Water Cycle
Warm up: How do your daily
decisions impact the quality of water
in the water cycle
Objective:
• Describe where water goes after it is used in
houses or buildings
• The purpose is to know water on earth is
distributed and circulated through oceans,
glaciers, rivers, ground water, and the
atmosphere.
Discussion
• Many people never stop to think about where
the water that goes down the drain or flushes
down the toilet goes. Explain the steps with
your group.
Station1:
• Draw a picture of your vocabulary words
• Then look up definition. Put it into your own
words.
• Draw a new picture (so, you should have a
before and after)
Station 2:
• Where does water go when it leaves your
house?
Put it together
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Large, clear container with a lid (used to put “dirty water”) containing several cups
of clear water and 34 inches of clean sand at the bottom
One copy of the “who dirtied the water?” story (attached below)
A few tablespoons of various types of fake pollution placed in small containers (can
be altered):
Lemon juice, small pieces of litter, vegetable oil, kool-aid, mud, salt, water with
food coloring, clear water
Plastic soda or water bottle for every 4-6 students, with bottom cut off and lid
removed
2 large cotton balls or handful of cotton filling per bottle
1-2 cups of sand
1-2 cups of gravel
A handful of small rocks
Plastic cup for each group of 4-6 students
Basin or bucket for the filtered water to drain into
Who dirtied the water?
• this represents water from a local stream,
including the water in and below the stream
bed.
• one student read their paragraph
• another pour the pollution in the stream
sample
• In reality pollution is rarely visible
Station 3: Day 1
• Compound microscope review
• Label microscope and what each part does
Station 4: Day 1-Day3
• Dirty water story
• Make your own book demonstrating the dirty
water story and then the steps to clean water.
Exit:
• Describe what is a problem with world wide or
city wide water distribution.
Warm up day 2:
• How do water systems affect local, regional,
and world population development?
Objective
• Identify problems, and propose solutions
related to water quality, circulation, and
distribution – both locally and worldwide
• The purpose is to know water on earth is
distributed and circulated through oceans,
glaciers, rivers, ground water, and the
atmosphere.
Station 1: day 2
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Turbidity
pH
Acidity
Oxygen ranges in water
Salinity
Write words in a sentence
Station 2: day 2
• Explain how are we going to clean this
pollution. With your group come up with a
way to clean the water….
• Try it out
Station 3: day 2
• Look at sample of water
• Draw a picture of what you see
• Explain how this can effect where the water
goes.
Exit
• Propose a solution to our world wide and local
wide water problems.
Warm up:
• How can we make responsible choices about
the resources we use on a daily basis?
Station 1: day 3
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Turbidity
pH
Acidity
Oxygen ranges in water
Salinity
• Make word art with it
Station 2: Day 3
• 8 envelopes, 4 labeled “town or city” and 4
labeled “the countryside” to accompany story
drainpipe
Station 3: day 3
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Video on pollution
Turbidity
pH
Acidity
Oxygen ranges in water
Salinity
Write words in a sentence
Exit
• Describe in detail what you know about water
distributation
Warm up and exit ticket:
• Make a concept map on the water unit
Day 4-5 All stations
• C.E.R. on Identify problems, and propose
solutions related to water quality, circulation,
and distribution – both locally and worldwide
• Video on turbidity, pH, dissolved oxygen
• Lab on salinity