Performance
Expectation:
(List the PE from the Archdiocesan Science
Standards)
Describe
and graph the amounts and percentages of water and fresh water in various
reservoirs to provide evidence about the distribution of water on earth.
Objective(s):
(Specifically what do the students need to know or
understand in this lesson? This may be
one or multiple objectives. Consider
this: At the end of these instructional activities,
what is it that students need to know? Consider the DCIs)
Explain
that nearly all of Earth’s available water is in the ocean. Most fresh water is
in glaciers or underground; only a tiny fraction is in streams, lakes,
wetlands, and the atmosphere.
Graph the
percentages of water and fresh water in various reservoirs to provide evidence
about the distribution of water on Earth (focus on water in the hydrosphere,
not atmosphere).
Strategies
and Assessment:
(List the activities in which the students will
engage to achieve the objective. This
should include any content reading material, experiments and/or activities. How
will you include the Engineering Practices & Cross-Cutting Concepts? Consider the 5E Model.)
ENGAGE
Students will watch the
video: https://youtu.be/4HSFKwho7MQ
EXPLORE
The Distribution of Water on Earth
1. Fill the 1-liter bottle with water. This represents ALL the water
on Earth (both salt water and fresh water). For this investigation, it is
important to know that 1 liter (L) is equivalent to 1000 milliliters (mL).
2. Using a graduated cylinder and the water in the one liter bottle,
pour 30 mL into a plastic cup. This represents ALL the fresh water on Earth, as
about 3% of all water on Earth is fresh water. Set the rest of the 1-liter
bottle aside. This represents all the salt water on Earth because about 97% of
all water on Earth is salt water.
3. Set out three plastic cups. Cut out the FRESH WATER labels below
and tape a label onto each of the three cups.
4. You will now distribute the 30 mL of fresh water into these three
cups. Pour 21 ml in the Frozen Water cup, 9 mL in the Liquid Water cup, and 1
drop in the Water Vapor cup.
5. Determine how many mL are left in the 1-liter bottle. Write this
number on the line provided on the SALT WATER label below. Tape this label to
the 1- liter bottle.
EXPLAIN
Salt Water Notes
I take note and explain: It's important to know that 97%
(970 mL out of 1000 mL) of all water on Earth is saline (salt) water. In order
to make this water suitable for humans to drink, the water has to go through a
desalinating process to take out the the salt. This process is
very expensive.
Fresh Water Notes
It's also important to
know that 3% (30 mL out of 1000 mL) of all the water on Earth is fresh
water. This water is suitable for humans to drink. However, not all
fresh water is readily available for consumption. The fresh water on Earth is
in 1) solid form, 2) liquid form, and 3) gas form. Who can tell me
an example of fresh water in solid form? (ice caps & glaciers) Liquid
form? (lakes
and rivers) Gas form? (water vapor)
EXTEND/ELABORATE
For detailed instruction:
http://betterlesson.com/lesson/634350/hydrosphere-water-distribution-on-earth
Students
will graph the percentages of water from the explore activity on a circle graph
and linear graph.
Students
can also use adding machine tape or paper meter strips to show the percentages
of water on earth
What can
engineers and scientists do to help people who do not have access to clean
water (focus on refugee crisis)?
Students
research 1 solution to this problem by conducting interviews from community
members and online research.
EVALUATE
(How will you measure the “learning” both as the
learning is happening [formative] and at the end when the instruction and
practice have concluded [summative assessments]? What will students do/perform/create to
demonstrate they “got it?” Be
specific. Will they log their process in
a Science Journal? Will they use exit
tickets on certain/critical days? Will you utilize technology to gauge the
degree of understanding/voting systems?
Create a model? Take a test?)
FORMATIVE--Students
explain their findings from the explore activity
Students show
their answers on a graph
SUMMATIVE--Students
will answer test questions
Students
explain research on solutions to fresh water crisis for refugees
HELPFUL
RESOURCES:
http://betterlesson.com/lesson/634350/hydrosphere-water-distribution-on-earth
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