Objectives
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Students will: describe the movement of water with the water cycle; describe the
processes that change the states of water; identify the states of water as it
moves through the water cycle
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Standards Addressed
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Minnesota Grad Standards: Middle Lever: Earth & Space Systems: Structure of the Earth System: Water Cycle |
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Nine "dice" according to Project WET guide, p 164-165, nine station markers, beads (one color per station) and plastic string, large classroom area or large open area, two worksheet copies (included) - one for each student, project WET guide, pens/pencils, masking tape, clock/timer, water cycle poster
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Time Requirement
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Prep time: 1 hour
Activity time: 100 minutes, or two 50-minute class periods |
Procedure/ Outline
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Prep: Set up the nine "stations" of the water cycle with dice, station markers and tape. Place beads in each station so students may keep a record of their journey. Copies of following 2 worksheets.
1.
Using background information from Project WET guide (p 161-162), go through first worksheet with students as classroom notes/discussion. Explain water cycle, processes in the water cycle, and states of water.
2.
Explain the activity - students will demonstrate water movement from one place to another, each roll of the die determines their movement as a water droplet in the water cycle.
3.
Students keep track of their movements with beads and string or by paper/pencil.
4.
Activity is complete when instructor calls time or after a certain number of rolls.
5.
Discuss activity: go over #1 again. Place bead color/station/location matches on board.
6.
Have students complete worksheet #2 with the aid of teacher, peers, and worksheet #1.
7.
On the next day or shortly after completion of the activity, have the teacher simulate that activity using just the three right columns on worksheet #2
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Modifications /Adaptions/ Extensions
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1.
Worksheet #1: on backside, is it a heating/cooling process? Have students move slower through activity if cooling, faster if heating.
2.
Have students role-play water states as it moves through the water cycle.
3.
Have students use their travel records to write stories about the places water has been. Worksheet #2: include a column for changes of states of water (see sheet for example).
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Assessment
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Have students fill in "Where?", "How Is This Possible?", and "State change" as a quiz/assessment
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Other Comments
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This activity works very well in a middle-school class in my experience, but is
easily adapted for younger/older students |
