000/lake-notes/lake-stratification-andmixing/the-unique-properties-of-water.html
Student Reading and Background Information – more detailed
www.ccpo.odu.edu/~arnoldo/hightide/LESSONS/StudentReadingTheUniqueProperties
ofWater.doc
8th Grade Unit 3
9
ENGAGE, Part 1
Transparency
Turn and Talk
You will partner with your
neighbor. When I say go,
partner A will discuss
his/her understanding of
the question while partner
B listens. When I call time,
partner B will share his/her
understanding of the
question and partner A will
listen.
8th Grade Unit 3
10
EXPLORE, Part 1
Station Directions
Station #1 – Water, The Universal
Solvent
Materials: 8 test tubes, test tube rack, graduated cylinder, water,
alcohol, oil, sand, salt, flour, cornstarch, sugar, and soap flakes.
Directions:
1. Fill each test tube with 10 mL of water
2. Add 1 mL of alcohol to a test tube. Make and record a prediction
on the solubility of the alcohol in water. Gently stir the mixture.
Record your observations.
3. Add 1 mL of oil to the next test tube. Make and record a
prediction on the solubility of the oil in water. Gently stir the
mixture. Record your observations.
4. Add 5 mL of sand to the next test tube. Make and record a
prediction on the solubility of sand in water. Gently stir the
mixture. Record your observations.
5. Add 5 mL of salt to the next test tube. Make and record a
prediction on the solubility of salt in water. Gently stir the mixture.
Record your observations.
6. Add 5 mL of flour to the next test tube. Make and record a
prediction on the solubility of flour in water. Gently stir the
mixture. Record your observations.
7. Add 5 mL of cornstarch to the next test tube. Make and record a
prediction on the solubility of cornstarch in water. Gently stir the
mixture. Record your observations.
8. Add 5 mL of sugar to the next test tube. Make and record a
prediction on the solubility of sugar in water. Gently stir the
mixture. Record your observations.
9. Add 5 mL of soap flakes to the last test tube. Make and record a
prediction in the solubility of soap flakes in water. Gently stir the
mixture. Record you observations.
Cleanup: Pour the sand and water in the bucket provided. Rinse and
clean the other test tubes. Return the test tubes to the test tube rack.
Clean up any spills.
8th Grade Unit 3
11
EXPLORE, Part 1
Station Directions
Station #2 – Polar Pals
Materials: 3 beakers, water, oil, and alcohol
Directions:
1. Fill the first 2 beakers 25 mL of water.
2. Place 25 mL of oil in the 1st beaker with the 25 mL of water.
Record your observations.
3. Place 25 mL of alcohol in the 2nd beaker with 25 mL of water.
Record your observations.
4. Fill the last beaker with 25 mL of oil and 25 mL of alcohol.
Record your observations.
Cleanup: Clean up any spills. Wash and dry the beakers for the next
group.
Station #3 – Sinkin’ LincoLn
Materials: 2 pennies, 2 medicine droppers, water, and soap water.
Directions:
1. Predict the number of drops of water you can drop on the penny.
Using the medicine dropper, drop as many drops of plain water
on the surface of a clean dry penny. Record the number of drops
that the penny held before overflowing. Look at the penny from
the side. Make a sketch of the penny with water on it.
2. Predict the number of drops of soapy water you can drop on the
penny. Using the other medicine dropper, drop as many drops of
soapy water on the 2nd clean dry penny. Record the number of
drops that the penny held before overflowing. Look at the penny
from the side. Make a sketch of the penny with water on it.
Cleanup: Dry the pennies. Clean up any spills.
8th Grade Unit 3
12
EXPLORE, Part 1
Station #4 – Passengers in a Boat
Materials: aluminum foil, pennies, water, and a large beaker or plastic
shoebox
Directions:
1. Use the piece of aluminum foil to create a boat.
2. Measure the mass of your boat. Record the mass in the data table.
3. Fill your water container (a beaker or plastic shoebox) 2/3 full of
water. Place your boat on the water to see if it will float. If the boat
does not float, reshape the boat until you can get it to float.
4. Make a sketch of your boat.
5. Measure the mass of one penny. Record the mass in the data table.
6. Estimate the maximum number of pennies that your boat will hold.
7. Add pennies to your boat one at a time until the boat sinks (be sure
not to place all pennies in one location). Record the number of
pennies the boat held before sinking.
8. Remove the pennies and the boat. Dry them.
9. Multiply the mass of one penny by the maximum number of pennies
that will allow the boat to remain floating. Record this number in the
data table.
Cleanup: Dry all materials. Clean up any water spills.
8th Grade Unit 3
13
EXPLORE, Part 1
Station #5 – Density Column
Materials: graduated cylinder, water, canola oil, 70% rubbing alcohol,
mineral oil, and 91% alcohol, small piece of wood, aluminum foil ball,
small piece of hard plastic
Directions:
1. Use a dropper to gently add 15 mL of the following liquids to a
100 mL graduated cylinder. The liquids are water, canola oil,
70% rubbing alcohol, mineral oil, and 91% rubbing alcohol. Be
sure to add the liquids in the order they are listed!!
2. Drop the solid objects in the cylinder and record your
observations.
3. Sketch and label your density column.
Cleanup: Clean up any spills.
Station #6 – Capillary Action
Materials: 3 beakers, wax paper, paper towels (not the brown school
paper towels), scissors, water, oil, and rubbing alcohol
Directions:
1. Have students cut 6-9 strips of paper towels (they should be the
same length and width).
2. Fill one beaker ½ full with water, one ½ full with oil, and one ½ full
with rubbing alcohol. Place a piece of wax paper on the table
under the beakers.
3. Place 2-3 strips of paper towels in each beaker. The tip of the
paper towel should barely touch the liquid in the beaker. Drape
the strip over the side of the beaker.
4. Observe what happens with each set of paper towels for 5-10
minutes. Record your observations.
Cleanup: Clean up any spills. Throw away paper towel strips and wax
paper. Clean and dry the beakers for the next group.
8th Grade Unit 3
14
EXPLORE, Part 1
Station #7 – Go With the Flow
Materials: large vegetable can, water, tape
Directions:
1. Place tape over the two holes in the bottom of the can.
2. Fill the can with water. Remove the tape.
3. Observe and record what happens to the flowing water.
4. Try to make the water flow in one stream.
5. Observe and record what happens to the flow of water.
6. Try to separate the flow of water.
7. Observe and record what happens to the flow of water.
Cleanup: Clean up any water spills. Dry the outside of the can.
Return all materials to the proper place.
8th Grade Unit 3
15
EXPLORE, Part 1
Handout
Name ______________________________
Date _______________________________
Unique Properties of Water
Station Lab Data Collection and Analysis Sheet
Station 1: Water—The Universal Solvent
Data:
Substance
Prediction
Data on Solubility
Alcohol
Oil
Sand
Salt
Flour
Cornstarch
Sugar
Soap Flakes
Analysis:
1. Did all of the substances dissolve in water? If no, which substances did not
dissolve in water?
2. Water is a polar molecule. What does this mean?
3. What can we determine about the polarity of the substances based on the
solubility of each substance?
4. Does water’s polarity help it to act as a universal solvent? Why or why not?
5. How does water’s ability to be a universal solvent help us in our everyday life?
8th Grade Unit 3
16
Station 2: Polar Pals
Data:
Beaker
Observations
Beaker 1
Beaker 2
Beaker 3
Analysis:
1. Which substance was soluble in water? Why?
2. Which substance was insoluble in water? Why?
3. Did the liquids in the last beaker mix? Why or why not?
Station 3: Sinkin’ Lincoln
Data:
Substance
Prediction of Number of Drops
before Overflow
Actual Number of Drops
Before Overflow
Plain Water
Soapy Water
Sketch:
8th Grade Unit 3
17
Analysis:
1. Surface tension is created by forces between molecules. Are the forces
cohesive or adhesive? Explain your answer.
2. What did the soap do to the surface tension of the water? Explain your answer.
3. How does surface tension explain the pain a swimmer feels when he jumps off
the diving board and does a belly buster?
Station 4: Passengers in a Boat
Data:
Measurement
Boat 1
Boat 2
Boat 3
Boat 4
Boat 5
Number of
pennies
needed to
sink boat
Mass of
empty boat
Mass of boat
and pennies
Volume of
boat
Density of
empty boat
Density of
boat with
pennies
Sketch:
8th Grade Unit 3
18
Analysis:
1. What is buoyancy and how does it relate to this lab?
2. Does the mass of the boat affect the buoyancy? Why or why not?
3. How are the concepts of buoyancy and density used to design boats that will
float on water?
Station 5: A Density Column
Data:
Object
Wooden Object
Observations
Plastic Object
Aluminum Ball
Sketch:
Analysis:
1. If water’s density is 1.0 g/mL, what can be determined about the other liquids’
densities in the column?
2. Rank the densities of the liquids and the solids from most dense to least dense.
3. Using this information, explain how the Titanic could float on water.
8th Grade Unit 3
19
Station 6: Capillary Action
Data:
Beaker
1
Observations
2
3
Analysis:
1. Is capillary action a cohesive or adhesive force? Explain your answer.
2. Which liquid experienced the greatest capillary action? Explain your answer.
3. How do plants use capillary action to acquire water?
Station 7: Go With the Flow
Data:
Flow of Water
Observations
Initial Flow of Water
Flowing Together
Flowing Separating
Analysis:
1. Which direction does the water flow when you first take the tape off the bottom of
the can?
2. What causes the attraction of the water to begin flowing together?
3. What allows the water to continue to flow in one stream?
8th Grade Unit 3
20
EXPLAIN, Part 1
Frayer Model Student Sheet 1, 1- 8 Adapted from A Schema for Testing the Level of
Cognitive Mastery, WI: Wisconsin Center for Education Research
Definition:
Sketch:
Surface
Tension
Real-World
Examples:
8th Grade Unit 3
Sentence:
21
EXPLAIN, Part 1
Frayer Model Student Sheet 2
Definition:
Sketch:
Cohesive
Forces
Real-World
Examples:
8th Grade Unit 3
Sentence:
22
EXPLAIN, Part 1
Frayer Model Student Sheet 3
Definition:
Sketch:
Adhesive
Forces
Real-World
Examples:
8th Grade Unit 3
Sentence:
23
EXPLAIN, Part 1
Frayer Model Student Sheet 4
Definition:
Sketch:
Universal
Solvent
Real-World
Examples:
8th Grade Unit 3
Sentence:
24
EXPLAIN, Part 1
Frayer Model Student Sheet 5
Definition:
Sketch:
Buoyancy
Real-World
Examples:
8th Grade Unit 3
Sentence:
25
EXPLAIN, Part 1
Frayer Model Student Sheet 6
Definition:
Sketch:
Density
Real-World
Examples:
8th Grade Unit 3
Sentence:
26
EXPLAIN, Part 1
Frayer Model Student Sheet 7
Definition:
Sketch:
Polarity
Real-World
Examples:
8th Grade Unit 3
Sentence:
27
EXPLAIN, Part 1
Frayer Model Student Sheet 8
Definition:
Sketch:
Capillary
Action
Real-World
Examples:
8th Grade Unit 3
Sentence:
28
EXPLAIN, Part 1
Frayer Model Transparency see adapted note from page 21 of this unit.
Definition:
The tightness across the
surface of water that is
caused by the polar
molecules pulling on one
another.
Sketch:
Draw a stick person on a
diving board standing over
water. Show the person
doing a belly flop.
Surface
Tension
Real-World
Examples:
 Water striders
 Painful belly
flops
 Sinkin
Lincoln(water
on a penny)
8th Grade Unit 3
Sentence:
The water striders were
able to walk on the water
because their weight does
not have enough force to
break the surface tension
of water.
29
ELABORATE, Part 1
Handout
Name __________________________
Date ___________________________
Fabrics and the Properties of Water
Purpose: To investigate the adhesion of water to fabrics and the absorbency of fabrics.
Materials:
Fabric samples listed in data table (Samples should be the same size.)
Balance
Water
Containers
Paper Towels (for cleanup)
Procedure:
1. Gather materials. Be sure the fabric samples are the same size.
2. Make observations of each piece of fabric, such as texture, color, and weave.
You can use a stereo microscope to examine the weave of the fabric. Record
observations in data.
3. Measure the mass of each piece of dry fabric. Record the mass in the data
table.
4. One at a time, submerge the piece of fabric into the water for 1 minute. Remove
the fabric from the water and allow the water to drip for 30 seconds. Measure the
mass of the wet fabric. Record the mass in the data table.
5. Calculate the mass of water absorbed by the fabric. Make a graph to show the
mass of water absorbed by the fabric.
6. Research to find out if each kind of fabric is natural or synthetic.
Observations:
Cotton
Linen
Wool
Silk
Polyester
Blend
Rayon
Nylon
Chamoise
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Data Table:
Type of
Fabric
Cotton
Mass of Dry
Fabric
Mass of Wet
Fabric
Mass of Water
Absorbed by
Fabric
Natural or
Synthetic
Fibers?
Linen
Wool
Silk
Polyester
Blend
Rayon
Nylon
Chamoise
Analysis:
1. Rank the dry fabrics in order of mass from least to greatest.
2. Rank the wet fabrics in order of mass from least to greatest.
3. Rank the fabrics in order of water absorbed from least to greatest.
4. Is there a relationship between the mass of the dry fabric and the amount of
water the fabric will absorb? Explain.
5. Is there a relationship between the kind of fabric (natural or synthetic) and the
amount of water the fabric will absorb? Explain.
6. Which fabric will be the best choice for making a tent? A handbag? A dishcloth?
7. What property of water explains why the water is absorbed by the fabric?
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Evaluate Part I
Handout
Name:___________________________
Date ____________________________
Water Property Scenarios
For each scenario, determine which property of water made the scenario possible. The
properties/concepts may be used more than once.
Properties of Water:
Universal Solvent
Surface Tension
Capillary Action
Polarity
Adhesion
Cohesion
Buoyancy
Density
1. The suction cup will only stick to the window if I wet it first.
2. My mom used water to make Kool-aid, tea, and Crystal Light. All of the powders
dissolved completely in water.
3. Water striders are able to walk on water without sinking.
4. I tried to mix the oil with the water, but no matter what I did the two liquids would
not mix.
5. The window was covered in rain. As the rain ran down the window, the drops
came together to make larger drops of water.
6. Gina’s doctor suggested that she join a water aerobics class for exercise to keep
from re-injuring her knee. He told her that the water takes the pressure off of her
knee.
7. The paper towel soaked up the spill in a jiffy.
8. The log floated down the river.
9. The blue dye in the water traveled up to the petals of the white flower.
10. An iceberg floats on water in the Artic.
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Terms Used in Part 1
Science/Content Vocabulary
Absorbency – the ability to take in a material
Adhesion – the tendency of water to stick to other substances
Adhesive Forces – the forces that make water stick to other
substances
Buoyancy – the ability of a fluid to exert an upward force on an
object that is immersed in the fluid
Capillary Action – the process that moves water through a
narrow porous space
Cohesion – the attractive force between water molecules
Density – the measure of mass of a substance per unit volume
Dissolve – to melt in a liquid
Insoluble – not soluble
Man-made fibers – a man made object resembling a thread
Mass – the amount of matter in an object
Natural fibers – an object found in nature resembling a thread
Polarity – uneven distribution of charges across a molecule
Soluble – having the ability to be dissolved in another substance
Specific Heat – the amount of heat needed to raise the
temperature of one gram of a substance by one degree Celsius
Surface Tension – the force that acts on the particles at the
surface of a material
Synthetic – prepared or created artificially; man-made not found
in nature
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Universal Solvent – the quality of water that makes it able to
dissolve more substances that any other solvent can
Functional Vocabulary
To estimate – to guess, to evaluate, to give a value to
To fill – to put something inside, and use all the free space
To flow – to run to somewhere. For example, a river flows across
the field
To measure – to calculate, determine (usually using an
measuring instrument, For example, a ruler, a cylinder)
To observe – to view, to watch
To pour – to let flow, to make something run out (usually a liquid)
For example, he pours the milk into his coffee
To predict – to say what will happen in the future
To record (data, observations etc.) – to write down, to
document, to copy
To rinse – to clean with water, to wash off
To sketch – to draw quickly
To stir – to move something in a circular motion, usually with a
spoon. For example, he put sugar in his tea and stirred the tea
with a spoon
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Amazing Water
Part 2: Distribution of Water
PURPOSE: To understand how water is distributed in the hydrosphere.
GOAL / OBJECTIVE:
Goal 1 –The learner will design and conduct investigations to demonstrate an
understanding of scientific inquiry.
Objectives 1.01, 1.05, 1.08, 1.09, 1.10
Goal 2 - The learner will demonstrate an understanding of technological design.
Objective 2.02
Goal 3 - The learner will conduct investigations and utilize appropriate technologies and
information systems to build an understanding of the hydrosphere.
Objective 3.02, 3.06
Language (ELP) Objectives for LEP Students:
- In pairs, discuss and demonstrate where water is located
- Listen and follow directions for completing an activity
- Read and follow directions for completing a lab
- Write a story to narrate your journey as a water molecule
ENGAGE: Where is all of my water?
Have students brainstorm in small groups the question “Where is all of the water on
earth located?” Give each group a piece of chart paper and a marker. Have the
students write the question at the top of the chart paper and list their thoughts under the
question. Allow around 5 minutes for brainstorming. Next, allow the groups to share
their thoughts with the class. Have a class discussion about the location of water on the
earth. Lead the students to the locations of oceans, lakes, rivers, ponds, puddles,
groundwater, water vapor, and clouds.
For LEP students:
-Allow students to illustrate their thoughts using illustrations and one/two-word
labels, according to language proficiency level
-Show visuals of oceans, lakes, rivers, ponds etc. to ensure students understand
the difference between each and/or allow students to match visuals with word
labels of each type of water formation to show understanding
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EXPLORE:
Note to Teacher: The Explore and Explain for this section needs to be sequenced in
the following manner.
EXPLORE: Part A
EXPLAIN: Part A
EXPLORE: Part B
EXPLAIN: Part B
Part A: Journey of a Water Molecule Game
Students will become water molecules and move through the water cycle via a game.
As the students “cycle”, they will keep a travel log of their journey. Once their journey
has been completed, the students will create a story illustrating the details of their
journey. The teacher will need to set up the stations and envelopes before class. The
station headers and clues are attached. Print them off and cut them apart. Place the
clues in an envelope and glue the station header to the envelope. The teacher will also
need to make signs to label the stations on the wall.
See attached student sheet and station clue sheet.
For LEP students:
-Check students understand the process they need to follow by reading the handout
together (teacher and student(s)) and modeling the process
-Demonstrate and explain the individual instructions presented for each station. Ask
students to briefly show what they need to do in each station after reading the
instruction cards
Part B: Water Distribution Station Labs
Students will conduct a mini-lab that demonstrates the distribution (percentages located
in various areas) of water on earth. Each group (3-4 students) will need 7 2-liter bottles
for the lab. Each group will also need food coloring, water, graduated cylinders,
calibrated droppers for 1 mL, calculators, and bottle labels. The students will measure
out the simulated amounts of water for each location and will then calculate the
percentages based on the measurements.
See attached student sheet.
For LEP students:
-Read through the instructions and model the process with students at each step.
Highlight/point out key functions words such as:
to measure
to label
to fill
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EXPLAIN:
Part A: Water Cycle Diagram
Students will create a water cycle diagram. Have the students use their textbook or
other resources to help with the drawing of the water cycle. The students should
include the various locations that water is found and label the processes by which water
moves from one location to the other. Students should also include the definition of
these processes.
See attached student sheet.
For LEP students:
-Provide students with a list/rubric of details they need to include in their diagram
Demonstrate the details as necessary.
Part B: Percent of Water
Students will add the percentages of water for each location to the water cycle diagram.
Students should make sure that they have included all locations of water on the
diagram. For example, a student may not have included ice on the diagram. If not, he
should add this feature to his diagram.
The US Geological Survey has a great website for water. The following link has
background information on the distribution of water on Earth.
http://ga.water.usgs.gov/edu/earthwherewater.html
Additional Activity:
The following website can be used after you have completed the sequence of activities
in the EXPLORE and EXPLAIN to further explore/explain the water cycle.
http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/index.html
You can project the site on the screen or have the students go through it individually.
You should go to the “Teacher’s Page” before you use this with the students and look
through the lessons provided. There are experiments your students can do to help
them further understand each part of the water cycle.
To begin using the site, ask the students to click “continue to next page” at the bottom of
the first screen and go through the site as directed.
ELABORATE:
Students will research and devise methods for using water that isn’t currently available
for use. Students will create an advertisement or brochure for their process/method.
Students should include a description of the process/method, cost approximation (very
pricey, moderate, low cost), a method of implementation, and a description of the group
that would benefit from the process.
See attached student rubric.
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For LEP students:
-Provide students with an example brochure showing format, design and what
information it includes
-Provide essential questions for students to follow to assist them in organizing the
information in their brochure. For example:
-What do you do to the water? (process/method)
How much does the method cost? (cost approximation)
What steps do you need to take to do this method? (implementation)
Who or what does this method help? (group that benefits)
EVALUATE:
Students will answer questions, calculate percentages of water based on given amounts
of water that is different from their lab simulation. Then, the students will create a graph
with the information.
See attached student handout.
For LEP students:
-A modified student handout is available for Level 1 – 3 LEP students.
Additional Resources:
“Water Cycle Boogie” Song and Lesson
http://www.valleywater.org/For_Teachers_and_Students/Teaching_materials/_Songs_a
nd_lessons/Water_Cycle_Boogie_Song.shtm
A different version of the “Water Cycle Boogie” Song by the Banana Slug String Band
can be purchased at the following site.
http://www.songsforteaching.com/bananaslugstringband/watercycleboogie.htm
Windows to the Universe website on water distribution
http://www.windows.ucar.edu/tour/link=/earth/Water/overview.html&edu=elem
Additional lesson on water distribution
http://www.nrw.qld.gov.au/waterwise/education/units/pdf/y6y7/y6y7_unit2_lesson1.pdf
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EXPLORE: Part 2A
Water Cycle Game Clues
Cloud Station
You fall as rain onto a mountain. Go to mountain.
You fall as sleet onto a mountain. Go to mountain.
You fall as snow into a river. Go to river.
You fall as rain into the ocean. Go to ocean.
You fall as rain onto a parking lot. Go to river.
You fall as rain onto the leaves of a bush. Go to plant.
You fall as snow onto a corn field. Go to plant.
Mountain Station
You evaporate into the atmosphere. Go to cloud.
You soak into the ground. Go to groundwater.
You soak into the ground and get absorbed by a tree. Go to
plant.
You roll downhill and become part of a river. Go to river.
You get frozen as ice and stay there. Stay at mountain.
You are drunk by a mountain goat. Go to animal.
You roll off a cliff into the ocean. Go to ocean.
River Station
You evaporate into air. Go to cloud.
You continue to flow downstream into the ocean. Go to ocean.
You are captured by the roots of a tree by the river. Go to plant.
You are taken in by a deer drinking at the river. Go to animal.
You are taken in by a cow that drinks from the river. Go to
animal.
You are one of the many molecules that flow in this river. Stay at
river.
You are captured by grass on the riverbank. Go to plant.
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Ocean Station
You are one of the millions of water molecules in the ocean. Stay
at ocean.
You evaporate into air. Go to cloud.
You are scooped up by a bird. Go to animal.
You are taken in by sea weed, released through its leaves and
transpired into the air. Go to plant but do not draw a card. After
one cycle, go on to cloud.
You are evaporated into the atmosphere. Go to cloud.
You are taken in by a polar bear. Go to animal.
You are one of the molecules that stay in the ocean. Stay at
ocean.
Groundwater Station
You are part of an underground river that flows to the ocean. Go
to ocean.
You are taken in through the roots of a tree. Go to plant.
You are pumped out of the ground to water livestock. Go to
animal.
You are taken in through the roots of grass. Go to plant.
You are part of an underground river that flows to the Yadkin
River. Go to river.
You are pumped out of the ground to irrigate crops. Go to plant.
You remain underground. Stay at groundwater.
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Plant Station
You are transpired by the grass as vapor into the air. Go to
cloud.
You are used by the plant for photosynthesis. Stay at plant.
You are used by the tree. Stay at plant.
You are transpired by the rose bush as vapor into the air. Go to
cloud.
You are used by the tree for photosynthesis. Stay at plant.
You are transpired by the corn plant as vapor into the air. Go to
cloud.
You are transpired by the flower as vapor into the air. Go to
cloud.
Animal Station
You are released by a dog as pee and then seep into the ground.
Go to groundwater.
You are vomited by a cat and evaporate into the atmosphere. Go
to cloud.
You are released via perspiration by a horse into the atmosphere.
Go to cloud.
You are released by a fish into the ocean. Go to ocean.
You are released by a cow who peed in a river. Go to river.
You are trapped in the solid waste of a mountain goat. Go to
mountain.
You are released from a human, flushed down the toilet, treated
at the treatment plant and then dumped into a nearby river. Go to
river.
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EXPLORE: Part 2A
Station Title Strips
Cloud Station
Mountain Station
Plant Station
Animal Station
8th Grade Unit 3
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Ocean Station
River Station
Groundwater Station
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Explore, Part 2A
Transparency
Journey of a Water Molecule
Procedure:
1. There are 7 stations located around the room.
a. Station 1 = CLOUD
b. Station 2 = MOUNTAIN
c. Station 3 = OCEAN
d. Station 4 = RIVER
e. Station 5 = GROUNDWATER
f. Station 6 = ANIMAL
g. Station 7 = PLANT
2. Count off by 7’s and report to your assigned
station.
3. Choose a slip of paper out of the envelope.
Read your statement. Record your station,
directions, and destination on your Water Cycle
Travel Log.
4. Listen for teacher to call “Cycle” and be ready to
move to your next station.
5. You will continue for 10 cycles. Return to your
seat.
After you have your travel logs completed, write a
1-2 page story (from a water drop’s viewpoint)
describing your travels.
8th Grade Unit 3
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Explore, Part 2A
Handout
Name ___________________________
Date ____________________________
Journey of a Water Molecule
Class Discussion
1. Think about the CLOUD Station. What are the different ways that “water
molecules” got to the CLOUD?
2. In your group, discuss each station. How did water get to each station? Make a
visual for each station.
MOUNTAIN
STREAM
OCEAN
ANILMAL
GROUNDWATER
3.
4.
5.
6.
7.
PLANT
Even though individual molecules took different paths, was anything similar about
the journeys they took?
In the game, which stations seemed to be visited by the most water molecules?
What can you infer from this?
Can you think of other parts of the water cycle that were not included in the
game? How could they be added to the game?
What would happen to the water cycle if the sun’s energy were blocked from the
Earth?
What might happen if all of Earth’s water stayed in the oceans? In the clouds?
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Explore, Part 2A
Modified Handout for LEPs
Name ___________________________
Date ____________________________
Journey of a Water Molecule
Class Discussion
1. Think about the CLOUD Station. List the different ways that “water molecules”
arrived to the CLOUD? For example, the water evaporated into the atmosphere.
2. In your group, discuss what you did at each station. Write a sentence to explain
how water arrived to each station. For example, water arrived at the mountain
station by ___________ing. Draw a picture to show what happened at each station.
MOUNTAIN
STREAM
OCEAN
ANIMAL
GROUNDWATER
PLANT
3. What was different about the journeys the molecules took to arrive at each
station? What was similar in each journey?
4. In the game, which stations seemed the most water molecules visit? What do you
think this demonstrates?
5. What parts of the water cycle did we not include in the game? How can we add
these parts to the game?
6. If we block the sun’s energy and it doesn’t arrive to the Earth, what will happen to
the water cycle?
7. What will happen if all the Earth’s water stays in the oceans? In the clouds?
8th Grade Unit 3
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Explore, Part 2A
Handout
Name ___________________________
Date ____________________________
Water Cycle Travel Log
Name __________________________ Date _______________
Remember: Read your slip. Record the station (see envelope), what happens at
that station, and your destination (Go to ___.)
Station
8th Grade Unit 3
What Happens
at that Station
Destination
47
Explain, Part 2A
Student Handout
Water Cycle Diagram
You are to create a diagram that shows where water
is found and the process by which the water moves
from one place to the other. Be sure to include all 6
processes of the water cycle. You may use your
textbook or other resources as a guide and notes
from your water cycle lab and water percentage lab
to guide you in your illustration.
Rubric:
 Title on front and heading on back
 6 Processes
o Draw the process
o Label the process
o Arrows to show the direction
the water is flowing
o Percentage of water in that location
 Color
 Each process is defined on the back
8th Grade Unit 3
5 pts
60 pts
10 pts
25 pts
48
Explain, Part 2A
Modified Student Handout for LEPs
Water Cycle Diagram
-Draw a diagram to show:
a) where we can see water
b) how water moves from one location to
another location
-Include all 6 steps of the water cycle in your
diagram
- Use your textbook and notes from the water cycle
lab and water % lab to help you draw your diagram
Rubric:
 Title on front and heading on back
 6 Processes
o Draw the process
o Label the process
o Arrows to show the direction
the water is flowing
o Percentage of water in that location
 Color
 Each process is defined on the back
8th Grade Unit 3
5 pts
60 pts
10 pts
25 pts
49
Explore, Part 2B
Handout
Name:________________
Waters on Earth
Materials:
7 2-liter bottles
Food coloring
Labels for bottles
Graduated cylinders
Dropper (calibrated for 1 mL)
Procedure:
1. Fill up one of the 2 liter bottles with approximately 2000 mL of water. A 2-liter
bottle holds 2000 mL of liquid when full.
2. Use 3-5 drops of food coloring to color the water.
3. Measure out 1944 mL of water from the 2000 mL of water and place it in the
second 2-liter bottle. Label the bottle “oceans”.
4. Measure out 56 mL from the original 2-liter bottle and place it in the third 2-liter
bottle. Label the bottle “fresh water”.
5. From the “fresh water” bottle, measure out 46 mL of water and place it in the
fourth 2-liter bottle. Label it “fresh water trapped in ice”.
6. From the “fresh water” bottle, measure 8 mL of water and place it in the fifth 2liter bottle. Label it “groundwater”.
7. From the “fresh water” bottle, measure out 1 mL of water and place it in the
sixth 2-liter bottle. Label it “surface fresh water (ie, rivers, lakes, streams, etc)”.
8. From the “fresh water” bottle, pour the remaining water into the seventh bottle
and label it “soil and air”.
Line up the bottles labeled “oceans”, “fresh water trapped in ice”, “groundwater”,
“surface fresh water”, and “soil and air”. Sketch the bottles below.
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Data and Analysis:
1. Calculate the percentage of water found in each location. Fill in the chart below.
Location
Amount of Water in mL
2000 mL
Percentage of Water
100%
Whole Earth
Oceans
Fresh Water
Fresh Water
as Ice
Fresh Water
as Groundwater
Fresh Water as
Surface Water
Fresh Water in
Soil and Air
2. What location has the greatest amount of water?
3. Which of the locations provides usable water for human consumption?
4. How might icebergs and glaciers be used to provide water for human
consumption?
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Elaborate, Part 2
Handout
Name ___________________________
Date ____________________________
Converting Unusable Water to Usable Water Rubric
TASK
Conduct research on various ways water can be made usable. Then, devise your own
method for using water that isn’t currently available for human use. Create an
advertisement or brochure for your method. Include a description of the method, cost
approximation (very pricey, moderate, low cost), a plan for implementation, and a
description of the group that would benefit from the process.
RUBRIC
Criteria
Points Possible
Description of Method
30 pts
Cost approximation for
implementing the process
20 pts
Method of implementation
20 pts
Description of the group that
benefits from the process
20 pts
Creativity and neatness
10 pts
Total
8th Grade Unit 3
Points Received
100 pts
52
Elaborate, Part 2
Modified Handout for LEPs
Name ___________________________
Date ____________________________
Converting Unusable Water to Usable Water- Rubric
TASK
-Investigate different ways you can change unusable water for human to
use
- Design your own method of changing the water for humans to use
(making the water usable)
-Create an advertisement or brochure that demonstrates and explains your
method
-Include:
a) a description of the method
b) how much money it costs
c) a plan of how to implement (do) the method
d) a description of who (or what) the new, usable water will help
RUBRIC
Criteria
Points Possible
Description of Method
30 pts
Cost approximation for
implementing the process
20 pts
Method of implementation
20 pts
Description of the group that
benefits from the process
20 pts
Creativity and neatness
10 pts
Total
100 pts
8th Grade Unit 3
Points Received
53
Evaluate, Part 2
Handout
Name ___________________________
Date ____________________________
The Water Cycle and Our Earth
Comprehension Section: Based on the activities you have completed in this unit,
answer the following questions.
1. Water travels in the following path: Ocean  Bird  Ground  Plant. By what
process will the water leave the plant?
2. What are the two processes by which water enters the Earth’s atmosphere?
3. What process creates clouds?
4. Where is most of the water found on the Earth?
5. What percentage of water is found as fresh water?
6. What percentage of water is available for human consumption?
7. What percentage of water is found in the atmosphere?
8. Given a total volume of water as 1,398,545 gallons, what volume of water would
be found in each location? *You will need the percentages you calculated in your
water distribution lab.
a. the oceans
_____________________
b. ice
_____________________
c. groundwater
_____________________
d. surface fresh water _____________________
e. soil and air
_____________________
9. Describe two process for obtaining “new” fresh water supplies.
10. What are the environmental issues associated with moving icebergs to warm
water for new fresh water resources?
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Evaluate, Part 2
Modified Handout For LEPs
Name ___________________________
Date ____________________________
The Water Cycle and Our Earth
Comprehension Section: Based on the activities you have completed in this unit,
answer the following questions.
1. Water travels in the following path: Ocean  Bird  Ground  Plant. How does
the water leave the plant?
2. What 2 ways does water enter the Earth’s atmosphere?
3. What process creates clouds?
4. Where can you find most of the water on the Earth?
5. What percentage of water is fresh water?
6. What percentage of the water can humans use?
7. What percentage of the water is in the atmosphere?
8. If the total volume of water is 1,398,545 gallons, what volume of water can you
find in each location? *You will need the percentages you calculated in your water
distribution lab.
a. the oceans
_____________________
b. ice
_____________________
c. groundwater
_____________________
d. surface fresh water _____________________
e. soil and air
_____________________
9. Describe two processes for obtaining “new” fresh water supplies.
10. What are the environmental problems associated with moving icebergs to warm
water to create new fresh water resources?
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Terms Used in Part 2
Condensation – the process of warm air cooling as it rises and
releasing moisture in the form of a liquid
Evaporation – the process by which a liquid is changed into a
vapor
Fresh water – water on Earth that is used for human
consumption
Groundwater – water located below Earth’s surface
Human Consumption – the ability for humans to eat
Hydrosphere – the portion of the Earth that contains water
Impermeable – does not allow water to move through
Infiltration – water that seeps into rocks and between particles of
soil
Percolation – the downward movement of water through pores
and other spaces in soil due to gravity
Permeable – having pores or openings that allow water(or other
liquids) to flow through them
Precipitation – the rain, snow, sleet or hail that falls from clouds
onto the Earth’s land and oceans
Runoff – is precipitation that flows over land into streams and
rivers. This water later enters oceans.
Surface Water – water found on the surface of the Earth
Transpiration – water vapor given off by plant photosynthesis
Water Cycle – the continuous movement of water from the ocean
to the atmosphere to the land and back to the ocean
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Amazing Water
Part 3: The Structure of the Hydrosphere
PURPOSE: To understand the structure of the hydrosphere and the technologies used
to monitor the hydrosphere.
GOAL / OBJECTIVE:
Goal 1 –The learner will design and conduct investigations to demonstrate an
understanding of scientific inquiry.
Objectives 1.01, 1.05, 1.08, 1.09, 1.10
Goal 2 - The learner will demonstrate an understanding of technological design.
Objective 2.02
Goal 3 - The learner will conduct investigations and utilize appropriate technologies and
information systems to build an understanding of the hydrosphere.
Objective 3.02, 3.06
Language (ELP) Objectives for LEP Students:
- Discuss information presented in an information booklet with a partner
-Listen and follow the teacher’s directions for conducting an experiment
-Read and follow directions for conducting a lab
-Summarize your opinion about lab observations in writing
Engage: Where, Oh Where Does My Water Flow?
Students will “create” a watershed and conduct an experiment to build an understanding
of a watershed. Each group will need a piece of white paper, white cardstock, tape,
water soluble markers (various colors), a shallow pan, and a water spray bottle. Go
over the analysis questions together when the students have completed the activity.
See student handout attached.
For LEP students:
-Read the students handout with students and explain as needed to ensure students
understand what they need to do. Explain the idea of a “watershed”.
-Model what students need to do “create” a watershed.
-Highlight and explain the meaning of the following words, using visuals as needed:
ridges
valleys
landscape river basin
Explore: River Basin Scavenger Hunt
Students will research the terms and concepts associated with river basins and the
structure of the hydrosphere. Some of the information discussed in the booklet covers
pollution which is addressed in the next unit. It would be good to refer back to the
booklets in the water quality unit. Each student will need a copy of the river basin
8th Grade Unit 3
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booklet published by NCDENR. These resources are free for educators and can be
obtained by ordering them from NCDENR. The booklet is also available online at
http://www.eenorthcarolina.org/public/ecoaddress/riverbasins/riberbasinbooklet150dpi.
It is essential that a class discussion about the terms and questions in the scavenger
hunt is held when the students are finished with the activity.
For LEP students:
-Summarize the information presented in the booklet for LEP students and provide
visuals to explain the specific content vocabulary used in the booklet.
-Allow students to reread and discuss the booklet information with a partner or
groups to build comprehension.
Explain:
Use the PowerPoint attached entitled The Structure of the Hydrosphere to explain the
structure of the hydrosphere. The students should complete the student note sheet as
the presentation is being given.
See attached student sheet.
For LEP students:
-Allow students time to write and check their answers with a partner.
Elaborate:
This part of the lesson will have 3 sections. In the first section, students will work in
groups to come up with ways in which remote sensing and technology are used to
monitor the hydrosphere. The second part focuses on monitoring the hydrosphere
through remote sensing. The students will “take a stand” on questions regarding the
images below. After discussing the images and how remote sensing was used to detect
drought, The last part of the elaborate focuses on new technology that is being
developed or implemented to monitor groundwater amounts from space. This section
uses a NASA site that describes the new technology and its uses.
Part I: Have the students work in groups of 3-4. Give each group of students a piece of
chart paper and a marker. Have the students brainstorm various ways in which remote
sensing and technology can be used to monitor the hydrosphere.
For LEP students:
-Present a quick oral/whole group review of remote sensing and types of technology
used
-Present the question for groups to brainstorm responses for: How can we use
remote sensing and technology to monitor (check) the hydrosphere?
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Part II: (Print the images above in color for each group. See the attached handout.)
Using the images above, have the students “take a stand” on the following question:
What is missing from the second image that is found in the first?
1. a city
3. vegetation
2. water
4. vegetation and water
*Remind the students of their unit on remote sensing. Help the students recall that
blackish-blue areas indicate a presence of water, greenish areas indicate vegetation,
and light purplish/white areas contain large amounts of concrete (ie and city). Get
students to understand that the image on the left shows large amounts of water and
vegetation, whereas the image on the right shows the absence of these water based
items.
For LEP students:
-Discuss the images with students and have students list what they can see (using
content vocabulary from previous lessons)
-Ask students the following question:
What can you see in the first image but not in the second image?
Next have students “take a stand” on the following question:
What could have caused the water based objects from the left image to be
absent from the right image?
1. the images are of different locations
2. the left image was taken in spring while the right image was taken during
the summer
3. the left image is an image before a severe drought and the right image is
an image taken after the drought
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4. the left image is of the area flooded while the right image is the normal
image of the area
*Discuss the options after the students have taken their stands. Show the students that
option 1 is in fact false by pointing out the similarities between the left and right images.
These similarities show us that the images are of the same place. Next, discuss that
option 2 is false because the right image shows no water in the river/lake region. A
river/lake as large as the one in the image does not go completely dry from one season
to the next. Then discuss that the last option is false because again the right image
does not have any water present. The area would have some water to begin with to
show a flooded are on the left. Point out to the students that option 3 best explains
what is seen in the two images. As a matter of fact, the images are of Lake Oahe in the
Dakotas, a reservoir of the Missouri River. It is the nation’s fourth largest reservoir. The
left image was taken in May 2000 and the right image was taken in April 2004. The
images were taken to study the effects of a severe 6-year drought.
For LEP students:
-Use the images to demonstrate the meaning of water-based objects. Present the
following question for students to discuss:
Why are there water-based objects in the first image but not in the second?
-Check students understand the following words before asking the question:
drought
flood
summer
spring
-Allow students to discuss their answer with a partner before “taking a stand” on the
question.
Part III: Water Witching From Space
In this activity, the teacher needs to either project the website,
http://science.nasa.gov/headlines/y2001/ast23may_1.htm , or allow students to access
the website individually. Allow the students to listen to or read the story about water
witching. Then lead a class discussion on the new technology used to detect
groundwater amounts from space. Use the following questions to guide the discussion.
1. What process did we once use to locate underground water sources? Do you
think it was reliable?
2. What is the name of the spacecraft that is now being used to detect moisture
in soil from space?
3. What industry will benefit greatly from this technology?
4. What is AMSR-E? What is it used to detect?
5. What do the scientists at NASA hope this technology will help to prevent?
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For LEP students:
-Allow student to work in pairs and to take notes from the story about water witching.
-Check understanding of information in the story by discussing the main ideas with
individual/pairs of students and questioning BEFORE presenting the guiding
questions for whole group discussion.
-Allow students to discuss and/or answers to the guiding discussion questions
BEFORE participating in the whole group discussion
Part IV: Natural Hazards – Flooding along the NC Coast
In this activity, the teacher needs to either project the website,
http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=117
28 , or allow students to access the website individually. Lead a class discussion on the
use of satellite imagery to study the effects of natural hazards along our coast. Use the
following questions to guide the discussion.
1. What process did we once use to locate underground water sources? Do you
think it was reliable?
2. What is the name of the spacecraft that is now being used to detect moisture
in soil from space?
3. What industry will benefit greatly from this technology?
4. What is AMSR-E? What is it used to detect?
5. What do the scientists at NASA hope this technology will help to prevent?
Evaluate:
Students will create an ad for one of the types of technologies used to study the
structure of the hydrosphere. The ad must include a description of the type of
technology, the specific uses of the technology, the benefits of the technology, and the
disadvantages of the technology. The ad must also show the structure of the
hydrosphere that will be monitored with the type of technology and the “industry” that
will benefit most from the use of the technology. Post the ads in the classroom.
See attached student handout.
For LEP students:
-A modified handout is available for Level 1-3 LEP students
-Assess student participation and engagement in the discussion and brainstorming
activities.
Additional Resources
Water usage around the world
http://pulse.pharmacy.arizona.edu/9th_grade/culture_cycles/science/how_much_water.
html
Flooding along NC coast
http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=117
28
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Engage, Part 3
Handout
Name ___________________________
Date ____________________________
Where, Oh Where Does My Water Flow?
Materials:
White paper
White cardstock
Shallow pan
Spray bottle
Tape
Various water soluble markers
Procedure:
1. Crumple the white paper. Unfold the white paper. Do NOT flatten the paper.
The paper should have ridges and valleys created by the crumpling process.
2. Tape the edges of the crumpled paper to the cardstock so that it looks like a
relief map with ridges and valleys.
3. Place the cardstock in the shallow pan.
4. Use a different colored marker to “highlight” each ridge.
5. Draw the landscape that has been created by the crumpled paper in the data
section. Be sure to show the colored ridges.
6. Gently spray the ridges with the water bottle. Continue to spray the ridges until
the pattern of flow for the water is evident.
7. Draw the landscape after the “rain” in the data section. Be sure to show the flow
of water (how the color spread).
Data:
Before the “rain” landscape sketch:
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After the “rain” landscape sketch:
Analysis:
1. What types of landforms are represented by the ridges made in the paper?
2. What types of landforms are represented by the valleys made in the paper?
3. How does this “experiment” illustrate a watershed?
4. Why don’t all rivers flow into the same river basin?
5. Do the mountains of North Carolina receive the same waters as the coast of
North Carolina? Justify your answer.
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EXPLORE, Part 3
Handout
Name ___________________________
Date ____________________________
River Basin Scavenger Hunt
1. Name 2 issues that led to public interest in rivers and river basins.
2. Which organism killed millions of fish in coastal waters?
3. Land that water flows across or under on its way to a river is called ____________.
4. Where does the water go after it falls into a river basin?
5. What is an estuary?
6. Describe the difference between a river basin and a watershed.
7. Describe the possible path water takes in an individual watershed.
8. What do we call water found in the cracks and pores in sand, gravel, and rocks
below the earth’s surface.
9. Can more than one watershed be found in an individual river basin? Justify your
answer.
10. Do you live in a river basin?
11. What does water transfer as it moves downstream?
12. The quote, “the health of an aquatic ecosystem is directly related to activities on
land,” refers to an aquatic ecosystem. What is an aquatic ecosystem?
13. What is the name of the largest river basin in NC? …smallest river basin in NC?
14. Which river basin do you live in?
15. What is an aquifer?
16. What is an ecological address? What are the 9 components of your ecological
address?
17. Where does the water from a storm drain flow to?
18. What is topography?
19. What is a floodplain?
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20. What is a wetland?
21. How do wetlands help to regulate water flow?
22. Where do you get your drinking water?
23. How do contaminated soils affect your drinking water?
24. What is biodiversity?
25. What does the term permeable mean?
26. What does the term impermeable mean?
27. What is a river, according to the section entitled “The Ecosystem Connection”?
28. What is an ecological footprint?
29. A large variety and large number of aquatic organisms is an indication of this state of
water quality.
30. Describe the term vegetative buffer.
31. What is sediment?
32. How does sediment affect the water quality?
33. Why are more humans vulnerable to flooding?
34. How has urban development reduced the land’s ability to absorb runoff?
35. Discuss the Clean Water Act of 1972.
36. What is a point source pollutant? A non-point source pollutant?
37. What does excess nutrients cause to grow in water resulting in the death of masses
of fish?
38. What is stormwater?
39. How can the flow of stormwater be controlled?
40. When a scientist surveys the macroinvertebrates in a body of water, what is he/she
studying?
41. Name 4 ways that citizens are making a difference in their communities.
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EXPLAIN, Part 3
Handout
Name ___________________________
Date ____________________________
The Structure of the Hydrosphere – PowerPoint Notes
Part I: The Structure of the Hydrosphere
Oceans: _______ of water found here
Fresh Water: _______ of water found here
Fresh Water Distribution:
___________: 1.762%
Groundwater: _________
Surface Fresh Water: __________
__________ and __________: 0.002%
Part II: Understanding Where Your Water is Located—Oceans and Ice
What bodies of water hold the largest amount of water?
_____________ - the largest bodies of water on Earth (contain salt water only)
What features house water as ice?
Icebergs: a large piece of _____________ ice floating in ________ waters
Glaciers: any ____________ __________ of ice that moves slowly over land
*_________________ snow areas also “house” water as ice
Part III: Fresh Water Locations—Surface Water
What is the difference between a watershed and a river basin?
Both terms describe _______________ that drains into a river, stream or lake
River Basin: the term used to describe an area that drains into a large
________________________
___________________: the term used to describe an area that drains into a
_______________ river or stream
Part IV: Fresh Water Locations: River Basins and Watersheds
Larger river basins are made up of many ____________ watersheds
Example: Cape Fear and Neuse River Basins are made of many
_______________ watersheds
The water in a watershed runs to the__________ point—a river, stream, lake, or
_______________.
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Part V: Fresh Water Locations—Rivers, Streams, and Lakes
What is a river?
A large ___________ along which water is continually flowing down a
slope—made of ________ streams that come together
What is a stream?
A small __________ along which water is continually flowing down a
slope—made of small ___________
What is a lake?
A body of water of considerable size ____________ on a body of land
Part VI: Fresh Water Locations—Groundwater
What is groundwater?
The water found in _____________ and ______________ in sand, gravel
and rocks below the earth’s surface
What is an aquifer?
A _____________ rock layer underground that is a reservoir for water
Part VII: Other Surface Waters
What is a wetland?
An area where the ____________ _____________ is at, near or above the
land surface long enough during the year to support adapted plant growth
What are the types of wetlands?
Swamps, ___________, and marshes
Swamp: a wetland dominated by ____________________
Bogs: a wetland dominated by ____________ _____________
Marshes: a wetland dominated by _____________________
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ELABORATE, Part 3
Handout
Name ___________________________
Date ____________________________
Monitoring the Hydrosphere Using Remote Sensing
Part 2: How is remote sensing used to detect drought?
Carefully study the two images you are given. Answer the following questions in your
group.
1. Think about our unit on remote sensing. What did the blackish-blue areas
represent in the satellite images?
2. What did the greenish areas represent in the satellite images?
3. What did the purplish-gray areas represent in the satellite images?
When directed by the teacher, you will “take a stand” on the following question.
What is missing from image #2 that is found in image #1?
1. a city
2. water
3. vegetation
4. vegetation and water
Discuss your selection with the other classmates taking a stand with you. Summarize
your group’s response.
Again, when directed by the teacher, you will “take a stand” on the following question.
What could have caused the water to be missing from image #2?
1. The images are of different locations.
2. Image #1 was taken in the spring and image #2 was taken
during the summer.
3. Image #1 is an image before a severe drought and image
#2 is an image taken after a severe drought.
4. Image #1 is an area that is flooded and image #2 is same area
under normal conditions.
Discuss your selection with the other classmates taking a stand with you. Summarize
your group’s response.
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ELABORATE, Part 3
Modified Handout for LEP Students
Name ___________________________
Date ____________________________
Monitoring the Hydrosphere Using Remote Sensing
Part 2: How is remote sensing used to detect drought?
Carefully study the two images you are given. Answer the following questions in your
group.
4. Think about our unit on remote sensing. What did the blackish-blue areas
represent in the satellite images?
5. What did the greenish areas represent in the satellite images?
6. What did the purplish-gray areas represent in the satellite images?
When directed by the teacher, you will “take a stand” (give your opinion) on the
following question.
What can you see in image no.1 that you cannot see in no.2?
1. a city
2. water
3. vegetation
4. vegetation and water
Discuss your answer with the other classmates that think the same as you. Say what
you think. For example:
We think that……..
Again, when directed by the teacher, you will “take a stand” (give your opinion) on the
following question.
What is one possible reason why there is no water in image no.2?
1. The images are of different locations.
2. Image #1 was taken in the spring and image #2 was taken
during the summer.
3. Image #1 is an image before a severe drought and image
#2 is an image taken after a severe drought.
4. Image #1 is an area that is flooded and image #2 is same area
under normal conditions.
Discuss your selection with the other classmates taking a stand with you. Summarize
your group’s response. For example:
We think that there is no water in image no.2 because……
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ELABORATE, Part 3
Images for each group (Must be Printed in Color)
Image #1
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Image #2
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ELABORATE, Part 3
Handout
Name ___________________________
Date ____________________________
Part 3: What is Water-Witching from Space?
Listen to the article (or read the article) from NASA about Water-Witching from
space. Answer the following questions.
http://science.nasa.gov/headlines/y2001/ast23may_1.htm
1. What process did we once use to locate underground water sources?
2. Do you think it was reliable?
3. What is the name of the spacecraft that is now being used to detect moisture in
soil from space?
4. What industry will benefit greatly from this technology?
5. What does the image from Earth Observation System show us?
6. What is AMSR-E? What is it used to detect?
7. What do the scientists at NASA hope this technology will help to prevent?
8. What is hydrology?
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ELABORATE, Part 3
Handout
Name ___________________________
Date ____________________________
Part 4: How is remote sensing used to study the effects of flooding along the NC
coast?
http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=11728
1. What area of NC is shown in the images? When were the images acquired?
2. What type of image is shown?
3. What is the name of the satellite that collected the images?
4. What natural hazard produced the effects you see in the image from September
12, 2003?
5. Describe the effects of the natural hazard?
6. What can scientists learn from these images?
7. Should there be restrictions on rebuilding the houses that were lost during this
natural hazard? Explain.
8. Would you want to build a house or own a business along the coast of NC?
Explain.
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EVALUATE, Part 3
Handout
Name ___________________________
Date ____________________________
Technology Ad
You must create an ad for a type of technology used to study the structure of the
hydrosphere. The ad must include a description of the type of technology, the specific
uses of the technology, the benefits of the technology, and the disadvantages of the
technology. The ad must also address the structure of the hydrosphere that will be
monitored with the technology and the “industry” that will benefit most from the use of
the technology.
Points
Points
Possible Received
Criteria
Description of the technology
30
Specific uses of the technology
10
The benefits of the technology
10
The disadvantages of the technology
10
The structure of the hydrosphere monitored by the
technology
10
Industry that benefits most from the use of the
technology
10
Ad appearance
10
Resources Cited
10
Total 100
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EVALUATE, Part 3
Modified Handout for LEP Students
Name ___________________________
Date ____________________________
Technology Ad
You will create an ad (publicity) for a type of technology (machine) we can
use to study the hydrosphere. Include the following details:
1. a description of the technology
2. a list of what we can do with the technology
3. a list of the benefits (positive points) of the technology
4. a list of the disadvantages (negative points)
5. what structure of the hydrosphere we can study with the
technology
6. the name of the industry or type of company that will benefit from
the technology
Remember! List the resources you used to find the information for your ad
and be creative in the design of your ad.
Points
Points
Possible Received
Grading Criteria
Description of the technology
30
Specific uses of the technology
10
The benefits of the technology
10
The disadvantages of the technology
10
The structure of the hydrosphere monitored by the
technology
10
Industry that benefits most from the use of the
technology
10
Ad appearance
10
Resources Cited
10
Total 100
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Terms Used in Part 3
Aquifer – an underground layer of rock or soil that holds water
Artesian Well – a well in which water rises because of pressure
within aquifer
Drought – a long period of scarce rainfall
Ecological Address –
Flood – an excess of water covering the land
Glaciers – a large mass of moving ice and snow on land
Hydrology – the study of water
Hydrosphere – the portion of Earth that contains water
Icecaps – a glacier forming on an extensive area of relatively
level land and flowing outward from its center
Icebergs – a large floating mass of ice detached from a glacier
Reservoir – a lake that stores water for human use
River Basin – the region of land drained by a river and its
tributaries
Watershed – the land area that supplies water to a river system
Wetland – a land area that is covered with a shallow layer of
water during some or all of the year
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Unit 3: Amazing Water
Name __________________________
Date ___________________________
Multiple Choice Questions
1) Which of the following would be best used to study the drought conditions in a
region?
a) satellite imagery
b) water witching
c) GPS
d) ground truthing
2) Which of the following technologies would be the most effective means of monitoring
water availability over a large area?
a) satellite imagery
b) water witching
c) GPS
d) ground truthing
3) What process accounts for the fact that the water on Earth now is the same water
that has been on Earth for 4 billion years?
a) Nitrogen Cycle
b) Water Cycle
c) Kreb’s Cycle
d) Life Cycle
Use the following diagram to answer question #4.
4) What explanation can be used to describe the situation in the test tube shown
above?
a) Water is polar and oil is polar therefore the two substances will not mix.
b) Water is nonpolar and oil is nonpolar therefore the two substances will not mix.
c) Water is nonpolar and oil is polar therefore the two substances will not mix.
d) Water is polar and oil is nonpolar therefore the two substances will not mix.
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5) Which 2 sources of freshwater are used by municipalities for drinking water?
a) oceans and icebergs
b) groundwater and oceans
c) rivers and groundwater
d) icebergs and rivers
Use the following diagram to answer question #6.
Liquid A= 0.05 g/mL
cork
Liquid B = 1.0 g/mL
Liquid C = 8.98 g/mL
Liquid D = 11.8 g/mL
6) What can be inferred about the density of the cork?
a) The density of the cork is between that of Liquid A and Liquid B.
b) The density of the cork is between that of Liquid B and Liquid C.
c) The density of the cork is between that of Liquid C and Liquid D.
d) No inference can be made.
7) Which is an example of water condensing? (NAEP)
a) A puddle disappearing on a hot summer afternoon
b) Sweat forming on your forehead after you do a lot of exercise
c) Ice cubes melting when you put them out in the sun
d) Dew forming on plants during a cold night
8) What property of water is most important for living organisms? (NAEP)
a) It is odorless.
b) It does not conduct electricity.
c) It is tasteless.
d) It is a liquid at most temperatures on Earth.
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9) Which of the following would be the best model to show the interactions between
water and the Sun's heat energy in cycles of precipitation? (NAEP)
a) A light shines on an aquarium covered with glass, and water droplets form on the
inside of the glass.
b) A light shines on a closed cardboard box containing a plant.
c) A light shines on a man's face. Droplets of sweat form on his face as he
exercises.
d) A light shines on a glass of iced tea. Water droplets form on the outside of the
glass.
For LEP students:
Allow LEP students to complete the multiple choice questions in groups or pairs, using a
bilingual dictionary/electronic translator and listening to the questions read aloud, as needed.
Allow additional time for students to answer the questions as they discuss and look up the
meaning of vocabulary in the questions.
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Multiple Choice Answers:
1. a
2. a
3. b
4. d
5. c
6. b
7. d
8. d
9. a
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