1. Exploring the Water Cycle Lesson
Created by the GPM Education and Public Outreach Team
NASA Goddard Space Flight Center
Introduce ourselves

2. LEARNING TARGET – 4/24
I will be able to explain global movements of water and describe changes in form by sunlight and gravity.

3. HOMEWORK 4/24/17
TAKE-HOME CONCEPT ATTAINMENT QUIZ

4. DO NOW: PRE-ASSESSMENT
TODAY IS 4/24/17

5. 7. condensation (noun)- The change from gas state to liquid state.
KEY VOCAB 04- WORDS 7, 8
7. condensation (noun)- The change from gas state to liquid state.
8. precipitation (noun)- Rain, snow, sleet, or hail that falls from clouds in the sky.

6. KEY VOCAB 04 QUIZ (SOLO- 10 MINUTES)
TODAY IS: 4/25/17
KEY VOCAB 04 QUIZ (SOLO- 10 MINUTES)
TURN IN YOUR KV04 PACKET, TOO!

7. Think-Pair Share: What is precipitation?
Engage
Think-Pair Share: What is precipitation?
Accept responses Then say "Precipitation is part of the water cycle. What do you know about the water cycle?“
Click to next slide.

8. Water is found almost everywhere on Earth from high in the atmosphere (as water vapor) to low in the atmosphere (precipitation, droplets in clouds) to mountain snowcaps and glaciers (solid) to running liquid water on the land, ocean, and underground.
Energy from the sun and the force of gravity drive the continual cycling of water among these reservoirs.
Sunlight causes evaporation and propels oceanic and atmospheric circulation, which transports water around the globe.
Gravity causes precipitation to fall from clouds and water to flow downward on the land through watersheds.

9. Engage
The Water Cycle
Prepare for viewing: Say, “As you watch this video, listen for reasons that the water cycle is important.”
Click on link. If it doesn’t open, here is the url:

10. Think-Pair-Share “Based upon what we just viewed, why is it important to study and understand the water cycle?”
Ask the question and solicit response. Record them if you wish.

11. Explore
Animation – As you watch, think about what is happening in each stage of the water cycle.
Click on the link. Here is the url:
There is no narration, so you will need to point out what is happening at each stage of the cycle.
Remind students to copy the name of each stage. (From the word bank)
Another option would be to pause, and while the students are copying the name of each of the stages, randomly pick students to describe what is happening.

12. Explain: Energy from Sun
Stages that require solar radiation. (Heat)
Solar Radiation
Evaporation
Transpiration
Infiltration
Runoff
Precipitation
Condensation
Groundwater Flow
Discuss the stages driven by solar radiation and have students list them on their capture sheets.
Clicking will circle each of the terms.

13. Explain: Condensation
Stages that require water to give of heat. (Cool down)
Solar Radiation
Evaporation
Transpiration
Infiltration
Runoff
Precipitation
Condensation
Groundwater Flow
Have students identify that condensation is the stage that requires water to give off heat.
Clicking will circle the term.

14. Which parts of the water cycle are driven by the force of gravity?
Explain: Gravity
Which parts of the water cycle are driven by the force of gravity?
Solar Radiation
Evaporation
Transpiration
Infiltration
Runoff
Precipitation
Condensation
Groundwater Flow
Discuss the stages driven by gravity and have students list them on their capture sheets.
Clicking will circle each of the terms.

15. Explain
Watch each of the following demonstrations so you can answer the questions that go with them on your capture sheet.
Read the “Explain” section of the Teacher’s Guide for directions for the demonstrations.

16. Water, Water Everywhere
Show this video, “Water, Water Everywhere” (6:31) that explains what the water cycle is and how important it is to life on Earth:

17. Water Cycle Mini-Project
Evaluate
Water Cycle
Mini-Project
Have students follow along on their capture sheets as you describe the requirements for the project.

18. Water Cycle Mini-Project
Evaluation
Mini-Project Rubric
Water Cycle Mini-Project 4 3 2 1
Concept Understanding
The student demonstrated a full understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and gravity.
The student demonstrated a good understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and gravity.
The student demonstrated some understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and/or gravity.
The student demonstrated little understanding of how a water molecule can move through the water cycle. Student did not include the role of the Sun or gravity.
Proper Use of Terminology
The student properly used all the key terms associated with the water cycle.
The student properly used most of the key terms associated with the water cycle.
The student properly used some key terms associated with the water cycle.
The student properly used two or fewer key terms associated with the water cycle.
Writing Skills
The student fully communicated the concepts in the water cycle with few grammar and/or spelling errors.
The student communicated well the concepts in the water cycle with few grammar and/or spelling errors.
The student somewhat communicated the concepts in the water cycle with many grammar and/or spelling errors.
The student poorly communicated the concepts in the water cycle with many grammar and/or spelling errors.
Neatness and Legibility
All of the following are true:
The project is neat.
All writing is legible.
The sequence is easily followed.
The project is colorful.
Three of the following are true:
Two of the following are true:
One of the following is true:
Each of the rows on the rubric will count as a possible four points making the project worth a possible sixteen points.

19. DO NOW: THE WATER CYCLE (Monday) 4/24/17
Explain
DO NOW: THE WATER CYCLE (Monday) 4/24/17
QUESTION: Where may the water from runoff travel to next?
ANSWER: It can appear as infiltration via groundwater, collecting into aquifers (reservoirs) or flowing into lakes or rivers.
SUN and EARTH move water among land, ocean, and atmosphere by driving different processes in the water cycle. The Sun’s energy drives melting and evaporation, and Earth’s gravity drives precipitation, groundwater penetration, and downhill flow.

20. LEARNING TARGET 4/24/17
I will be able to identify and detail the transfer of energy that drives the motion and/or cycling of matter by using my resources (i.e. reading sets and graphic organizers).

21. THE WATER CYCLE /24/17
ESSENTIAL QUESTIONS
1. What is evaporation?
2. What is transpiration?
3. What is condensation?
BIG IDEAS
1. The sun heats water on Earth and turns it into water vapor in the air.
2. Plants take water in through their roots. The water comes out through tiny pores in their leaves and evaporates.
3. Water vapor in the air cools and turns back into liquid, forming clouds.

22. THE WATER CYCLE
ESSENTIAL QUESTIONS
4. What is precipitation?
5. What is runoff?
6. What is groundwater flow?
BIG IDEAS
4. When the air cannot hold any more water, the water falls from clouds in the form of rain, hail, snow, or sleet. The precipitation falls on land and in water.
5. Much of the water that falls on Earth’s surface flows back into lakes, rivers, and oceans.
6. Some of the water that falls on land is stored in the ground and some returns to the sea.

23. DO NOW: THE WATER CYCLE 4/25/17
Explain
DO NOW: THE WATER CYCLE 4/25/17
QUESTION: (1) What is crystallization? (2)Describe its specialized role in the water cycle.
ANSWER: (1) Crystallization is the process by which liquid molecules form a highly-ordered solid. (2) The LIQUID water molecules that lose energy and cool further to change into a SOLID.
*Snow, hail, sleet all form in this process and fall back to earth as precipitation.
SUN and EARTH move water among land, ocean, and atmosphere by driving different processes in the water cycle. The Sun’s energy drives melting and evaporation, and Earth’s gravity drives precipitation, groundwater penetration, and downhill flow.

24. KEY VOCAB 05: 1, 2
1. Crystallization (noun): The formation of highly ordered, solid structures from particles in a solution.
2. Infiltration (noun): Permeation of a liquid into something by filtration

25. KEY VOCAB 05: 3, 4
3. sublimation (noun)- The transition of a substance directly from the solid to gas phase without passing through the intermediate liquid phase.
4. aquifer (noun)- a body of permeable rock that can contain or transmit groundwater.

26. KEY VOCAB 05: 5, 6, 7
5. vapor (noun): The invisible gas form of water
6. cycle (noun): any complete round or series of occurrences that repeats or isrepeated.
7. weather forecast (adj/n): the prediction of the daily atmospheric conditions of an area.

27. KEY VOCAB 05: 8, 9, 10
8. rain shadow (adj/noun)- a region having little rainfall because it is sheltered from prevailing rain-bearing winds by a range of hills.
9. landform (noun)- a natural feature of the earth's surface.
10. wind (noun)- the perceptible natural movement of the air, especially in the form of a current of air blowing from a particular direction.

28. QUESTION: Describe the importance of measuring precipitation.
Explain
DO NOW: THE WATER CYCLE 4/27/17
QUESTION: Describe the importance of measuring precipitation.
ANSWER: By monitoring rainfall, we can be aware of flood warnings, drought assessments, make estimates for freshwater reservoirs, have long-term planning for farmers.
SUN and EARTH move water among land, ocean, and atmosphere by driving different processes in the water cycle. The Sun’s energy drives melting and evaporation, and Earth’s gravity drives precipitation, groundwater penetration, and downhill flow.

29. DO NOW: THE WATER CYCLE 4/28/17
Explain
DO NOW: THE WATER CYCLE 4/28/17
QUESTION: Can pollutants have an effect on the water cycle? Yes/No? Explain.
ANSWER: Pollutants can enter the water cycle from the air when it rains. When sulphur dioxideand nitrogen oxide mix with moisture in the air, it creates acid rain. Acid rain is damaging to all living things as well as buildings and statues. Water pollution can have hugely damaging effects on the Earth's food chains.
SUN and EARTH move water among land, ocean, and atmosphere by driving different processes in the water cycle. The Sun’s energy drives melting and evaporation, and Earth’s gravity drives precipitation, groundwater penetration, and downhill flow.

30. RELATIONSHIPS WITHIN THE WATER CYCLE
Energy transfer from the sun warms water on Earth, which can evaporate into the atmosphere.
Water vapor in the atmosphere forms clouds, which can cool and condense to produce precipitation that falls to the surface of Earth.
Gravity causes water on land to move downhill (e.g., rivers and glaciers) and much of it eventually flows into oceans.
Some liquid and solid water remains on land in the form of bodies of water and ice sheets.
Some water remains in the tissues of plants and other living organisms, and this water is released when the tissues decompose.

31. LEARNING TARGET 4/26/17
I will be able to conduct a scientific investigation that demonstrates a key mechanism within the water cycle.

32. LEARNING TARGET 4/27/17
I will be able to develop a model that describes the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.

33. ARGUE: C-E-R
Prompt: Write a scientific explanation that describes the relationship between the average yearly temperature and precipitation in Seattle.
CLAIM (1 SENTENCE) - As the average yearly temperature in Seattle ___________, the amount of precipitation also ___________.
EVIDENCE (2+ SENTENCES) - (READ THE GRAPH, ANALYZE, REPORT KEY TRENDS). TALK ABOUT EVAPORATION, CONDENSATION, PRECIPITATION.
REASONING (3+ SENTENCES) – How does the sun play a part here? Include these terms: precipitation, evaporation, condensation. Strengthen your claim by tying these concepts together.

34. EVIDENCE-
1 sentence) What was the average yearly temperature for the time period? What was the average yearly precipitation for that time period?
1 sentence) What was the average yearly temperature for the time period? What was the average yearly precipitation for that time period?
1-3 sentences) Condensation will ________________ as a result of the __________________ in the amount of water in the atmosphere. Precipitation will ____________ as a result of the ______________ in condensation. Include how runoff and flooding is a part of the water cycle.

35. REASONING-
(1 sentence) How does temperature play a part in the water cycle?
How is the sun involved?
Include evaporation, condensation, precipitation…

36. TODAY IS 1/27/17
DO NOW PT. 1
READ THE ARTICLE “BROWN OCEAN EFFECT” & ANSWER THE QUESTIONS.
HOMEWORK: 1. “THE ACTIVE RIVER” DO PAGE 276 REVIEW QUESTIONS 2. STUDY FOR KEY VOCAB 03 QUIZ – 1/30

37. MEASURING RAINFALL…
The Global Precipitation Measurement mission, or GPM, provides the next generation of rainfall measurements from space. The mission is designed to tap into the observational power of nine independent satellites flying around Earth and combine their precipitation data into a single, global data set every three hours. With combined measurements, the GPM constellation becomes a powerful tool for observing rainfall worldwide. Satellites fill in those gaps. Circling hundreds of miles above us, Earth-observing satellites take measurements of the whole globe. 

38. RELEVANCE
Observing rainfall has become standard in our modern world. Where the rain goes, so too do the umbrellas -- and flood warnings, droughtassessments, estimates for freshwater water reservoirs, long term planning for farmers, alerts for waterborne diseases, even famine early warning systems. Rain, snow, winter mix, hail and every other form of water falling from the sky touches everyone on Earth.

39. GPM: Too Much, Too Little
Researchers need accurate and timely rainfall information to better understand and model where and when severe floods, frequent landslides and devastating droughts may occur, and GPM’s global rainfall data will help provide that information.

40. Science For a Hungry World
Here are a few videos that discuss the implications of how much precipitation an area gets:
“Too Much, Too Little” (4:44): Researchers need accurate and timely rainfall information to better understand and model where and when severe floods, frequent landslides and devastating droughts may occur. GPM’s global rainfall data will help to better prepare and respond to a wide range of natural disasters. - or
“Accessing Drought in the United States” (6:05): This animation from the Community Collaborative Rain Hail and Snow Network shows how decision makers use a variety of data and in-person reports to assess the drought conditions across the United States. or
“Science for A Hungry World: Growing Water Problems” (4:53): One of the biggest changes to global agriculture is less about the food itself as it is about the water we use to grow it. In some areas, farmers are using freshwater resources - including groundwater - at an alarming rate. or