THE
WATER
SOURCEBOOK
GRADES
K-2
ZB-1701
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WATER SOURCEBOOK
A Series of Classroom Activities for
Grades K-2
Produced for
LEGACY, INC.
Partners in Environmental Education
in cooperation with
U.S. Environmental Protection Agency
Prepared by
EDUCATION RESEARCH AND INSERVICE CENTER
University of North Alabama
Florence, Alabama
September, 1998
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DISCLAIMER
This document was prepared for Legacy, Inc. (a not-for-profit organization) by the Education
Research and Inservice Center (ERIC), University of North Alabama (UNA), through the Alabama
Department of Environmental Management in cooperation with teachers in Alabama and the U.S.
Environmental Protection Agency (EPA). ERIC, UNA, EPA, and Legacy, Inc. are equal opportunity
and affirmative action employers. These partners also ensure that the benefits of programs
receiving their financial assistance are available to all eligible persons regardless of race, color,
national origin, handicap, or age.
Neither the teachers, ERIC, UNA, Legacy, Inc. nor any persons acting on their behalf:
a. make any warranty or representation, expressed or implied,
with respect to the use of any information contained in this
document, or that the use of any information, apparatus,
method, or process disclosed in this document may not
infringe on privately owned rights; or
b. assume any liabilities with respect to the use of, or for
damages resulting from the use of any information, apparatus,
method, or process disclosed in this document.
This document does not necessarily reflect the views and policies of the above partners. The use
of specific brand names or products should not be construed as an endorsement by any of the
partners.
If any of the information in this book changes, or is considered to be incorrect, please notify EPA
Region 4, Water Management Divison, 61 Forsyth Street, Atlanta, GA 30303-8906, 404-562-9345,
and sepcify the recommendations. For information about the Water Sourcebook project, contact
Legacy, Inc., P O Box 3813, Montgomery, AL 36109, (334) 270-5921.
For information about obtaining a copy of the Water Sourcebook.
a. The Georgia Water Wise Council, 1033 Franklin Road Suite
9-187, Marietta, GA 30067-8004 USA, 770/426-8936
Ext. 234 (phone), 770/426-9092 (fax), or web page:
www. griffi n. peach net, edu/waterwi se/wwc. htm
. b. Legacy, Inc., P O Box 3813, Montgomery, AL
36109, 334/270-5921 (phone).
c. The Water Environment Federation, 601 Wythe Street,
Alexandria, VA 22314-1994 USA, 800-666-0206 (phone),
703-684-2492 (fax), or web page: www.wef.org.
EPA Document Number EPA/904-R-94-017(a).
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ACKNOWLEDGMENTS
Project Staff
Earl Gardner, Ed.D., Project Director
Education Research and Inservice Center and Center for Environmental and Science
Education, University of North Alabama
Mary Lou Meadows, Ed.D., Project Director
Education Research and Inservice Center and Center for Environmental and Science
Education, University of North Alabama
Charles Horn, Project Coordinator, Alabama Department of Environmental Management
Wayne Aronson, Project Coordinator, EPA
Paige Connell, Project Coordinator, Legacy, Inc.
Angie Fugo, Editor in Chief, EPA
Classroom Teacher Activity Writing Team
Cheryl Badger - Florence City Schools, Florence, Alabama
Peggy Clay - Florence City Schools, Florence, Alabama
Beth Corum - Lauderdale County Schools, Florence, Alabama
Connie Gilley - Florence City Schools, Florence, Alabama
Judy Jester - Lawrence County Schools, Florence, Alabama
Karen Lawton - Florence City Schools, Florence, Alabama
Karen McCullough - Florence City Schools, Florence, Alabama
Donna Morgan - Riverhill School, Florence, Alabama
Cindy Taylor - Florence City Schools, Florence, Alabama
Gail Senn - Florence City Schools, Florence, Alabama
Judy Sharp - Florence City Schools, Florence, Alabama
Dihanne Westfield - Florence City Schools, Florence, Alabama
Kim Williams - Florence City Schools, Florence, Alabama
Classroom Teacher Piloting Team
American Professional Development Corporation, Killen, Alabama - Team Leaders
Kim Browning - Cobb County Public Schools, Smyrna, Georgia
Violet Carlos - Greene County Schools, Greeneville, Tennessee
Terri Cohen - Cobb County Public Schools, Smyrna, Georgia
Mary Ann Connell - Greene County Schools, Greeneville, Tennessee
Loretta Couch - Greene County Schools, Greeneville, Tennessee
Kay Fleming - Colbert County Schools, Tuscumbia, Alabama
Susan Franks - Colbert County Schools, Tuscumbia, Alabama
Jan Gargis - Colbert County Schools, Leighton, Alabama
Mary Goldsmith - Cobb County Public Schools, Smyrna, Georgia
Susan Harkness - Russellville City Schools, Russellville, Alabama
Dianne Pace - Russellville City Schools, Russellville, Alabama
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Rhonda Pounders - Russellville City Schools, Russellville, Alabama
Stacy Rank - Cobb County Public Schools, Smyrna, Georgia
Doug Ratledge - Greene County Schools, Greeneville, Tennessee
Jennifer league - Greene County Schools, Greeneville, Tennessee
Graphics and Typing Team
Allyssa Michael, Illustrator, Florence, Alabama
Jeff and Paige Prozan - Illustrators, Huntsville, Alabama
Kathy Robbins, Editing, Typist, Florence, Alabama
Andrew Southerland, Illustrator, Florence, Alabama
Tammy Wynn, Team Leader and Typist, Florence, Alabama
Design Layout Team
Kathy Robbins, Team Member - University of North Alabama
Tammy Wynn, Team Leader - University of North Alabama
Technical Reviewers
Jim Adcock, Water Management Division, US EPA, Region 4, Atlanta, Georgia
Wayne Aronson, Water Management Division, US EPA, Region 4, Atlanta, Georgia
Cheryl Badger, Elementary Supervisor, Florence City Schools, Florence, Alabama
Kendy Behrends, Ed.D., Federal Programs Coordinator, Florence City Schools, Florence, Alabama
Steve Blackburn, Water Management Division, US EPA, Region 4, Atlanta, Georgia
Wanda Boyd, Marine and Wetlands Section (6WQ-EM), US EPA, Region 6, Dallas, Texas
MaryJo Moubry Feuerbach, US EPA, Region 1, Boston, Massachusetts
Bob Freeman, Water Management Division, US EPA, Region 4, Atlanta, Georgia
Dale Froneberger, Water Management Division, US EPA, Region 4, Atlanta, Georgia
Angie Fugo, Water Management Division, US EPA, Region 4, Atlanta, Georgia
Earl Gardner, Ed.D., Director, Education Research and Inservice Center and Center for
Environmental and Science Education, University of North Alabama, Florence, Alabama
Frank Heatherly, Ed.D., Instructional Division, Alabama State Department of Education,
Montgomery, Alabama
Ginny King, Instructional Technology Specialist, Technology Transfer, CSRA, RESA
Charles Horn, Chief, Water Division, Alabama Department of Environmental Management,
Montgomery, Alabama
Walter Hunter, Water Management Division, US EPA, Region 4, Atlanta, Georgia
Patricia Hurley, Water Division, Alabama Department of Environmental Management,
Montgomery, Alabama
Paul Johnson, Reynolds Metals Company, Listerhill, Alabama
Terry Logue, Ed.D., Assistant Professor, Earth Science, University of North Alabama, Florence,
Alabama
Lorraine V. Loken, Manager, Public Education, Water Environmental Federation, Alexandria,
Virginia
Fox McCarthy, Water Conservation Coordinator, Cobb County-Marietta Water Authority,
Marietta, Georgia
Rose McGee, Ed.D., Classroom Teacher, Florence City Schools, Florence, Alabama
Mary Lou Meadows, Ed.D., Associate Professor of Early Childhood and Elementary Education,
Middle Tennessee State University, Murfreesboro, Tennessee
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Carol Ann Mudd, Cobb County Public Schools, Smyrna, Georgia
Richard D. Nawyn, Chief, Environmental Education and Public Outreach, US EPA, Region 4,
Atlanta, Georgia
Jacquie Osborne, Ed.D., Director, Child Growth and Development Center, University of North
Alabama, Florence, Alabama
David Pincumbe, Water Quality Specialist, US EPA, Region 1, Boston, Massachusetts
Pat Robinson, Vulcan Chemical Technologies, Inc., Orlando, Florida
Bob Young, Ed.D., Associate Professor, Early Childhood and Elementary Education Department,
University of North Alabama, Florence, Alabama
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TABLE OF CONTENTS
Introduction i
Correlation iv
Chapter 1 - Introduction to Water
Water, Now and Then 1 -1
Extra, Extra Read All About It 1-3
Water is Very Special 1-7
Being a Hydrologist 1-11
Drink It Up 1 -17
What Shape is Water? 1-21
The Water Freeze 1-27
Let's Weigh Snow 1 -35
Now You See It, Now You Don't 1-39
How Buoyant 1-43
Great Balls '0 Water 1-53
Up, Up and Away 1-59
Water Goes Up and Down 1 -63
Rain, Rain Go Away 1-67
Rain, Rain Go Away Part II 1-71
Drip and Drop's Adventure 1-77
Water Works For Everyone 1-87
Do You Know My Job? 1 -93
Chapter 2 - Drinking Water and Wastewater Treatment
Plants Need to Drink, Too 2-1
Hung Up On Water Conservation 2-5
Conserve Every Drop 2-13
Waterville, U.S.A 2-19
Fill It Up: Water Storage Tanks 2-21
What is a Septic Tank? 2-27
So Much Water, So Little To Drink 2-33
Chapter 3 - Surface Water Resources
Ice is N"ICE"!! 3-1
Floating Critters 3-9
The Water Window 3-11
Coughing Catfish 3-19
Happy the Fish 3-27
How Water Flows: Surface Runoff 3-37
Settling In - Sedimentation 3-39
The Trip of Drip 3-43
The Little Gold Fish 3-57
Mudpuppy Pond 3-61
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Can Your Dam Hold Water? 3-83
Water Works For Us 3-91
Water Fun For Everyone 3-95
Don't Boat Without a Float 3-99
Grandma's Boat Ride 3-101
Rain Water Runoff 3-113
Chapter 4 - Groundwater Resources
Water, Here and There 4-1
It's Time to Conserve 4-5
Away It Blows: Hot Springs and Geysers 4-11
Oh Well—How We Get Water From the Ground 4-15
What's the Point: Point vs. Nonpoint 4-19
Soak It Up 4-25
Groundwater and Soil Types 4-27
Does it Leak? 4-31
The Bad Guys vs the Good Guys 4-35
How Low Can You Go: The Water Table and Aquifer 4-39
Chapter 5 - Wetlands and Coastal Waters
It's Too Salty! 5-1
Salty or Fresh 5-5
What is a Wetland? 5-11
Exploring Wetlands 5-15
Spongy Wetlands 5-19
Who Needs Wetlands? 5-23
Cranberry Bogs 5-27
Down By The Sea 5-31
Wetlands, Sweet, Wetlands 5-37
A B Cs of the Wetlands 5-51
"Bay" Watch: By the Bay 5-55
Marie Debris 5-65
Oceans and Ponds 5-71
How Dry I Am, How Wet I'll Be! 5-79
Get the Oil Out! 5-83
Sifting Through the Wetlands 5-85
Glossary G-1
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INTRODUCTION
The value of clean, safe water for individuals, communities, businesses, and industries cannot be
measured. Every living thing depends on water. The economy requires it. Water issues should be
everyone's concern, but most people take water quality and availability for granted. After all,
clean, safe water is available to most Americans every time they turn on the tap. Water issues do
not become a concern until there is a crisis such as a drought or wastewater treatment plant
failure. Educating citizens who must make critical water resource decisions in the midst of a crisis
rarely results in positive change. Developing awareness, knowledge, and skills for sound water use
decisions is very important for children, for they .will soon be making water resource management
decisions. Properly equipping them to do so is essential to protect water resources.
WATER SOURCEBOOK PROGRAM
The Water Sourcebook educational program is directed specifically toward in-school population.
The program will consist of the development of supplemental activity guides targeting kindergarten
through high school. Water Sourcebooks will be developed for primary (K-2), elementary (3-5),
middle (6-8), and secondary (9-12) levels. Materials developed in the program will be compatible
with existing curriculum standards established by State Boards of Education throughout the United
States and will teach concepts included in those standards by using water quality information as
the content.
The Water Sourcebooks will each include five chapters-lntroductionto Water, Drinking Water and
Wastewater Treatment, Groundwater Resources, Surface Water, and Wetlands and Coastal Waters.
DEVELOPMENT
The Water Sourcebooks are developed in 3 stages. First, classroom teachers are selected to write
the activities with the assistance of education specialists. Teams of teachers are then given the
task of developing and writing the activities for each of the five instructional chapters. The
second step involves testing the activities in the classroom. Other teachers are selected to use
the activities in their classrooms, and each activity is tested by at least three of them. The
teachers involved in this unit are early childhood teachers from several states. From the evaluations
provided by the testing teachers, revisions are made. Finally, technical reviews, editing, and
illustrations are completed and the Water Sourcebook is published.
ACTIVITY DESIGN
All of the activities include "hands-on" components and are designed to blend with existing curricula
in the areas of general science, language arts, math, social studies, art, and, in some cases, reading
or other areas. Each activity details (1) objectives, (2) subject(s), (3) time, (4) materials, (5)
background information, (6) advance preparation, (7) procedure (including activity, follow-up, and
extension), and (8) resources. A glossary section is included at the end of the guide to help
teachers deal with concepts and words used in the text which may be unfamiliar.
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ORGANIZATION OF INDIVIDUAL ACTIVITIES
Each activity is organized in the same way, detailing objectives, materials needed, background
information, and procedures. Following is a brief summary of what you should expect to find in
each activity:
OBJECTIVES:
SUBJECT:
TIME:
MATERIALS:
BACKGROUND
INFORMATION:
ADVANCE
PREPARATION:
PROCEDURE:
Describes what the student should be able to do when the activity is
completed.
The general subject(s) to which the activity applies: Science, Mathematics,
Social Studies, Language Arts, and so on.
The approximate number of minutes needed to complete the main
exercise(s). More time may be needed for the follow-up and extension
exercises. Some activities or follow-ups may require collecting data over
several days/weeks, but will only need major time blocks at the beginning
and end of the activity to explain, present information, and reach conclusions.
List of materials needed to complete activity. Alternatives and optional
materials are listed where appropriate. If the basic materials are not
immediately available in your classroom, they can often be borrowed from
other classes in the school, or local college or university science departments,
local government agencies, or area businesses.
Background specific to the activity for the teacher's use. This material is
suggested as a basis for teacher lecture and/or student discussion when
the activity is introduced.
Directions for the teacher to prepare materials in advance.
Complete directions to conduct the entire activity, including follow-up and
extension ideas. Includes teacher sheets and student sheets.
Setting the Stage: Introduction of the main ideas of the activity to the students. This section
may use student discussion questions/topics, sharing of pertinent
background, a demonstration or activity, or a combination of these.
Activity:
Follow-Up:
EXTENSION:
Step-by-step instructions on how to do the activity. This ends with questions
to demonstrate that students understand what they have done.
Conclusion of the activity by summarizing the information and drawing
conclusions if applicable. May be used as evaluation of the stated objectives.
Suggestions for extending the activity into other subject areas and/or
suggestions for other related activities. This part of the activity is optional.
Some may be used as ongoing projects, while others may be used as additional
classroom work for advanced students or for extra credit.
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RESOURCES: Reference materials used either in developing the activity or to provide
additional information and addresses for ordering materials used in the
activity.
These special notations appear within some activities:
Note: Further explanation about a procedure, used to clarify or reemphasize important
directions.
Optional: Optional procedure or materials that may enhance part of the activity.
ACTIVITY PREPARATION
Once you have decided on the activity(ies) you will be doing, check the materials list. You will
need to take into account the number of students or student teams in your class(es). Many
materials are readily available, but some may need to be borrowed or purchased ahead of time.
Prepare copies of all the needed student handouts and/or transparencies or other materials for
your use. Each activity contains ready-made masters for these. These teacher and student
sheets can be easily removed from the binder and replaced after photocopying. Some activities
also contain suggestions to make a transparency for use with an overhead projector. Transparencies
may be made by a thermofax, a photocopier, or by tracing.
If you plan to have the students do part of all of the extension suggestions, you will want to add
additional materials to your list. You may also need to locate other sources of information or
telephone numbers to complete the extension. Some extensions can be started simultaneously
with the regular activity.
As you read through the activity, highlight any NOTE and decide whether you will do optional
suggestions. Check the suggested time for completion of the activity and add time needed to do
any extension activities. The time needed may vary from class to class. These activities have all
been field tested in elementary school classrooms. However, you might want to do a trial run of
the activity yourself to evaluate the time needed and areas where minor problems might occur. It
is also a good idea to mark points in the text where natural breaks can be taken to divide the
activity into class periods.
Further reading may be found in the list of resources at the conclusion of each activity. If these
resources are not readily available, you may want to check other books on environmental concerns.
PAGINATION
Each chapter is page-numbered separately and is designated with an appropriate chapter number.
For example, the "Introduction" chapter begins with page 1 -1, the "Drinking Water and Wastewater
Treatment" chapter begins with 2-1, and so on.
HI
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CORRELATION—CHAPTER 1
MATHEMATICS
basic computation (addition, subtraction.
multiplication, and division)
use measurements
make estimates and approximations
formulate and solve problems
probability and statistics
charts and graphs
SCIENCE
problem formulation
formulation of hypothesis
gather information
organize and analyze information
interpret data
draw conclusions
observation and experimentation
(experiment, demonstration)
LANGUAGE ARTS
language (acquiring and using)
writing (mechanical, persuasive, creative.
letters)
speaking and listening
coinfTHjnfcation/presenting ideas
SOCIAL STUDIES
map ski Us
coUectino/recording/categonzmg data
comoerina end contrastino
Wtrencea/generatizations
sociaVhuman problems * decisionmaking
RELATED ARTS
the arts (art. music, drama)
health
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CORRELATION—CHAPTER 1
MATHEMATICS
basic computation (addition, subtraction,
multiplication, and division)
use measurements
make estimates and approximations
formulate and solve problems
probability and statistics
charts and graphs
SCIENCE
problem formulation
formulation of hypothesis
gather information
organize and analyze information
interpret data
draw conclusions
observation and experimentation
(experiment, demonstration)
LANGUAGE ARTS
language (acquiring and using)
writing (mechanical, persuasive, creative,
letters)
speaking and listening
reading and literature
communication/presenting ideas
SOCIAL STUDIES
map skills
collectino/recordino/categorizmg data
comoarina and contrastina
inferences/generalizations
social/human problems & decisionmaking
RELATED ARTS
the arts (art. music, drama)
health
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CORRELATION—CHAPTER 2
MATHEMATICS
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use measurements
make estimates and approximations
formulate and solve problems
probability and statistics
charts and graphs
SCIENCE
problem formulation
formulation of hypothesis
gather information
organize and analyze information
interpret data
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observation and experimentation
(experiment, demonstration)
LANGUAGE ARTS
language (acquiring and using)
writing (mechanical, persuasive, creative,
letters)
speaking and listening
reading and literature
communication/presenting ideas
SOCIAL STUDIES
map skills
coiiecting/recording'calegonzing data
comparina and contrastina
inferences/generalizations
social/human problems & decisionmaking
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MATHSMATICS
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mafco estimates and approximations
formulate and salvo probtems
probability and statistics
charts and graphs
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formulation of hypothesis
gather information
organize and analyze information
interpret data
draw conclusions
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LANGUAGE ARTS
language (acquiring and using) |
writing (mechanical, persuasive, creative,
letters)
speaking and listening
reading and literature
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SOCIAL STUDIES
map skills
eollecting/recording/categonzing data
comparing and contrasting
inferences/generalizations
social/human problems & decisionmaking
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the arts (art, music, drama)
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CORRELATION—CHAPTER 3
MATHEMATICS
basic computation (addition, subtraction,
multiplication, and division)
use measurements
make estimates and approximations
formulate and solve problems
probability and statistics
charts and graphs
SCIENCE
problem formulation
formulation of hypothesis
gather information
organize and analyze information
interpret data
draw conclusions
observation and experimentation
(experiment, demonstration)
LANGUAGE ARTS
language (acquiring and using)
writing (mechanical, persuasive, creative,
letters)
speaking and listening
reaoma and literature
communication^menling ideas
SOCIAL STUDIES
map skills
coilectirig/recordiniycategorizing data
comoarincj and contrasting
inferences/genera lizatbns
social/human problems & decisionmaking
RELATED ARTS
the arts (art. music, drama)
health
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CORRELATION—CHAPTER 4
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basic computation (addition, subtraction.
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use measurements
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formulate and solve problems
probability and statistics
charts and graphs
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problem formulation
formulation of hypothesis
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language (acquiring and using)
writing (mechanical, persuasive, creative.
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speaking and listening
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communication/presenting ideas
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map skills
collecting/recording/categorizing data
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CORRELATION—CHAPTER 5
MATHEMATICS
basic computation (addition, subtraction,
multiplication, and division)
use measurements
make estimates and approximations
formulate and solve problems
probability and statistics
charts and graphs
SCIENCE
problem formulation
formulation of hypothesis
organize and analyze information
interpret data
draw conclusions
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(experiment, demonstration)
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language (acquiring and using)
writing (mechanical, persuasive, creative.
letters)
speaking and listening
readinq and literature
communication/presenting ideas
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map stills
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CORRELATION—CHAPTER 5
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basic computation (addition, subtraction,
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probability and statistics
charts and graphs
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problem formulation
formulation of hypothesis
gather information
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language (acquiring and using)
writing (mechanical, persuasive, creative,
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speaking and listening
reading and literature
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map skills
conectmg/recording/categonzing data
comparing and contrasting
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XII
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>C
H n
m H
THE WATER SOURCEBOOK
INTRODUCTION
TO WATER
-------
WATER, NOW AND THEN
K-2
OBJECTIVE
At the end of this lesson, the students shall be able
to do the following:
1. Describe, orally or in writing, ways people have
depended on water during different periods of
history.
SUBJECTS:
History, Art
TIME:
1 hour or two 30-minute
periods
MATERIALS:
butcher paper
crayons
scissors
tape
4 pieces of white poster board
BACKGROUND INFORMATION
Throughout history people have depended on water.
More than two hundred years ago many people came
to America to start new lives. They had to cross the
ocean to get here. The trip took many weeks. They
had to bring fresh water in barrels for drinking and
washing while they were on the ship.
During the next 150 years, many of the new settlers moved farther and farther across America to
find new places to live. When selecting a place to settle, one of the main considerations was a
fresh water supply. Most of them chose land near rivers, lakes, and springs. They needed the
water for drinking, growing crops, raising farm animals, washing, and cooking.
By 1900, in addition to using water for drinking, washing, and cooking, people also began using
water to manufacture products. During this period of history, factories were built and many
machines were invented. Water was used to make steel and paper; it was used to create steam
and to cool products.
Today we use water in many ways. In our homes, we use water for drinking, cleaning, cooking, and
flushing. Irrigating farms, golf courses, and our lawns requires a tremendous amount of water.
Industries use water to manufacture metal, glass, and wood products. They use water in canned
foods, soft drinks, and many other products. Water is used to produce electric power. We enjoy
the beauty of nature's rivers, lakes, and oceans. We use the bodies of water for swimming,
boating, and fishing. Water is also used by firefighters to save lives and property.
ADVANCE PREPARATION
A. Gather materials.
1-1
-------
PROCEDURE
I. Setting the stage
A. Share background information.
II. Activities
A. Divide the class into groups with 3 or 4 children in a group.
B. Give group assignments.
1. Each group will make a life size character by tracing around the body of one
group member on butcher paper. Each group will research a different time period
(1700's; 1800's; early 1900's and today) and use crayons to draw appropriate time
period clothing on their character.
2. The other four (4) groups will also research the same time periods (see
above) and design a poster showing the ways water was used during that time period.
C. Tape each character to the wall with the corresponding poster.
III. Follow-Up
A. Decorate invitations. Send them to other classes inviting the students to visit the
display.
IV. Extension
A. Give each character (from above activity) a water related name.
Examples: Silas Stillwater
Walter Waverly
Sam Springer
Rhonda Rivers
Carol Creekmore
Whitney Wells, etc.
B. Produce a play depicting different time periods in history and the importance and
uses of water in that time period.
RESOURCE
World Book Encyclopedia. 1988, Vol 21, p. 116-118.
1-2
-------
EXTRA EXTRA, READ ALL ABOUT IT
K-2
OBJECTIVE
At the end of this lesson, the students shall be
able to do the following:
1. Identify orally facts about water learned
from this lesson.
BACKGROUND INFORMATION
Display background information on four sheets of
chart paper as shown below:
KEY
=- WATER
O EARTH M BODIES
DRINK
—- I5IMPOR1ANT
WITHOUT WAfcR
THERE WOULD BE
NO LIFE ON O
WE
SUBJECTS:
Language, Art
TIME:
30 minutes per day
MATERIALS:
single sheet of newspaper and 4
sheets of plain paper for each
child for journals
markers
sponges, cut in the shape of
water drops
blue paint
4 pieces of lined chart paper
— HELP5U5
WE USE — 10
GLEAN OUR iHt
WE USE — 1O
GLEAN OUR ••
WE U5E WAfcR 1O
GLEAN OUR ^
WE HAVE FUN
WE5WIM
WE *
WE RIDE IN ,0.
1-3
-------
ADVANCE PREPARATION
A. Make Information Charts.
B. Gather materials.
PROCEDURE
I. Setting the stage
A. Explain the key.
B. Read the Information Charts to the students, allowing them to say the "picture words."
II. Activities (This can be done individually or as a whole group activity creating a class book.)
A. Have the students cut and fold a piece of newspaper, creating a "book cover."
Suggested size is 9" x 11" or larger.
B. On the (newspaper) front cover write a water related title such as:
"THE DRIP DROP JOURNAL"
"THE WATER BOOK"
"THE H20 BOOK"
C. Laminate the book covers (optional).
D. Over a period of several days, let the students add pages to their journals.
1. Give each student a piece of paper and let him/her write, "WATER IS WONDERFUL" (or
some other water related phrase) in large letters. Let him/her sponge paint water
drops around the words. This will be the first page of their water journal.
2. Write (or dictate) an original poem about water.
3. Glue water related newspaper or magazine articles to pages.
4. Draw or paint pictures about water.
III. Follow-Up
A. Let each child have an opportunity (over a period of days) to share one or more pages
from his/her journal with the class. Discuss the information shared and add water facts to
the "water chart," using pictures when appropriate.
B. Review the water chart facts each day.
1-4
-------
RESOURCE
Water. World Book Encyclopedia, 1988, Vol 21, p. 116-118.
Original Activity by Beth Corum, Lauderdale County Schools.
1-5
-------
1-6
-------
WATER IS VERY SPECIAL
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Write or tell ways people use water for cleaning;
2. Write or tell ways people use water for eating or
drinking; and
3. Write or tell ways people use water to have fun.
BACKGROUND INFORMATION
SUBJECTS:
Science, Art
TIME:
20-30 minutes
MATERIALS:
2 oz uncooked spaghetti
1 box macaroni and cheese
1 box jello
1 pack Kool-Aid
butcher paper
plate
glass
Water is very important to all living things. Without
water all plants, animals, and people would die. We
use water for drinking and for preparing food. We use water for cleaning our bodies, our homes,
our pets, and our cars. We use water to have fun when we go swimming and boating. Water is
used EVERY DAY.
ADVANCE PREPARATION
A. Gather materials.
PROCEDURE
I. Setting the stage
A. Sit on the floor with the children in a large semi-circle around the teacher. Show them a
plate on which uncooked spaghetti noodles, dry jello powder, and macaroni noodles sprinkled
with powdered cheese have been placed. In a clear drinking glass, empty a pack of Kool-
Aid powder.
B. Point to the spaghetti and ask, "What is this?" (spaghetti). "Would you like to eat it?"
"What does the spaghetti need to make it taste good?" (to be cooked).
C. Point to each of the other food items and ask the same questions.
1-7
-------
D. On a dry erase or chalkboard, write:
Spaghetti Jello Macaroni and Cheese Kool-Aid
E. Ask, "How does a person cook spaghetti?" After someone answers, write the word
"water" under the word "spaghetti" on the board. "How does a person cook macaroni?"
Write "water" under "macaroni." Ask the same question about jello and Kool-Aid and write
"water" under each word on the board.
Spaghetti Jello Macaroni and Cheese Kool-Aid
water water water water
F. "Look at the board. What do you notice?" (We use water to prepare all four of the food
items). "Is water important when we are preparing food?" "Is water important at other
times?" Discuss.
G. Read the poem written by Beth Corum:
WATER IS VERY SPECIAL
Water is in drippy drops,
Water is in soapy mops,
WATER IS VERY SPECIAL.
Water fills swimming pools,
Water fills fishes schools,
WATER IS VERY SPECIAL
Water makes spaghetti floppy,
Water makes puddles sloppy,
WATER IS VERY SPECIAL
Water keeps us all alive,
It's necessary to survive,
WATER IS VERY SPECIAL
Read the poem a second time. Have the children say together "Water is very special."
II. Activity
A. Write the poem in a single line across the top of a long piece of butcher paper. Let the
children work in groups to create a mural which illustrates each line to the poem.
(Under the words).
III. Follow-Up
A. As each child completes his portion of the mural, he should join the teacher and answer
these questions:
1-8
-------
"What is one way we use water for eating or drinking?"
"What is one way we use water for cleaning?"
"What is one way we use water to have fun?"
B. Graph the results by letting the child paint or color sections which represent his/her
answers.
IV. Extension
A. Have the children sit at their tables with paint brushes and art paper. Pour some dry
tempera paint onto a paper plate in the middle of the table (or give them individual
paint sets). Tell them to paint a picture. Someone will point out that they need water
in order to paint. Discuss. Add water. Paint pictures.
B. Have children keep track of how water is used to prepare their dinner. Could be done
for one night or a week.
RESOURCE
Water. World Book Encyclopedia, 1988, Vol 21, p. 116-118.
Original activity by Beth Corum, Lauderdale County Schools.
1-9
-------
1-10
-------
BEING A HYDROLOGIST
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Tell the different ways water is used at
school and at home; and
2. Give a verbal definition of the new terms
hydrologist and hydrology.
BACKGROUND INFORMATION
SUBJECTS:
Science, Social Studies, Math
TIME:
30 minutes over 2 days
MATERIALS:
clipboards or hard writing
surface for half of the students
pencils
3 pieces of 12" x 24" paper
marker
Water is absolutely essential for life as we know it.
All living things require water for survival. Water is one of our most precious resources and,
because of its importance in our lives, we must learn to respect water for what it is. Therefore, the
practice of water conservation is an important concept to teach young children. The first step in
teaching young children how to conserve water is helping them become aware of where water is
used and how much water is used in daily living.
This lesson will help children become aware of the many different ways we use water in our daily
lives. Water is used for food production, power generation, transportation, recreation, heating,
cooling, fire fighting, cooking, and bathing. At school and at home, water is used both indoors and
outdoors. Cleaning, cooking, drinking, and toilet water account for most of the water used indoors.
Outdoors we use water for watering lawns and gardens, and washing cars. Much more water is
used at school than in the home because of the size of the location and the number of people in
the school, but water can be conserved in both places.
Have each child play the role of a hydrologist. Hydrology has become an important science because
of the need to understand our water system on earth and its usefulness in helping to solve our
water problems before we feel the effects of a water shortage. Therefore, children can become
familiar with the role of the hydrologist and how he/she finds solutions to our water problems.
Terms
hydrologist: a person that applies scientific knowledge and mathematical principles to solve
water-related problems in society such as problems of quantity, quality, and availability.
hydrology: the study of water, its properties, distribution on Earth, and effects on the Earth's
environment.
1-11
-------
ADVANCE PREPARATION
A. On three separate sheets of 12" x 24" paper, draw a large waterdrop and label as follows:
Waterdrop #1 -What we know about how we use water;
Waterdrop #2 - What we would like to know about how we use water; and
Waterdrop #3 -What we learned about how we use water. Place them in a
convenient location for writing.
B. Place paper on enough clipboards or hard writing surfaces with List #1 WAYS WE USE
WATER AT SCHOOL and pencils for half the students. Divide the class into pairs.
C. Copy List #2 - WAYS I USE WATER AT HOME and Letter to Parents for all
students. Staple together.
PROCEDURE
I. Setting the stage
A. Place the pictures of the waterdrops in a location convenient for adding information dictated
by the students.
B. Begin by asking students where they use water at school and writing down what they say
on Waterdrop #1. Ask the students where they use water at home and write down what
they say on Waterdrop #2. Compare the school list to the home list. Then ask students if
there is anything they would like to know about how we use water. Write what they say on
Waterdrop #3.
II. Activity
A. Pair students into groups giving each group a clipboard with a copy of List #1 WAYS WE
USE WATER AT SCHOOL and a pencil for recording. Begin by explaining to students that
they are all going to be hydrologists. Explain what hydrologists do and what hydrology is.
Tour the school recording all the ways water is used at school. Return to the classroom
and discuss and add any new ways that were discovered and add to Waterdrop #1.
B. Give each student a copy of List #2 - WAYS I USE WATER AT HOME attached to a copy of
the Letter to Parents. Explain to the students that they are to complete the list at home
in the same manner they completed the list at school. The list is to be returned on the day
specified.
III. Follow-Up
A. On the day the students return List #2, discuss the different ways the students used water
at home and add any new information to Waterdrop #1. At this time discuss whether any
of the things they would like to know on Waterdrop #2 could be answered.
1-12
-------
IV. Extensions
A. Have students draw pictures of the different ways water is used to raise animals, produce
a garden, and cook a meal.
B. Have students keep a list of the different ways they use water from the time they get up
in the morning until the time they go to bed. Have students discuss how life would be
different if they did not have water to do these things.
RESOURCES
Carroll, Jack. Water Conservation Checklist for the Home. Mississippi Cooperative Extension Service,
Mississippi State University MS. 1989.
Owen, Oliver S. Natural Resource Conservation: An Ecological Approach. Macmillan Publishing Co.,
New York, 1985.
1-13
-------
Student Activity Sheet
Hydrologist.
List #1-WAYS WE USE WATER
AT SCHOOL
drinking fountains
toilets
sinks
dishwashers
ice cube makers
water heaters
washing machines
sprinkler system
outside fountains
outside water faucets
others
Tally
how many
How many
in all?
1-14
-------
Student Activity Sheet
Hydrologist.
List #2-WAYS I USE WATER
AT HOME
sinks
toilets
bathtubs/showers
water heaters
dishwashers
ice cube makers
washing machines
steam iron
humidifiers
outside water faucets
pools
others
Tally
how many
How many
in all?
1-15
-------
>ear Parent,
We are studying the different
ways in which we use water
both at school and at home.
Your child will be completing a
checklist of the different ways
he/she uses water around the
home. Please assist your child
in completing the attached
form and help him/her to
discover any other ways that
may not be listed by adding
them to the list. In order for us
to complete our study your
child must return the list by
Thank you for your assistance in
our study of water conservation.
Sincerely,
1-16
-------
DRINK IT UP!
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Illustrate that the human body needs a lot of
water by graphing water consumption for a day;
2. Describe orally how the human body gets water;
3. Tell why the weight of an apple decreases over a
period of time; and
4. Give an oral or written definition of dissolve.
BACKGROUND INFORMATION
Water is very important to us. All living things must
have water to stay alive and healthy. We must take
care of our bodies and give them plenty of water.
The body gets its water from things that we eat and
drink. The human body needs eight glasses of water
a day. Seventy percent of a child's body is water.
Term
dissolve: to make a solution of, as by mixing with
a liquid; blend with a liquid.
SUBJECTS:
Science, Math, Health, Music
TIME:
30 minutes
Extension activity extends
through a school day
Follow-up activity extends over
several days
MATERIALS:
clear cup
Kool-Aid
container of water
4-6 apples, depending on
number of children in class
2 pint jars
1 quart jar
1 clear pitcher
disposable 8 oz cup for each
child
measuring cup
balance scale
unifix cubes or bear counters
for weights
ADVANCE PREPARATION
A. Gather materials.
B. Label a cup for each child with his/her name.
C. Cut the apples into fourths.
1-17
-------
PROCEDURE
I. Setting the stage
A. Have a clear 8 oz. cup of water in your hand and seven more 8 oz. cups in front of you.
B. Sing the song:
CUP OF WATER
(Original tune: I'm a Little Teapot)
Here's a cup of water
Clean and pure.
It is very good for me
I am sure.
Eight cups a day, feeds and cleans you up
So tip your cup and
Drink it up!
C. Drink the water in the clear cup at the end of the song.
D. Explain the background information to the students.
E. Tell the students that the following activity is going to show them that water is inside their
bodies and that it gets there by eating and drinking.
II. Activities
A. With the students in a group, let them help prepare a clear pitcher of Kool-Aid. The students
can pour cups of water into pint and quart containers according to the recipe on the Kool-
Aid package. Ask the students how many cups make a pint? How many pints make a
quart? How many cups make a quart? (Actually let them use the water to determine the
answers.) Also, let the students measure the sugar.
B. Count the number of stirs it takes to dissolve the powdered Kool-Aid into the water.
Explain dissolve.
C. Serve the Kool-Aid and apple wedges to the students.
D. After the snack, ask the students questions such as:
1. How much water did we use to make our Kool-Aid?
2. Where is the water now? (Inside you)
3. Did we put water in our bodies when we ate the apple?
4. How can we find out if the apple had water?
1-18
-------
III. Follow-Up
A. Weigh an extra apple wedge on the balance scale. Place unifix cubes on opposite side of
scale to balance. Let the students predict what will happen to the apple's weight, what the
apple will look like, and how many cubes will be needed to equal the weight of the apple
each day.
B. Let the apple dry for several days. Weigh and record the difference every few days.
Discuss the results with the students. Also discuss the appearance of the apple. "Would
people weigh more or less if they had no water in their bodies?"
IV. Extensions
A. To reinforce the concept of how much water a child's body needs daily, set eight
disposable or non-breakable 8 oz. cups in the water play or science center for the students
to fill.
B. Give each child an 8 oz. disposable cup labeled with his/her name. Have the students tally
and graph, by stacking unifix cubes together, each time they drink a cup of water or liquid.
At the end of the day, let the children compare the trains of unifix cubes by placing them
side by side. Determine who drank more, less, or equal amounts.
RESOURCE
Hone, Elizabeth and Geraldine Thompson, Water is Your Best Friend. California Department of
Water Resources, p. 1.
1-19
-------
1-20
-------
WHAT SHAPE IS WATER?
K-Z
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Identify orally a liquid and a solid;
2. Give an oral or written definition of a liquid and
a solid;
3. Demonstrate, orally or in writing, the difference
in liquids and solids; and
4. Give an oral or written definition of the terms:
liquid, solid, vapor, and water.
BACKGROUND INFORMATION
Water is a substance that can be found in three
forms: a liquid, a solid, and a vapor. Water can be
found most often in its liquid form and becomes a
solid when the temperature drops below freezing
320 F or Oo C. Water becomes a vapor when it
escapes into the air. The more heat that is applied
to water the faster it vaporizes. Water is in a
constant cycle of changing from a liquid to a vapor
because it is made up of millions of molecules that
are in constant motion.
Water has no shape. In its liquid form it borrows the shape of the container it occupies. Simple
experiments can help students become more aware of the properties of water as well as the
importance of water in their lives.
Terms
liquid: a free flowing substance that borrows the shape of its container.
solid: a hard substance that keeps its own shape.
vapor a substance in the form of a gas having no fixed shape.
SUBJECTS:
Science, Language Arts,
Writing, Art
TIME:
45 minutes
MATERIALS:
clear plastic containers, various
shapes
spaghetti
spoon
water
different liquids (3 per group)
ketchup, vinegar, milk, juice
solids (1 per group)
marshmallows, marbles,
unifix cubes
tub or box (1 per group)
chart paper or blackboard
tag board for book
crayons or markers
food color
Shapes by Shel Silverstein
1-21
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water: a clear liquid, or gas made up of tiny molecules of two parts hydrogen and one part
oxygen.
ADVANCE PREPARATION
A. Collect all materials listed.
B. Preselect heterogeneous groups. There should be 3-5 students in each group, but can be
done as a whole group activity with younger children.
C. Have the different liquids and containers divided into tubs or boxes for the number of
groups.
D. Have the water droplets precut with the text written on them. List the different liquids and
solids on the board or chart paper for the students to copy.
PROCEDURE
I. Setting the stage
A. Read the poem Shapes by Shel Silverstein in A Light in the Attic. Discuss the poem.
Discuss different shapes: square, circle, rectangle, triangle, cube, cylinder, and sphere.
Discussion depends on your student' knowledge of shapes.
B. Have different objects available as examples of these shapes. Look around the room and
have the students find objects in the room that are these shapes.
C. Ask students "What shape is water?"
II. Activities
A. Pour colored water and dry spaghetti into different clear plastic containers (pitchers, jars,
cubes) to demonstrate the difference between a solid and a liquid. Have students pour the
water and spaghetti into different containers until they decide that water takes the shape
of its container and that water has no shape of its own.
B. Introduce the term "liquid." Discuss other substances that are liquids (milkjuice). In small
groups let students experiment to see if all liquids have the same properties. Give each
group three different shaped containers and three different liquids (milk, juice, pancake
syrup, honey, cooking oil, etc.) and one solid object (marbles, marshmallows, unifix cubes).
Let each group decide which items are liquid and which are solid. Have each group tell the
class why the items they chose were liquid or solid.
C. Have students dictate a definition of a liquid and a solid. Record these responses on a
blackboard or a large sheet of paper. After they have defined a liquid and a solid, make a
permanent record of their definitions.
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III. Follow-Up
A. Have students make their own big book in the shape of a raindrop to describe the different
liquids they have learned. Use the text" is a liquid.""
is not a liquid."
Students will fill in the blank and draw an illustration of the substance he/she is describing.
Be sure to include a front cover, title page, and dedication page if more pages are needed
for the book.
IV. Extension
A. Water Races. Have students save milk cartons. Put one hole with the same size nail in a
side of the carton. Compare each carton and determine which one, when filled with water,
will shoot the farthest stream. Tape each hole with masking tape. Fill the cartons with
water. Line five cartons on a table with a tub below or outside on a step. Have students
pull off their tape at the same time. Determine which stream went the farthest. Repeat
with other students to determine the farthest stream. Discuss why the carton won the
race. Let students make another attempt the following day. See if any student determines
that water has weight and the more weight the longer the stream. Other considerations
for discussion and experimentation:
1. Does the volume of water determine the pressure?
2. Does the depth of the container make a difference?
3. What size of hole is most efficient?
4. Where appears to be the best location for the hole and why?
RESOURCES
Broekel, Ray, Experiments with Water. Childrens Press, Chicago, IL, 1988.
Goldin, Augusta, The Shape of Water. Doubleday & Company, New York, 1979.
Silverstein, Shel, Shapes, A Light in the Attic. Harper & Row, New York, 1981.
1-23
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15 A
LIQUID
1-24
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15 MOT A
LIQUID
1-25
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1-26
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THE WATER FREEZE
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Predict, orally or by writing, the time it takes
for water to freeze and sequence the
predictions;
2. Predict, orally or by writing, whether water
expands upon freezing and develop a classroom
hypothesis;
3. Form water creations and develop their own
experiments with their creations; and
4. Give an oral or written definition of new terms:
expand, evaporate, freeze, melt, solid, and
sublimate.
BACKGROUND INFORMATION
SUBJECTS:
Science, Math, Music, Art
TIME:
45 minutes on 2 different days
MATERIALS:
The Freeze by Greg and Steve on
the album Musical Moves or fast
beat music
poster board or tag board
ice cube in dish
ice cube poster
small clear cup with water
ice cube predictors (included)
freezer thermometer
egg timer
science chart (included)
large freezer bags, tray
salt, sugar, sand, sawdust,
charcoal
large tub
block of ice in bucket
red, yellow, blue food coloring or
tempera paint
small zip-loc bags
Water freezes when its temperature falls below 32°
F (0°C). When water freezes it takes the shape of
the container it occupies. As a solid, the molecules
in water slow down and expand. When water
expands it becomes lighter and floats. The water
will keep the same solid shape until it melts, the
temperature rises above freezing, or it evaporates into water vapor.
Terms
expand: to take up more space.
evaporate: to change from a liquid to a vapor.
freeze: to harden into ice or into a solid body; to change from the liquid to the solid state
by loss of heat.
melt: to change from a solid to a liquid usually through the process of heating.
1-27
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solid: a hard substance that keeps its own shape.
sublimate: to change from a solid to a vapor.
ADVANCE PREPARATION
A. Collect all materials listed.
B. Cut out an ice cube shape from a large piece of tag board or poster board. (See Figure 3.)
Label it with "What we know," "What we would like to know," and "What we learned about
frozen water" leaving space to write the students' responses.
C. For the first experiment, fill a clear plastic cup with water and mark the level of the water
with tape or a permanent marker. Copy and cut out the ice cube predictors (see Figure 1)
and choose a place to sequence the students' predictions. Copy "The Water Freeze Log"(see
Figure 2) for each student to record the times and temperatures or have one classroom
log.
D. Make a generic science chart. You may use this for other activities with predictions. (See
diagram). For younger students it is good to give them only two choices (Yes, the ice will
expand; No, the ice will not expand.) Allow first graders three choices (the ice will expand,
the ice will shrink, and there will be no change). For second grade, use three and allow them
to make up a fourth choice. This poster may be laminated for changing the hypothesis and
choices to fit different experiments.
E. Freeze a block of ice a day before using. Mix the materials for the ice caves. (See IV.
Extension.)
PROCEDURE
I. Setting the stage
A. Play the song The Freeze by Greg and Steve on the album Musical Moves or play fast beat
music and instruct the students to move with the beat of the music. When the music
stops they must stop moving. Instruct them to "freeze" and not move a muscle. Play the
game several times using the word "freeze."
B. Students may want to express how they felt during their "freeze." Have them explain some
of their experiences in playing the game.
C. Discuss ice with the students while they examine an ice cube. Write on chart paper or on
poster board shaped like an ice cube "What we know about frozen water," "What we'd like
to know about frozen water," and "What we learned about frozen water." List things the
students discuss and place them under the appropriate title leaving the last title blank until
the end of the lesson.
1-28
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II. Activities
A. Pour water into a small clear plastic cup until it is half full and take the temperature of the
water marking the level with a permanent marker.
B. Have the students predict how long it will take the water to freeze. Let them write their
predictions on an ice cube predictor. Anything they predict from minutes to days to years
is acceptable. (No names on the predictors eliminates any competition or blame and helps
students realize estimating, even if wrong, is okay.) Help students sequence their predictions
from the shortest time to the longest time placing them in a convenient area for later
referral.
C. Put a thermometer in a cup of water and place both in a freezer. Using an egg timer, check
the cup every 15 minutes keeping a log of the time and temperature. When a thin layer of
ice forms on the top of the water, discuss how long it took and the temperature at freezing.
(It will take approximately 45 minutes to one hour for the water to begin to freeze.)
Discuss which guesses were more and less than the time of actual freezing.
D. Place the cup back in the freezer and continue to freeze completely to note the final level
of the ice. On your generic science chart, have the students predict if they think one level
of the water will change. On one side write "Yes" and on the other side write "No." Develop
a statement or hypothesis using the students' predictions. (Yes, the level of the water will
change when all of the water is frozen.) Check the level of the water at the end of the day
and discuss the results.
E. Discuss what was learned and record on the ice cube chart "What we learned about frozen
water."
III. Follow-Up
A. Have students choose non-glass containers in the room. Tell some students to fill their
containers completely, placing lids on them, and tell others to partially fill their containers.
Place the water-filled containers in the freezer in plastic bags or on a tray to catch any
overflow and leave them overnight.
B. The next day, remove the containers from the freezer and observe them. Discuss what
happened to the water in the various containers. Note how some water overflowed as it
froze. Create a class definition of the word "expand."
C. Have students create their own experiments with their new creation.
1. Some students may want to determine their creation's melting time.
2. Take some creations from the containers to show that the solid ice has taken the
shape of the container and place them in a bigger container to show that the solid can
keep its shape.
3. If any creations are similar in size, break up one and leave the other one whole to
determine which melts faster.
1-29
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4. Place salt, sugar, sand, sawdust, or charcoal on different creations to observe the
effects on the ice.
IV. Extension
A. Ice Caves.
1. Freeze a large block of ice in a bucket or other large container. Remove the ice from its
container and place in a bigger tub.
2. Mix the following ingredients in a small zip-loc bag:
1 /4 cup warm water
food coloring or powdered tempera paint
1 /2 cup salt (ice cream salt works best)
3. Make three bags using the primary colors and seal the bags closed. Cut a small hole in
one of the bottom corners of the bag. Pour water over the block of ice to make it slick.
4. Allow students to squirt small amounts of the mixture onto the block of ice. Watch
how the ice develops small colorful caves. Discuss the different colors the primary
colors made in the ice.
5. Rinse with a cup of water to start the procedure over.
6. Discuss why salt is used to melt ice on roads in the winter.
RESOURCES
Arnold, Caroline, Bodies of Water. Franklin Watts, New York, NY, 1985.
Broekel, Ray, Experiments With Water. Childrens Press, Chicago, IL, 1988.
Goldin, Augusta, The Shape of Waterf Doubleday & Company, New York, NY, 1979.
Nichols, Wendy and Kim Nichols, Wonder Science. Learning Expo Publishing, Los Altos, CA,
1990.
1-30
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Figure 1
ICE CUBE PREDICTORS
1-31
-------
The Water Freeze Log
Time started: Temperature:
Time
CO
r\>
Temp,
(b
Name:
-------
c*>
lA)
•n
-------
1-34
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LET'S WEIGH SNOW
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Demonstrate or tell how to measure and weigh
snow;
2. Demonstrate or explain that snow is a solid form
of water; and
3. Give an oral or written definition of precipitation.
BACKGROUND INFORMATION
Snow crystals are formed when water freezes inside
the clouds. When these crystals join together,
snowflakes are formed. When the flakes become
heavy enough they will fall.
Term
precipitation: forms of condensed water vapor
that are heavy enough to fall to Earth (rain, sleet,
SUBJECTS:
Science, Math, Art, Language
Arts
TIME:
45 minutes
MATERIALS:
measuring cups
balance scales
teddy bear counters or
substitute counters
stopwatch/timer/clock
recording sheet
snow or crushed ice (1 cup for
each child)
The Snowy Day by Ezra Jack
Keats
winter hats (assortment)
snow).
ADVANCE PREPARATION
A. Collect materials.
Note: If snow is not available, use crushed ice.
PROCEDURE
I. Setting the stage
A. Introduce this lesson with a bag filled with hats that would be appropriate to wear in snowy
weather. Read The Snowy Day by Ezra Jack Keats. Discuss what happened to Peter's Snowball
when he came indoors. Discuss solid and liquid forms of water in this story.
1-35
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B. Sing the song:
WINTER WEATHER
(Tune: Are You Sleeping?)
Winter weather, winter weather
See it snow.
See it snow.
The flakes come down and cover the ground.
They fall from the sky without making a sound.
We love snow.
We love snow.
II. Activities
A. Collect one cup of snow and bring indoors. Use shaved ice if snow is unavailable.
B. Set timer and follow directions given on student activity sheet (included).
III. Follow-Up
A. Watch the video The Snowman.
1. Take the pictorial version of The Snowman and create text to go with the pictures.
Record the text and paper clip to the original book. Put the book in the listening library.
B. Make Snowflake Snowmen.
1. To make snow mix 1 cup of water and 2 cups of Ivory soap flakes. Add more water if
needed. Mold the mixture into 3 balls for each child. Have the students roll and stack
their balls onto a piece of cardboard. Create a face on the snowman. Let it dry for a
couple of days.
IV. Extensions
A. Marshmallow Snowman. Give each child two marshmallows. Secure together with toothpicks.
Make a face and buttons with minature chocolate chips. Push tiny twigs or toothpicks in to
make arms. Tie a scarf, handmade out of scrap fabric, onto the snowman. Snowman will
"melt" in your mouth.
B. Snow Creme. Put one cup of clean snow in a bowl. Pour 1 /2 cup of Eagle brand milk over
snow. Serve a little snow creme to each student.
RESOURCES
Briggs, Raymond, The Snowman, (book and video), Clarion.
1-36
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Burton, Virginia Lee, Katy and the Big Snow. Houghton Mifflin.
Crowell, Branley Franklyn, Snow is Falling. 1986.
Gibbons, Gail, Weather Words and What They Mean. Holiday, 1990.
Keats, Ezra Jack, The Snowv Dav. Viking, 1962.
Shecter, Ben, When Will the Snow Trees Grow?. Harper Collins, 1993.
1-37
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Student Activity Page
Name:.
1. My snow weighs
the same as
teddy bear counters.
2. It took
minutes and
seconds
for the snow
to melt.
Draw a picture of the
collected snow.
Draw a picture of the
melted snow.
3. One cup of snow equals cups of water.
4. How did it change?
5. Is snow a liquid, solid, or gas?
Weigh the snow (water) after it melts. Before weighing,
predict whether it would weigh the same, more, or less than
the collected snow.
1-38
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NOW YOU SEE IT, NOW YOU DON'T
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. List, orally or by writing, substances which
dissolve in water;
2. Classify, orally or by writing, substances into
categories "will dissolve" and "will not dissolve"
in water; and
3. Give an oral or written definition of dissolve and
liquid.
BACKGROUND INFORMATION
Water is a liquid. There are substances that will
blend or mix into water, and there are substances
that will not mix or blend into water. A solution
forms when one substance dissolves in another
substance. When a substance dissolves, it breaks
down into molecules. These molecules mix with the
molecules of the other substance. A mixture in which
particles of a substance are scattered in another
substance but not dissolved is called a suspension.
An oil-and-vinegar dressing is a suspension. Orange
juice that has not been strained is another type of
suspension.
Two hydrogen atoms join with an oxygen atom to form a new substance, water. A mixture is made
of materials that are mixed, not joined chemically. You use many mixtures every day.
Terms
dissolve: to make a solution of, as by mixing with a liquid; blend with a liquid.
liquid: a free flowing substance that borrows the shape of its container.
SUBJECT:
Science
TIME:
30 minutes
MATERIALS:
styrofoam egg carton
clear plastic cups
muffin pan or ice cube tray filled
3/4 full of water for each child
craft sticks or plastic spoons for
each child
newspapers to cover tables
dry materials: salt, sugar, sand,
fine gravel, corn meal, flour,
seeds
cooking oil
jar with lid
Kool-Aid
sugar
spoon
pitcher
measuring cup
cup for each child
container of water
chart paper
1-39
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ADVANCE PREPARATION
A. Cut lids off of the styrofoam egg cartons.
B. Fill egg cartons or similar container sections 3/4 full of water.
C. Put newspaper on tables.
D. Add dry ingredients to containers (4 containers for each material). Place on tables.
PROCEDURE
I. Setting the stage
A. In a whole group have students watch as you make a pitcher of Kool-Aid. Name the
ingredients as you add them. Give each child a cup of Kool-Aid. Ask the children questions
such as: "Where is the sugar?" "Where is the powdered Kool-Aid?" "Can you feel them?"
"Can you see them?" "Is it still there?" "Can you taste them?" Listen to answers and give
correct responses as needed.
B. Explain the concept "dissolve" to the students.
C. Tell the students that they are going to add different materials to water. Ask them to
predict which materials will dissolve in water.
II. Activities
A. Divide students into groups of four.
B. Tell students to put a spoonful of salt in one section of their container. Stir it with the craft
stick or plastic spoon. Ask questions such as: "Can you see the salt?" "Can you feel it?"
"Where is it?"
C. Have the students try all of the other dry ingredients.
D. Discuss the results.
III. Follow-Up
A. Let the containers set for a while. Recheck and discuss the results.
B. Classify items as "Dissolves in Water" and "Does Not Dissolve in Water." Record on chart
paper.
IV. Extension
A. As a whole group activity, fill a clear jar half-full of water and add some oil and food
coloring. Put the lid on tight and shake the container of water and oil. Discuss the results.
Let the container set for a while. Recheck and discuss the results.
1-40
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RESOURCES
Cohen, Michael Dr., et al, Discover Science. Scott, Foresman and Company, Glenview, IL, 1989,
p. 147-149.
Walpole, Brendan, 175 Science Experiments to Amuse and Amaze Your Friends. Random House,
New York, NY, 1988, p. 40.
1-41
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1-42
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HOW BUOYANT!
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Describe, orally or in writing, the effect of fresh
water and salt water on the buoyancy of
objects;
2. Record in writing or tell the effect of fresh water
and salt water on the buoyancy of objects;
3. Compare and contrast, orally or in writing, the
effect of fresh water and salt water on the
buoyancy of objects; and
4. Give an oral or written definition of buoyancy.
BACKGROUND INFORMATION
Because salt water is heavier than fresh water,
objects float more readily in it. Salt water supports
more weight and allows things to float more easily
than fresh water.
(Note: In this experiment it will take a little more
than 1 tablespoon of salt per cup of water to make
the egg and carrot float. To make the potato float,
it will take 1 172-2 tablespoons of salt per cup of
water.)
Term
buoyancy: the ability of water to support
weight and the degree to which it can
support that weight.
SUBJECTS:
Science, Art, Music, Language
Arts
TIME:
40 minutes
MATERIALS:
fresh water/salt water
recording sheet #1, 1 per child
(included)
swimming figure, (sheet #2)1
swimmer per child (included)
crayons for each child
2 clear 1-1 1/2 quart
wide-mouth containers
water
salt
tablespoon for measuring
teaspoon for stirring
small wood block
large marble (or stone of that
size)
egg
small potato
2"-3" piece of carrot
small label with word "fresh
water"
small label with word "salt
water*
song "I Went for a Swim"
(included)
recording sheet #3 for
extension activity (optional,
included)
additional sink/float objects for
extension activity (optional)
1-43
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ADVANCE PREPARATION
A. Gather materials listed above.
B. Make copies of Recording Sheet #1 and swimmer (Sheet #2.)
C. Put 3-4 cups of water in each of the two clear containers. Add one tablespoon of salt to
one container.
D. Make copies of Recording Sheet #3 for extension activity (included, optional).
E. Gather additional objects to test for buoyancy in extension activity (optional).
PROCEDURE
I. Setting the stage
A. Have the students color the water on Recording Sheet #1. Color and cut out the swimmer
(Sheet #2).
B. Determine experience background of students.
1. "Do you go swimming?" "Do you wear life jackets or use flotation devices?" "Can
anyone float or swim without using any of these devices?"
2. "Where do you swim?" (Hopefully, someone will have been swimming in both fresh
water and salt water.) "Did you notice a difference in the ease of swimming?" "The
taste of the water?"
C. Explain that today we are going to see how well some things float in water.
II. Activity
A. Show the students the two clear containers with water in them. Add salt to one container.
Explain that the class is going to observe what happens when various objects are placed in
each container. If the object sinks, it will be put in one pile. If it floats, it will be put in
another pile.
1. Drop an object in container 1 (fresh). What did it do?
2. Drop the same object in container 2 (salt). What did it do?
3. Does it go in the sink or float pile?
4. Continue the same procedure with all five objects.
1-44
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B. If some students discovered that it was easier to float objects in salt water, discuss the
reason for this. If not, tell the students that the next experiment will try to make the egg
float by adding more salt to one of the containers of water.
1. Place the egg in container 2.
2. Add salt, one tablespoon at a time, stirring after each spoonful. Count how many
spoons of salt it takes to make the egg float.
3. When the egg finally floats, explain to the class that adding more salt made the water
heavier and therefore, it can support more weight.
4. Put remaining objects in the salt water, one at a time, to determine if they now float.
Sort them into sink and float piles. Remind the students that the salt water is more
buoyant so it can give more support to objects in the water. That is why the egg and
carrot now float, but did not in the fresh water.
5. Ask students if it might be possible to make the potato float by adding more salt. Add
two more tablespoons of salt to container 2. Stir well. Put the potato in the salt water.
Does it float now? (It should.) Why? (Adding more salt increases the buoyancy of the
potato.)
6. Add the marble or stone to container 2. What happened? (It sank.) Ask students if
adding more salt might make the marble float? Add more salt and stir well. Did the
marble float? (No.) Explain that some things will not float because they are too heavy
for the salt water to support.
C. Put the "fresh water" label on container 1 and the "salt water" label on container 2. Test
the objects in each container again as the students record the results. Explain that it is
very important for a scientist to draw or record exactly what he/she sees so that others
will know exactly what happened.
1. Put the egg in container 1 (fresh water). What happened? (It sank.) Demonstrate
drawing an egg at the bottom of the fresh water on the recording sheet. Direct students
to do the same.
2. Put the egg in container 2 (salt water). What happened? (It floated.) Demonstrate
drawing an egg at the surface of the salt water. Direct students to do the same. Why
did the egg float in the salt water? (The egg is more buoyant in salt water.)
3. Repeat this procedure for the remaining four objects.
D. Discuss the results of this experiment.
1. Which objects floated in fresh water?
2. Which objects floated in salt water?
3. Why did more objects float in the salt water?
1-45
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4. Were there any objects that did not float in salt water? Why?
E. Explain that we have recorded the results of this experiment. Do all of our recordings have
the same answers? (Yes.) Why? (We all saw the same thing and recorded the same
conclusion.)
III. Follow-Up
A. Remind students of the earlier discussion about swimming. Is it easier to float in a swimming
pool or the ocean? (Ocean.) Why? (Objects are more buoyant in salt water.)
1. Direct students to look at their Recording Sheet #1 and explain. Pretend the fresh
water side is a swimming pool. How high would you float? Place a swimmer at the level
you think he/she would float.
2. Pretend the salt water is the ocean. Place a swimmer where he/she should be. Did you
place him/her slightly higher in the water? Why?
B. Sing song "I Went for a Swim" (included). Have students place swimmer on correct water
at appropriate level in the water. Gently move the swimmer in a swimming motion.
1. Where else could people swim? (Accept any reasonable answer.) Is it fresh or salt
water? Place swimmer in correct water and at correct level. Sing the song again.
2. Direct the students to set the papers aside and go to the circle area. Tell the students
to pretend they are in a lake. Is a lake fresh water or salt water? Would people float
easily or need more energy to swim? Have students act out the words to the song as
you sing it again. (Sing the ocean verse as well for the students to contrast motions.)
3. Ask students where else people could swim? Sing song again inserting their words in
the song.
4. Discuss the importance of water safety wherever people swim.
IV. Extensions
A. Place the salt water and fresh water containers in the science center. Let students
experiment on their own. They may use the objects used in the class demonstration or use
additional objects gathered by the teacher. (Caution students to wash their hands when
they are finished with this activity. It is painful to rub salty water in an eye.)
B. Place Recording Sheet #3 in the science center so students can record their observations.
(Students can use invented spelling to fill in the blank.)
C. New inquiries may arise:
1. Did anyone notice salt crystals left behind when water drops evaporated?
1-46
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2. Did the salt water have a corrosive effect on any of the objects? Investigate rust.
Place two tin cans in each tub of water to see which one rusts first or more.
3. Did the fresh water appear to become more buoyant as objects were move back and
forth between the two containers? Why?
RESOURCE
Orii, Eiji and Masako Orii, Science Experiments With Waterr Gareth Stevens Children's Books,
Milwaukee, 1989.
1-47
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I WENT FOR A SWIM
(Tune: My Bonnie Lies Over the Ocean)
I went for a swim in the lake.
Lake swimming is fun for me.
In the lake I float low in the water.
The lake has fresh water, you see.
Swimming takes more energy.
I float low in the water you see, you see.
Swimming takes more energy.
I float low in the water you see, you see.
I went for a swim in the ocean.
Ocean swimming is fun for me.
In the ocean I float high in water.
The ocean is salty you see.
Swimming, easily;
I float high in the water you see, you see.
Swimming, easily;
The ocean is salty you see, you see.
(Note: In the first verse, you can substitute the word
"lake" with pool, river, pond. The word "ocean" can be
substituted with other salt water bodies and still work
well.)
1-48
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CD
A IN
FRE5H WATER
A ._ IN
5ALT WATER
Cb
-------
Recording Sheet #2
1-50
-------
cln
FRESH WAltR
(b
o
o
eg
5ALT
UO
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GREAT BALLS 0' WATER!
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Define, orally or in writing, the physical
characteristics of water (cohesion and surface
tension);
2. Demonstrate that water likes to "hold
together" to form drops of water (as in rain);
3. Demonstrate the effects of liquid soap on water
tension; and
4. Give an oral or written definition of the terms
cohesion and surface tension.
SUBJECTS:
Science, Math, Art, Writing
TIME:
1 hour
MATERIALS:
straws
water droppers
bowl
flour
wax paper
pepper
food coloring (red, blue, green,
or yellow)
water
toothpicks
liquid detergent
Water by Brenda Walpole or
similar book suitable for K-3
Great Balls O' Water record
sheet (one per student)
needle
BACKGROUND INFORMATION
Solids have definite shapes, but liquids usually take
the shape of the container that holds them. The
basic property that makes the water behave as it
does is often neglected. Learning about the
attraction of molecules to each other (cohesion and
surface tension) can help the students have a much better understanding of water. The molecules
on the surfaces of water drops are so strongly attracted to each other that they will move to "hold
together" and form one large drop (cohesion). If you put a few drops of water on a flat surface,
they will spread out at first, but will not continue to spread until flat. The surface of the water is
said to have "tension." With water in any amount larger than a drop, the cohesion pulls on the
molecules on the surface. This force pulls the molecules in from the sides and down. This causes
the surface of the water to form a "film" or "skin." This helps in making raindrops in the atmosphere
and in the way water is able to travel through rocks and soil. However, when a raindrop falls from
the sky, it flattens (doesn't stay round) because air is pushing against the drop of water as it falls.
In addition, this film/skin that holds the water together is so tight that the surface of the water
can even "hold up" some objects that shouldn't be able to "float" (because they are heavier than
the water).
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Terms
cohesion: the force by which the molecules of a substance are held together.
surface tension: a property of liquids in which the exposed surface tends to contract to the
smallest possible area, as in the formation of a meniscus; caused by unequal molecular cohesive
forces near the surface.
ADVANCE PREPARATION
A. Assemble materials.
B. Add several drops of red food coloring to one cup of water. Add several drops of blue food
coloring to one cup of water.
PROCEDURE
I. Setting the stage
A. Ask the students to describe a drop of water. Ask the following questions and record all
answers:
1. What shape is a water drop?
2. What happens when one drop of water gets close to or touches another drop of water?
3. What shape is a raindrop? Why?
B. Read the book Water by Brenda Walpole or a similar book suitable for K-2.
II. Activities
A. Activity I
1. Allow the students to explore and practice using a water dropper. If water droppers
are not available, use straws. If straws are used, practice picking up water with the
straw and letting it go, one drop at a time. (Straws may be used as a water dropper by
folding over the top of the straw 1/2"to 1" then pinching the folded part as you would
a water dropper.)
2. Put some flour on a square of wax paper. Blow gently at the flour through a straw.
What happens to the flour? Did it stick together or did it scatter into small bits?
3. Have the students follow along as you read the record sheet together. Set a purpose
for the experiment, "What can we learn about water by working with water drops?"
4. Follow the directions on the record sheet. Check off each step as it is completed.
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5. Ask questions listed in "A" again. Compare answers after the experiment to the answers
before the experiment.
B. Activity II
1. Fill a bowl with water.
2. Sprinkle some pepper onto the water. It should be floating on top of the water. Draw
a picture to show how it looks.
3. Insert a toothpick into the water. The surface tension does not break.
4. Have students dip a toothpick into some liquid detergent.
5. Have them insert the soapy toothpick into the middle of the bowl of water. Describe
what happened. (The pepper scattered to the edges of the bowl because the surface
of the water was broken. Surface tension is like a "skin" or "film" on the water.)
6. Draw a picture to show how the bowl looks after the soapy toothpick is inserted into it.
C. Activity III
1. Fill a bowl with water.
2. Push the needle halfway into the bowl of water. The water "film" or "skin" seems to be
higher on the sides of the needle.
3. Remove the needle and carefully float the needle on the water. Why does the needle
float? The tension or "skin/film" of the water causes the needle to float.
III. Follow-Up
A. Review the steps of the record sheet. Discuss the answers.
B. Have a "water-drop race." Have each student select a friend.
1. Put down some wax paper in front of each pair of students.
2. Each student should put one drop of colored water on the wax paper.
3. Instruct students to blow the drop across the paper with a straw.
4. Determine whose drop crosses the wax paper first.
IV. Extensions
A. Repeat the "water-drop race" activity using tempera paint instead of colored water (Follow-
UpB).
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B. Repeat the "water-drop race" activity using soapy water drops. Could you have a race?
C. Art: "Splash Art"
1. Mix water with food coloring: one bowl of red, one bowl of blue, and one bowl of yellow.
2. Hold the droppers or straws high above some paper.
3. Drop drops of two different colors of water on the same paper.
D. Repeat "Splash Art" using a variety of liquids. Did the different liquids splash the same
way? Which one made the smaller splashes? Larger splashes?
E. Repeat "Splash Art" from different heights. How are the splashes from different heights?
F. Investigate how the insect "water strider" stays on top of the water. (The surface tension
of the water is strong enough to support the weight of the insect.)
G. Visit a pond. Look very carefully at the surface of the water. Use a nature book to see how
many different insects you can count skimming across the pond's surface.
H. Ask students to search and find an occurrence of cohesion and surface tension at home.
List and bring to school. (Example: water beading on a waxed car.)
RESOURCES
3-2-1 Classroom Contact—"Water Cvcle: Go With the Flow", (Video).
Markle, Sandra, A Rainv Dav. Orchard, 1993.
Van Rose, Susana, Eyewitness Science: Earth, Dorling Kindersley, 1994.
Walpole, Brenda, Waterr Garrett Educational, 1990.
Watson, Philip, Science Club: Liquid Magic. Walker Books Ltd., 1982.
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Great Balls O' Water
Materials: food coloring, dixie
cups, toothpick, waxpaper
eyedropper
I. Add a few drops of
food coloring to your cup
of water. Use the
eyedropper. Put 5 large
drops of colored water
onto the waxpaper. Draw
how the drops look.
2. Use the toothpick. Pull
one drop on the paper
and make it touch another
drop. Draw what you
observe.
3. Using the toothpick, pull
the other drops so that
they touch the large drop.
Draw what the water looks
like now.
U. Using the toothpick try
to pull a drop out of the
big drop. Draw what the
big drop looks like as you
are pulling on it.
Do drops of water stay apart or do they try to
stick together?
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UP, UP AND AWAY!
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Record, orally or in writing, that changes in
evaporation depend on the size of the container's
opening;
2. Use a ruler to measure the size of the opening
and the amount of water; and
3. Give an oral or written definition of evaporation.
SUBJECTS:
Science, Math, Music
TIME:
1 day and 30 minutes to
measure and record
MATERIALS:
containers with various size
openings (milk jugs, bowls,
quart jars) one container for
every 4 students
recording sheet
a graduated cylinder for exact
measurement
measuring cups, either metric
or standard
ruler (one for each group)
BACKGROUND INFORMATION
The molecules of liquid water are always in motion.
Molecules with sufficient energy that escape the
water's surface and go into the atmosphere are said
to evaporate. At ordinary temperature, evaporation
is slow because fewer molecules have enough energy to escape the liquid's surface. As water
molecules absorb heat energy, the molecules speed up. Then more molecules have sufficient
energy to escape the water's surface. With increasing temperatures the evaporation rate increases.
When water evaporates, it enters the atmosphere in the form of water vapor.
Term
evaporation: process in which the heat energy of the sun causes the water on the Earth's
surface to change into a vapor.
ADVANCE PREPARATION
A. Part of this activity should be done in the morning, so the containers can be exposed to a
full day of sunlight. Then the other half should be done toward the end of the school day.
B. Have the materials on a table accessible by the students.
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PROCEDURE
I. Setting the stage
A. Read the story Listen to the Raiq by Bill Martin, Jr. Ask the students, "Where do the rain
puddles go?"
II. Activities
A. Divide the class into groups of four Let each group choose its container, and get a ruler,
measuring cup, and recording sheet.
1. Using a graduated cylinder, decide on the amount of water to be used for the experiment.
Let the students determine the amount of water their containers will hold and, as a
class, decide on a common amount. Have students fill their containers. Record this
amount.
2. Using the ruler, have students measure the dimensions of their opening. If it is round,
introduce the concept of diameter. Let them record this on their recording sheets.
3. Have each group find a sunny place to put their container. Have them check on their
container periodically during the day to make sure it is not in the shade.
4. After several hours, have students collect their containers and bring them inside.
Carefully, let them pour out the water and measure it in the graduated cylinder. Have
students report and record the amount of water remaining.
III. Follow-Up
A. Begin a discussion on the effect that the size of the opening had on the amount of water
which evaporated. Have students record the final amount.
1. How long did it take the water to disappear?
2. Keep a weather graph of the weather each day. Does the water evaporate more on a
sunny or cloudy day?
3. Draw a line down the chalk board. Wet each side with a wet sponge. Fan one side of
the board and let the other side dry naturally. Which side dries first? Why?
IV. Extensions
A. Find a puddle or make a puddle. Using a ball of yarn, outline the puddle. Cut and tie the
ends together. Secure the yarn to the area by sticking hairpins into the ground. Ask,
"What do you think will happen?" Come back the next day. Is the water still there? Where
did the water go? Write your ideas in your journal.
B. Using the data collected make a large class graph of the amount of water remaining in the
containers.
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C. Make subtraction problems using the initial amount of water and the remaining amount.
D. "Magic Wand" Math Review. Use a Q-tip dipped in water as "Magic Wand." Squeeze the
excess water out of the "Magic Wand." Write math number sentence (8 + 6, 3 x 4,18 - 9)
on chalkboard. Call on a student to answer question before the number sentence disappears.
Ask "What happened to the number sentence?" "Where did the water go?"
RESOURCE
Namowitz, Samuel N. and Nancy E. Spaulding, Earth Science, p. 437, D. C. Heath and Company,
Lexington, MA, Toronto, 1985.
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Student Activity Sheet
EVAPORATION RECORDING SHEET
Group Members:
1. This is how our
container looks:
2. We put _.
water in our
container.
3. The opening of our
container is shaped like this:
4. The dimensions are
5. At the end of a sunny day, we had
in our container.
water left
6. Does the size of the opening have an effect on the
amount of water evaporated?
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WATER GOES UP AND DOWN
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Demonstrate, through role play, the steps of
the water cycle; and
2. Give an oral or written definition of evaporation,
vapor, and the water cycle.
SUBJECTS:
Science, Language Arts, Music
TIME:
30-40 minutes
MATERIALS:
chart paper
BACKGROUND INFORMATION
When it rains, the rainwater runs down drains or into rivers, streams, lakes, or oceans. Some of the
rainwater makes puddles on sidewalks or on the ground. Some of the water soaks into the ground
to become ground water. After the rain stops, the sun warms the water, turning some of it into
tiny, invisible drops of water called vapor. The vapor rises into the sky, condenses back to water,
and joins other water droplets to form clouds. When the water droplets are heavy enough they fall
to the Earth as rain, snow, ice, or hail. Then the process repeats itself. We call this continuous
movement of water "the water cycle."
Terms
evaporation: process in which the heat energy of the sun causes the water on the Earth's
surface to change into a vapor.
vapor a substance in the form of a gas having no fixed shape.
water cycle: continuous movement of water from the oceans and fresh water sources to
the air and land and then back to the oceans.
PROCEDURE
I. Setting the stage
A. Share background information about the water cycle.
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B. Sing the song:
WATER GOES UP AND DOWN
(Tune: The Farmer in the Dell)
Water goes up and down
Water goes up and down
High Low is how it goes
Water goes up and down.
First it falls down
First it falls down
High Low is how it goes
First it falls down.
Then it makes a stream
Then it makes a stream
High Low is how it goes
Then it makes a stream.
The stream joins a river
The stream joins a river
High Low is how it goes
The stream joins a river.
The river joins the ocean
The river joins the ocean
High Low is how it goes
The river joins the ocean.
The sun warms the water
The sun warms the water
High Low is how it goes
The sun warms the water.
The water turns to vapor
The water turns to vapor
High Low is how it goes
The water turns to vapor
The vapor forms a cloud
The vapor forms a cloud
High Low is how it goes
The vapor forms a cloud.
The rain falls again
The rain falls again
High Low is how it goes
The rain falls again.
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Water goes up and down
Water goes up and down
High Low is how it goes
Water goes up and down.
Original song by Beth Corum
II. Activity
A. Divide the children into groups and place them in the role play positions:
1. Have a few children stand on a low table. They will be "the raindrops."
2. Have a few children stand side by side holding hands. They will be "the river."
3. Have several children stand together in a group. They will be "the ocean." Of this
group, choose a few children who will become "vapor" at the appropriate time.
4. Choose one child to be "the sun."
B. Read the narration slowly, allowing time and providing direction for role playing.
Narration (to be read by the teacher)
"One day a gray cloud formed in the sky. Thunder could be heard."
(All children make thunder sound)
"Raindrops started to fall."
(One by one the children on the table "fall" to the floor.)
"The raindrops joined together to form a stream."
(These children hold hands and start walking slowly, winding around the room.)
"The stream flowed into a river."
("Stream children" join hands with "river children.")
"The river flowed into the ocean."
("River" joins "ocean.")
"Some of the water got so warm it turned into vapor and rose into the air."
(Designated "vapor children" carefully climb onto the table.)
"The vapor got cold and joined together to form a cloud."
(Children on the table move close together.)
"Raindrops started to fall."
(One by one the children on the table "fall" to the floor.)
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III. Follow-Up
A. Ask the students to tell you the steps of the water cycle.
1. List their responses on chart paper.
2. Let the students work in pairs, illustrating the steps of the water cycle. (Each pair
illustrates one step.)
B. As the class sings "Water Goes Up and Down" let one student point to the corresponding
step on the chart paper.
IV. Extensions
A. Fill three jars half-full of water. Mark the water line on each by placing a rubber band
around each jar.
1. Place one jar on a sunny windowsill.
Place one jar inside a cabinet or closet.
Put lid on the third jar and sit it on a shelf.
2. Observe the jars over a period of time. Discuss.
B. Paint with water on a sidewalk on a sunny day. Discuss evaporation.
C. Sing the song:
WATER CYCLE SONG
(To the tune of "Clementine")
Evaporation, condensation, precipitation on my mind.
This is the water cycle and it happens all the time.
MOTIONS:
Students form a circle, squatting. When they sing evaporation they should rise, slowly.
For condensation they hold hands together, and for precipitation they squat down to original
position.
RESOURCES
Bittinger, Gayle, Learning and Caring About Our World,. Warren Publishing House, Inc., Everett,
Washington, 1990.
Mayes, Susan, What Makes it Rain?. Usbome Publishing, 1989.
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RAIN, RAIN GO AWAY
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Describe, orally or in writing, how water moves
in a never ending circle or cycle; from sky to
Earth, over and over again;
2. Name and explain, orally or in writing, the steps
in the water cycle; and
3. Give an oral or written definition of the new
terms: condense, evaporate, gas, hail, liquid,
sleet, snow, solid, and water.
SUBJECTS:
Science, Music, Math,
Geography, Language Arts, Art
TIME:
25 minutes
MATERIALS:
tea kettle or sauce pan
1/4 filled with water
hot plate
aluminum pie pan
ice cubes
large zip-loc baggie
water
globe
BACKGROUND INFORMATION
Water falls from the sky to the Earth in different forms; rain, snow, sleet, and hail. Some of the
water soaks into the ground and becomes ground water. The rest flows into streams, lakes, rivers,
and oceans. The sun's heat changes some of the water to a gas called water vapor. This process
is called evaporation. The water vapor rises into the sky and forms a cloud. Clouds are made of
trillions of water droplets. The droplets are tiny and light enough to float. When the clouds get
very cold, the water droplets freeze and get so heavy they can't float anymore. They fall out of
the cloud and melt on the way down to Earth. They fall as rain. If the air is too cold on the way
down, the drops of water will fall frozen as snow or sleet.
Terms
condense: water vapor that changes into a liquid.
evaporate: to convert or change into a vapor.
gas: substance having no fixed shape.
hail: precipitation in the form of hard pellets of ice or hard snow.
liquid: a free flowing substance that borrows the shape of its container.
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sleet: precipitation consisting of generally transparent frozen or partially frozen raindrops.
snow: solid precipitation in the form of white or translucent ice crystals of various shapes originating
in the upper atmosphere as frozen particles of water vapor.
solid: a hard substance that keeps its own shape.
water: a clear liquid, solid, or gas made up of tiny molecules of two parts hydrogen and one part
oxygen.
ADVANCE PREPARATION
A. Gather information.
PROCEDURE
I. Setting the stage
A. Sing the song:
HERE COMES THE RAIN by Amy Pochodaj
(To the tune: The Green Grass Grows All Around)
Here comes the rain— (Echo.)
The wettest rain. (Echo.)
The heaviest rain. (Echo.)
That you ever did see. (Echo.)
And the water keeps going all around, all around.
And the water keeps going all around.
And from that rain
There is a puddle—
The biggest puddle
That you ever did see.
Puddle from the rain.
And the water keeps going all around, all around.
And the water keeps going all around.
Here comes the sun
To dry the puddle—
The hottest sun
That you ever did see.
Sun dries the puddle, puddle from the rain.
And the water keeps going all around
Now forms the cloud
Up in the sky—
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The biggest cloud
That you ever did see.
Cloud from the puddle, when the sun dries the puddle, puddle from the rain.
And the water keeps going all around.. ..
Here comes the rain—
The wettest rain.
The heaviest rain
That you ever did see.
Rain from the cloud, cloud from the puddle, when the sun dries the puddle, puddle from the
rain.
And the water keeps going all around....
Used with permission of Amy Pochodaj, Humpty Dumpty Day Care, Ypsilanti, Ml.
II. Activity
A. Place ice cubes in the tea kettle or sauce pan. Discuss that ice is water in the solid
form.
B. Heat the ice. Observe and discuss the change from a solid to a liquid. Discuss with the
students that the liquid takes the shape of the container. The solid form, ice, did not.
C. Boil the water until it changes into water vapor. A cloud will form just beyond the
spout of the kettle or above the sauce pan. The clear area nearest the spout or pan is
steam or water vapor.
D. Hold the aluminum pie pan that is filled with ice cubes in the cloud area.
E. Ask the students to watch beneath the pie pan and comment on what is happening. It
is raining!
F. Ask the students the question: "What happened when the warm water vapor touched
the cold pan?" (The water vapor was cooled and condensed into water drops that got
heavy and fell.)
III. Follow-Up
A. Place 1 /2 cup of water in the bottom of a zip-loc baggie. Make sure no water gets on
the sides of the bag. Tell the students that this is a pretend puddle that will help us
know what happens to the water in a real puddle.
B. Tape the bag that is zipped tight to a sunny window.
C. Watch the bag for several hours. Let the students feel the water through the bag.
What does it feel like? (Warm)
D. Tiny drops of water will form on the sides of the bag. Condensation has occurred. Tell
the students that clouds are made of tiny water drops.
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E. Hold a bag of ice against the top of the bag. Tell the children that the ice will do the
same thing as cool air high in the sky. More condensation will occur. Some drops will
get heavy and fall like rain as the students watch.
F. Within the plastic bag you can continue the rain cycle for as long as you like.
G. When you are finished with the experiment, open the bag. Ask the students to predict
what they think will happen to the water. Mark the water level on the bag with a
permanent marker each day. Record the water level until the water is gone. Discuss
the graph on the bag with the children. Ask: "What makes more water evaporate some
days and not others?" (temperature) Discuss.
IV. Extensions
A. Read What Makes It Rain bv Keith Brandt. Give the students pre-cut raindrops. Ask the
students to use their imaginations and write and illustrate on their raindrops what they
were and where they had been before they were a raindrop.
B. Watch and listen to a televised weather broadcast. Using a globe or map, point out
places where it is raining. Discuss the fact that it does not rain everywhere at the same
time.
C. Read the story Rain Talk by Mary Serfozo. Using a water table or dish pan and a variety
of objects such as strainers, funnels, slit spoons, plastic medicine droppers, and watering
cans, let the children rain on various objects such as tin cans, wood blocks, plastic
butter tubs, or milk cartons. Let the children describe the "rain talk" or different
sounds they hear.
D. Rain Collage. Have the students create a rain scene by gluing confetti or paper hole
punch-outs on paper. Let the students cut from magazines things that benefit from
rain and glue them on paper. Examples: animals, people, plants, etc.
RESOURCES
Pochodaj, Amy, Here Comes the Rain. Humpty Dumpty Day Care Center, 1212 Washtenaw,
Ypsilanti.MI, 48197.
The Education Center, The Mailbox. Pre-K. April/May, 1995.
Victor, Edward, Science For the Elementary School, Macmillan Publishing Company, 1980, p. 385.
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RAIN, RAIN GO AWAY, PART II
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Construct a water cycle wheel;
2. Name the three major components of the
water cycle; and
3. Give an oral or written definition of the terms:
condensation, evaporation, precipitation, and
transpiration.
BACKGROUND INFORMATION
SUBJECT:
Science
TIME:
25 minutes
MATERIALS:
water cycle poster
activity sheets (water cycle
wheel #1 and #2)
water cycle song on chart paper
paper plate
scissors
brad
crayons
Nearly 70% of the Earth's surface is covered with
water. The Earth never gets more water added to it. The same water keeps circulating and
recirculating through the water cycle.
Terms
atmosphere: envelope of gases surrounding the Earth.
condensation: process by which vapor changes back into a liquid.
evaporation: process in which the heat energy of the sun causes the water on the Earth's
surface to change into a vapor.
precipitation: forms of condensed water vapor that are heavy enough to fall to Earth; rain,
sleet, snow.
transpiration: process in which water absorbed by the root systems of plants moves up through
the plants, passes pores (stomata) in their leaves or other parts, and then evaporates into the
atmosphere as water vapor; the passage of water vapor from a living body through a membrane.
ADVANCE PREPARATION
A. Display a water cycle poster.
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B. Print the Water Cvcle Song on chart paper.
THE WATER CYCLE SONG
(Tune: Are You Sleeping?)
Clouds have drops,
Clouds have drops,
That fall to the ground,
That fall to the ground.
Some drops fall in lakes and streams,
Others land on you and me.
Drip, Drop, Drip,
Drip, Drop, Drip.
Then the drops evaporate,
Then the drops evaporate,
And travel to the sky,
And travel to the sky.
There the drops will condensate,
Stick together with a mate,
And down they fall again,
Again, again, again.
C. You may wish to pre-cut or trace the squares onto the paper plates.
PROCEDURE
I. Setting the stage
A. Display a poster of the water cycle. Introduce the Water Cycle Song.
II. Activities
A. Have students construct a water cycle wheel.
1. Use a large paper plate and trace the squares on it. Cut these out. See the pattern.
2. Color the raindrops blue.
3. Draw land and sea on the bottom of the plate.
4. Draw clouds and sun in the upper left, draw rain clouds in the upper right.
III. Follow-Up
A. Construct a classroom terrarium to illustrate a miniature water cycle.
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1. In the bottom of a fish bowl or aquarium (any size), lay 1 1 /2 inch of gravel, followed by
soil.
2. Place a variety of plants in the aquarium, water slightly, cover with plate glass, and place
in a warm place. If the cover fits tightly, students should observe that no additional
water needs to be added. Point out that water has evaporated from the soil, transpired
from the plants, condensed, and returned to the soil.
B. Read the story Looks Like Spilt Milk by Charles Shaw. Give each student a sheet of blue
construction paper. Have students tear white construction paper into various shapes to
represent clouds.
C. Read the story Cloudy With a Chance of Meatballs by Judi Barrett. Give each student a
paper plate to divide into sixths. Have them cut out pictures of food from magazines to
correspond with the food pyramid.
RESOURCES
Barrett, Judi, Cloudy With a Chance of Meatballs. Atheneum Publishers, 1987.
Polacco, Patricia, Thundercakesr Putnam Publishers.
Shaw, Charles, It Looks Like Spilt Milk. Harper Collins.
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CYCLE WHEEL
PATflFR/V I
1-74
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CYCLE WHEEL
PATltRN
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DRIP AND DROP'S ADVENTURE
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Name or in writing, at least three ways to conserve
water;
2. Construct a "Big Book"; and
3. Give an oral or written definition of what it means
to conserve.
SUBJECTS:
Science, Health, Language Arts
TIME:
15 minutes
MATERIALS:
puppet
puppet play "Drip and Drop's
Adventure" (included)
BACKGROUND INFORMATION
People use water in numerous ways such as bathing, washing clothes, drinking, cooking, washing
cars, washing dishes, cleaning, watering plants, watering yards, flushing the toilet, and many more.
People, businesses, factories, and farms use millions of gallons of water each day. People have to
pay for clean, safe water. There is a limited amount of clean, safe water because water in nature
may no longer be safe enough to use. At times, there is a shortage of usable water due to a
shortage of rain, overuse of water by people, or pollution.
Term:
conserve: save, protect, keep; to use a resource wisely and efficiently.
ADVANCE PREPARATION
A. Make puppet (Figure 1).
B. Make copies of book cover "Ways I Will Save Water" (included).
PROCEDURE
I. Setting the stage
A. Read or tell the first narrator's part of "Drip and Drop's Adventure."
1-77
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II. Activity
A. Perform the puppet play "Drip and Drop's Adventure."
III. Follow-Up
A. Ask the students questions such as:
1. Can you name ways that Drip and Drop helped Johnny save water?
2. Can you think of other ways to save and conserve water.
IV. Extensions
A. Let students make their own little book, "Ways I Will Save Water." Allow the students who
cannot write to draw pictures or dictate their story to an older student.
B. Have the class construct a "Big Book."
1. Divide the students into groups of two or three.
2. As a whole group decide on a different water conservation idea for each group.
3. Pass out large sheets of paper and markers to each group.
4. Instruct each small group to make an illustrated page for their water conservation idea.
5. Take dictation from groups that need your assistance.
6. Allow each group to share their page with the whole group.
7. When the pages are complete, punch holes and bind with a book binder, rings, or yarn.
RESOURCE
Taking Care of the Earth. A Golden Book, New York, Western Publishing Company, Inc.
1-78
-------
DRIP AND DROP'S ADVENTURE
(Original story by Cindy Taylor)
Narrator: One day when Johnny was drying after his bath, he didn't
dry behind his ear very good and left 2 drops of water
behind his ear. He didn't know they were there.
Drop: Hey Drip!
Drip: What Drop?
Drop: Johnny's towel didn't get us.
Drip: Yea! We'll get to go everywhere Johnny goes and see
things.
Drop: What fun!
Drip: I wonder where we're going?
Drop: Looks like Johnny's going to brush his teeth.
Drip: Oh no! Look Johnny's left the water running while he's
brushing his teeth!
Drop: Yea! Look at our little buddies going down the drain.
Drip: Johnny turn the water off while you brush. You're
wasting gallons of us!
Johnny: Who said that?
Drip: Shhhh! Don't tell him, he might wipe us away.
Drop: Hey Johnny, you need to put a plastic soda bottle filled
with water in your toilet tank. The bottle takes up space
and saves us, I mean saves water.
Johnny: OK I will, but I wish I knew who was whispering in my ear.
Drip: I wonder where we are going now Drop?
Drop: We're in the kitchen, and Drip look at the water dripping
' out of the faucet. It won't cut off.
Drip: I see.
Drop: There goes our friends down the drain. What a waste!
Drip: Johnny, please tell your mom to get the leaky faucet fixed.
Johnny: I don't know who said that, but OK. Mom, you need to get
the faucet fixed. It's leaking and wasting water!
Drop: Now what's Johnny up to?
Drip: He's getting a drink and it's water.
Drop: He's a smart kid. Water is good for his body.
Drip: Oh, he didn't drink all of it and he's going to pour the rest
down the drain!
1-79
-------
Drop: Stop! STOP! Johnny, save that water. Put it in the
refrigerator for later, or water your mom's plants with it.
Please don't waste it!
Johnny: OK! Someone or something sure is watching out for
water. I'll save it for later.
Johnny: Mom, I'm going to the park to play.
Drip: Oh good! We're going to the park!
Drop: Drip, look at those people have a picnic. Doesn't that look
like fun!
Drip: But look, they're throwing their trash in our friend lake.
Drop: Johnny help us! Tell those people to please throw their
trash in the can.
Johnny: Hey folks, please put your trash in the trash can. I still
don't know who's whispering in my ear, but they sure do
care about water!
Drip: It's raining Drop.
Drop: I love seeing so many of our friends all at one time.
Drip: Me too!
Drop: Look at all that rainwater. It's watering the Earth and
making things grow.
Drip: Johnny, why don't you collect some of the rainwater. It
sure would be good for your aquarium. You could water
the house plants with it or your family could use it to wash
their hair. It makes hair soft and shiny.
Johnny: OK, I will. I'll catch a big bucket full and use it for all
those things.
Drip and
Drop: Good-bye Johnny. We sure have enjoyed our adventure
with you today, but we're about gone! Thanks for all you've
done to save our friend Water!
Johnny: I've learned a lot today about conserving and taking care
of water.
Narrator Drip and Drop have evaporated into the air but not before
they taught Johnny some valuable ways to take care of
and to conserve water. Don't worry boys and girls, Drip
and Drop are not gone forever. They will return again.
They will always be spreading the word of saving and taking
care of water over and over again.
1-80
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POPPET
A. Xerox, color, cut out, and attach to a tongue
depressor.
B. Add blue construction paper raindrops to back of
ear. Use gutter for a sparkling effect or for a special
effect add blue teardrop shaped gems.
1-81
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WAY5 I WILL
5AVE WAftR
00
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DRIP AMD DROP
PUBLICATIONS
AUTHORED
AND
ILLUSTRATED
BY
-------
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I WILL I WILL
I
6
-------
00
I WILW. I WILL
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-------
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I WILL_ I WILL
3
-------
1-86
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WATER WORKS FOR EVERYONE
K-2
OBJECTIVE
At the end of this lesson, the students shall be
able to do the following:
1. Identify, orally or in writig, at least one
occupation for which water is important.
SUBJECTS:
Math, Art, Music, Social Studies
TIME:
30-40 minutes
MATERIALS:
occupation strips (included)
butcher paper
tape
BACKGROUND INFORMATION
People have many different kinds of jobs. Some
jobs help keep people safe. Some jobs provide
people with food or other things. Some jobs take
care of people who are sick or hurt. Some jobs help people in other ways.
There are many different things that help people do their jobs better. Some jobs require special
equipment or clothing. Almost every job uses WATER in one way or the other.
ADVANCE PREPARATION
A. Draw the attached blank graph on butcher paper.
B. Cut apart the occupation strips and conceal them in a box or bag.
PROCEDURE
I. Setting the stage
A. Share the background information with the students.
II. Activity
A. Let each child pull an occupation strip from the box or bag and read it aloud. Ask "How is
water used in this job?" After class discussion, let the student tape the strip to the graph
in the appropriate column. Let each student have a turn.
B. Discuss the completed graph:
1-87
-------
Column 1 shows the jobs in which water is extremely important.
Let's count the jobs in Column 1 together -1,2,..."
Repeat with Columns 2, 3, and 4.
Continue the discussion until someone observes that there are no jobs in Column 4.
C. Sing the song:
WATER WORKS FOR EVERYONE by Beth Corum
(Tune: BINGO)
Every job that people do
Sometimes uses water
W - A - T - E - R
W - A - T - E - R
W - A .- T - E - R
Water works for everyone !!
III. Follow-Up
A. Let each student tell the teacher one occupation for which water is important. The teacher
will write the response on an "occupation badge" and let the student decorate it.
IV. Extension
A. Write a class letter to your local fire station, explaining your recent study of water. Include
bumper stickers which the students have made and ask the fire fighters to display them on
their fire trucks.
Possible bumper sticker:
Water is important to fire fighters.
Water is important to EVERYONE
B. Have the students write a sentence or tell about why water is important to the occupation
tney choose. Draw a picture at the bottom of the paper to illustrate the chosen occupation.
1-88
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GRAPH TO BE PLACED ON BUTCHER PAPER
Water Is
extremely
Important
In this lob
Water is
important
In this job
Water Is
sometimes used
In this Job
Water is
seldom used
in this job
1-89
-------
SECRETARY
LIFEGUARD
WHALE TRAINER
CONST. WORKER
PAINTER
FARMER
1-90
-------
POLICEMAN
FIREFIGHTER
FISHERMAN
PREACHER
COOK
WAITRESS
DENTIST
VETERINARIAN
LAWYER
1-91
-------
1-92
-------
DO YOU KNOW MY JOB?
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, water related careers;
2. Identify water-related careers based on job
descriptions; and
3. Give an oral or written definition of career, related,
and water.
SUBJECTS:
Science, Social Studies
TIME:
1 hour or 2 separate days, 30
minutes each
MATERIALS:
career picture cards, blackline
masters
career description cards,
blackline masters
2 transparencies
BACKGROUND INFORMATION
Water-related careers offer a variety of job opportunities ranging from those requiring simple on-
the-job training to those requiring an advanced degree. Young students need to be aware of
water-related careers and become familiar with the tasks performed.
Terms
career a chosen pursuit or life's work; a job or profession one is trained to do.
related: having a connection; going together.
water a clear liquid, solid, or gas made up of tiny molecules of two parts hydrogen and one part
oxygen.
ADVANCE PREPARATION
A. Duplicate blackline masters.
B. Make a transparency of each blackline master.
C. Locate book The Divers or another book that presents a water-related career.
1-93
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PROCEDURE
I. Setting the stage
A. Discuss the definition of water-related.
B. Read The Divers. Ask how a diver's career is water-related.
C. Have students help make a list of careers they know of that are water-related.
II. Activities
A. Use transparencies of the blackline masters to introduce the water-related career game.
Career Picture Cards
Career Job Descriptions
1. Cut the transparencies apart (bold lines) so that pictures can be matched with job
descriptions.
B. After naming each of the careers depicted on the career picture cards, place the cards on
the overhead.
1. Read different job description cards and call on students to identify the matching
picture card.
III. Follow-Up
A. Pass out blackline masters (picture and job description cards) and have the students cut
the cards apart.
The cards can be used as follows:
1. Matching - match job description cards to the correct career picture cards.
2. Concentration - for this game students will work in groups of 2-3 and use one set of
cards. Place all cards face down. Each student (in turn) turns over two cards trying to
match a job description with the correct picture card. If a match is made, the student
keeps the cards and gets another turn. If no match is made, the play moves to the
next student.
IV. Extensions
A. Students may select a water-related career and make a poster illustrating the job
responsibilities.
B. Invite speakers who have water-related careers to talk with the class.
1-94
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RESOURCE
Midjas, Bente, The Divers. The Wright Group, 1993.
1-95
-------
Fi
-------
1.1 help to protect
your country. I am
in the armed
services.
What is my career?
3. I catch fish and
bring them to
market.
What is my career?
3. I prevent, Tend
to, and control
fires.
What is my
career?
M. I forecast
weather.
What is my
career?
5. I find out how
much water your
family uses.
What is my career?
6. I repair your pipes
and make sure your
toilet, faucets, and
showers are working.
What is my career?
7. I watch while
you swim to make
sure you are safe.
What is my career?
5. l Test your water
to make sure it is
clean and safe to
drink.
What is my career?
AN5WER KEY
I
I. NAVAL OFFICER
3. COMMERCIAL
FI5HERMAM
3. FIREMAN
U. WEATHERMAN
5. WATER MEltR
READER
6. PLUMBER
7. LIFEGUARD
8. WATER
QUALITY EXPERT
1-97
-------
1-98
-------
THE WATER SOURCEBOOK
DRINKING AND
WASTEWATER TREATMENT
-------
PLANTS NEED TO DRINK TOO!
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Predict, orally or in writing, what will happen to a
plant that receives no water; and
2. Demonstrate, orally or in writing, an understanding
that plants need water by drawing a picture of a
plant that has received adequate water and one
that has not.
BACKGROUND INFORMATION
A plant is a living thing. All living things need water to
survive and grow. Plants use water to help make their
food. They also use dissolved minerals in water to
make new plant parts and to grow.
SUBJECTS:
Science, Math, Creative
Dramatics, Language Arts
TIME:
15 minutes (observations last
several days)
MATERIALS:
celery
container for celery
balance scale, caloric scale, or
postage scale
red food coloring
3 small potted plants
plastic bag that will cover one of
the potted plants
ADVANCE PREPARATION
A. Gather materials.
PROCEDURE
I. Setting the stage
A. Show the students a stalk of celery. Ask the students if they have ever eaten celery. Ask
questions such as "Do you think it has water in it?" "Do you think it needs water to grow
and stay alive?" Share the background information with the students. Explain to them that
the activity they are going to do will demonstrate that all plants have a tube system that
carries water to all their parts and that all plants contain water.
II. Activities
A. Put one stalk of celery in a container of water colored with red food coloring. Place the
container with the celery in the science center to observe. Also place an observation and
recording booklet in the science center for the students to record their observations.
2-1
-------
B. The next day, in a group discussion, show the students the stalk of celery. The students
will be able to clearly see the tubes that carry water up the stalk of the celery. Explain to
them that plants have a tube system in which water travels carrying dissolved food from
the soil to all of the plant's parts.
Follow-Up
A. As a group, weigh the celery on a scale. Record the weight and date. Place the celery on
a paper towel in the science center for several days for the students to observe. As a
group, weigh the celery every other day for 2 weeks and record the difference. Discuss the
weight difference with the students. Ask them why there is a weight difference. Tell them
that the water is drying up or evaporating. Have the students describe the appearance of
the celery. Ask them why it looks the way it does.
B. Dramatize the action play:
THE FARMER PLANTS THE CORN
(Tune: The Farmer in the Dell)
Original words by Cindy Taylor
(Action: Children are in circle on their knees. A child goes around and gently
pushes the body down {the seeds}.)
The farmer plants the com.
The farmer plants the corn.
Hi Ho the dario
The farmer plants the corn.
(Action: A child goes around the circle using hand motions to sprinkle rain on
children {the seeds}.)
Down comes the rain.
Down comes the rain.
Hi Ho the dario
Down comes the rain.
(Action: A child goes around the circle making a circular sun motion over the
children {the seeds}.)
Out comes the sun.
Out comes the sun.
Hi Ho the dario
Out comes the sun.
(Action: All children slowly stand up.)
The com begins to grow.
The corn begins to grow.
Hi Ho the dario
The com begins to grow.
(Action: The children raise hands up and sway.)
The com grows strong and tall.
2-2
-------
The corn grows strong and tall.
Hi Ho the dario
The corn grows strong and tall.
(Action: The children stop swaying and look sad.)
It doesn't rain for days.
It doesn't rain for days.
Hi Ho the dario
It doesn't rain for days.
(Action: The children slowly go down to the ground.)
The corn begins to wilt.
The corn begins to wilt.
Hi Ho the dario
The corn begins to wilt.
(Action: A child goes around the circle using hand motions to sprinkle rain on
wilted corn.)
Down comes the rain.
Down comes the rain.
Hi Ho the dario
Down comes the rain.
(Action: The children stand tall with hands raised. Add a great big smile!)
The com grows strong and tall.
The com grows strong and tall.
Hi Ho the dario
The com grows strong and tall.
IV. Extensions
A. Cover a potted plant with a plastic bag. Secure the plastic tightly around the pot with a
rubber band or tape. Place the plant in a sunny spot. Observe the plant Water drops will
form inside the sealed bag. Ask the children questions such as "Where did the water come
from?" (the plant and the soil) "What does this show us?" (plants have water)
B. In a group, discuss the process of condensation. Show the students two healthy potted
plants. Tell the students that both plants have had plenty of water. We are going to see
what happens when we stop watering one of the plants. Let the students decide which
plant will get water and which one will not. Make labels for the plants "Water" and "No
Water." Attach them to the appropriate plants. Have students draw pictures of the two
plants.
C. Place the plants in the science center to observe. Designate a botanist to care for the
plant that gets water. Discuss the appearance of both plants every few days.
RESOURCE
Water is Your Best Friend. California Department of Water Resources, 1,4,5.
2-3
-------
2-4
-------
HUNG UP ON WATER CONSERVATION
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, at least two ways people
waste water;
2. Identify, orally or in writing, at least two ways people
conserve water; and
3. Give an oral or written definition of conserve.
SUBJECTS:
Science, Art
TIME:
1 hour 15 minutes total
(3 activities: 40 minutes, 30
minutes, and 5 minutes)
MATERIALS:
2 paper plates per student
green, brown, and blue tempera
paint
stapler
student sheet (included)
water drop pattern (included)
chart paper
1 wire clothes hanger per
student
1 quart-size (or larger)
resealable plastic bag per
student
5 gallon jug
BACKGROUND INFORMATION
There is a lot of water in the world, but only a small
part of it can be used for drinking, cooking or cleaning.
The rest of the world's water is either salt water
(oceans), frozen (icecaps), or polluted. Since we have
a limited supply of water we must use our water wisely
and not waste it.
Water Conservation Facts
1. A household can save up to 20,000 gallons of water
each year by fixing leaky faucets.
2. A leaky faucet puts 3-5 gallons of water down the drain every minute.
3. More than five gallons of water is wasted if the tap water is running while brushing
teeth.
4. Only 1 /2 gallon of water is used if the toothbrush is just wetted and rinsed. Savings: Up to
4 1 /2 gallons each time teeth are brushed. Fill five gallon jugs with water to demonstrate how
much water is wasted.
5. Washing dishes with the tap running can use an average of 30 gallons of water.
6. Washing dishes (by hand): Fill basin, wash the dishes; empty basin; fill basin; rinse dishes; use
about five gallons of water. Savings: 25 gallons each time dishes are washed.
2-5
-------
7. Washing a car at home, using a hose, uses up to 150 gallons of water.
8. Washing a car: Washing it at a self-service car wash, uses 5-10 gallons. Using a sponge and a
bucket, uses 15 gallons. Savings in each case: Over 100 gallons of water.
Term
conserve: save, protect, keep; to use a resource wisely and efficiently.
ADVANCE PREPARATION
A. Cut through the zippered corners of each resealable plastic bag.
PROCEDURE
I. Setting the stage
A. Share the background information.
B. Let each student tell one way people waste water and/or one way people conserve water.
Write their responses on chart paper:
PEOPLE WASTE WATER WHEN THEY: PEOPLE CONSERVE WATER WHEN THEY:
1. 1.
2. 2.
3. 3.
4. 4.
2-6
-------
II. Activities
A. The students will make paper plate representations of the world's water supply.
1. Have the students paint a paper plate according to your instructions:
Water, water
everywhere,
BLUE
(oceans)
2. When the paint is dry, cut another paper plate in half and staple both halves to the back
of the painted plate:
Students may
slide their hand
in here to hold
up (display for
others to see)
their model
the world's
water supply.
Water drop
drawings may
be stored in
the bottom
(pocket).
2-7
-------
3. Give each student a copy of Student Sheet A. Have him/her cut on the dotted lines
and glue:
"WATER, WATER
EVERYWHERE"
"BUT ONLY A FEW
DROPS TO DRINK"
to the painted part of the paper plate project
to the back (top half) of the paper project
B. Students will draw pictures of examples of water being wasted and conserved.
1. Review the chart lists (see Setting the stage).
2. Give each student two large water drop shapes (Student Sheet B) and these instructions,
"On one water drop shape, draw a picture of a way people waste water. On the other
water drop, draw a picture of a way people conserve water. When you're finished, cut
them out and store them in the pocket on the back of your paper plate project."
III. Follow-Up
A. Copy Student Sheet B for each student. Have each student make an additional water drop
drawing and place it in one of the prepared resealable plastic bags. Snap the bag to the
bottom of a wire clothes hanger. Display on a bulletin board.
We're Hung-Up
on
Water
Conservation
2-8
-------
IV. Extension
A. Give each student approximately two cups of water in a plastic container, another shallow
plastic container, a teaspoon, and some salt. Say, "Let's pretend this water represents all
the water in the world. When I say 'Go', dip the water with your spoon quickly but carefully
into the other container. 'Go'." Play a waterrelated song for one minute. Say, "Stop."
"Sprinkle the salt into the large container. Let's pretend this water represents all the
ocean water. Look at the water you dipped out. Let's pretend this represents the water
we have to drink and use. Which one is more? Do we have a lot of water to use? Do we
need to conserve water? How could we use this fresh water instead of pouring it down the
drain?" (Follow one or more of the suggestions). "Could we use the salt water for anything?"
Discuss.
RESOURCE
Brownlee, Sharon, "Living With Our Legacy", U.S. News and World Report, April 23, 1990.
2-9
-------
Student Sheet A
' Wafer, water
everywhere,
but only
2-10
-------
Student Sheet B
Water drop pattern for activity B-2
2-11
-------
2-12
-------
CONSERVE EVERY DROP!
K-2
OBJECTIVES
At the end of this lesson, the students shall do the
following:
1. Describe, orally or in writing, uses of water in the
school;
2. Make a list of water conservation practices; and
3. Give an oral or written definition of conserve.
BACKGROUND INFORMATION
SUBJECTS:
Science, Language Arts
TIME:
45 minutes
MATERIALS:
2 poster boards or chalkboard
markers
blue construction paper
white paper
Water is a liquid we need in order to live. People, plants,
and animals cannot live without water. There are three basic ways to conserve water.
1. Economize: Become aware of the amount of water you use and try to find ways to conserve.
2. Repair any leaks that waste water.
3. Reuse water when possible.
Term
conserve: save, protect, keep; to use a resource wisely and efficiently.
ADVANCE PREPARATION
A. Make raindrop-shaped books for each student.
PROCEDURE
I. Setting the stage
A. Chant the attached Water Walk poem.
2-13
-------
B. Take your class on a water walk through the school. Find examples of good water
conservation and water misuse.
C. Teacher records student's responses.
II. Activities
A. Brainstorm with the class to make two class posters: one with water conservation and the
other on water waste. Make a web of each with recorded responses from the water walk.
III. Follow-Up
A. Make Rain Drop Conservation Books. Let students look at the class web and make book
shaped like a rain drop (pattern included). Each student should illustrate four ideas to
conserve water.
B. Have the students select an address from the following list. These organizations will send
booklets about ways students can help to save the environment. Include the student's
name, complete address, and two first-class stamps.
Adopt-a-Stream
P. 0. Box 5558
Everett, WA 98201
Alliance for Environmental
Education
211 Wilson Blvd
Arlington, VA 22201
American Forestry Association
P. 0. Box 2000
Washington, D.C. 20036
Center for Marine Conservation
1725 DeSalles St, N.W., Suite 500
Washington D.C. 20036
Environmental Defense Fund
257 Park Avenue, South
New York, NY 10010
Friends of the Earth
218 D Street, S.E.
Washington, D.C. 20003
National Audubon Society
915 Third Avenue
New York, NY 10022
National Geographic Society
Educational Services
17th & M Streets, N.W.
Washington, D.C. 20036
National Recycling Coalition
1101 30th St, N.W., Suite 305
Washington, D.C. 20007
National Wildlife Federation
1412 16th St. N.W.
Washington, D.C. 20036
Renew America
1400 16th StN.W., Suite 710
Washington, D.C. 20036
Sierra Club
730 Polk Street
San Francisco, CA 94109
The International Crane Foundation
E-11376 Shady Lane Road
Baraboo, WI53913
Whale Adoption Project
P. 0. Box 388
North Falmouth, MA 02556-0388
2-14
-------
IV. Extension
A. For a homework assignment have each student use the student activity page "Every Drop
Counts" (included) and go for a water walk at home. Illustrate good water conservation
and water misuse in the home.
RESOURCE
Southwest Florida Water Management District, 2379 Broad St, Brooksville, FL 34609-6899.
2-15
-------
WATER WALK ACTIVITY
Look for the following examples of
water use or misuse:
We're going on a water walk, (drinking fountain, hoses, raindrops,
What will we see? drips, and runoff)
Head out on the sidewalk,
Just follow me!
We're going on a water walk, (sinks and faucets, coffee pot,
What will we see? pitchers, ice machine)
Head out to the lunchroom
Just follow me!
We're going on a water walk, (puddle, retention pond, dark clouds,
What will we see? hose, spigot, sprinklers, dew)
Head to the playground,
Just follow me!
We're going on a water walk, (aquarium, toilet & sink, paint trays,
What will we see? sweat, a/c units, and lunch boxes)
Head to the classroom
Just follow me!
2-16
-------
Pattern for Raindrop Conservation Books
2-17
-------
a JBvpior tyftop {?own1* *
Take a water walk at home. Record your finding below. 6
Good use of water in my
oo
Bad use of water in my
-------
WATERVILLE, U.S.A.
K-2
OBJECTIVE
At the end of this lesson, the students shall be able
to do the following:
1. List, orally or in writing, at least three neighborhood
jobs which relate to water.
BACKGROUND INFORMATION
Every city and town has lots of jobs which are related
to water. There are obvious jobs like waste treatment
workers and less obvious jobs like soft drink plant
workers or firemen.
ADVANCE PREPARATION
A. Gather materials.
SUBJECT:
Art
TIME:
1 hour
MATERIALS:
butcher paper
pencils
crayons
empty cardboard toilet tissue
rolls (at least one per student)
miscellaneous art materials:
markers
tissue paper
glue
yarn
lace
material scraps
PROCEDURE
I. Setting the stage
A. Brainstorm ideas with the class to come up with a list of places (buildings and businesses)
which are found in most towns and cities. Beside each business or building list people that
have water-related jobs.
II. Activities
A. Divide your class into four groups. Give each group a long piece of butcher paper. Tell
them to draw a street down the middle (lengthwise) of the paper. Side streets may be
drawn if so desired. Tell them to draw houses, buildings, and businesses to create a
neighborhood.
B. For each corresponding water-related building, make a puppet using toilet tissue rolls and
miscellaneous art materials. Examples:
2-19
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House - plumber
Restaurant - dishwasher
Fire Station - fire fighter
Car Wash - employee
Coca Cola Plant -factory worker
Pool - lifeguard
III. Follow-Up
A. For each puppet a student makes ask, "How is water used in this person's job?" Write the
response on an index card or small piece of paper. Place the card inside the toilet tissue roll
puppet.
B. Let each student show his/her puppet and tell how the puppet's occupation relates to
water.
C. Use an acrostic for each profession that illustrates how they use water.
Example:
D - rinking
0 - perations
C - leaning instalments
T - rips by ship
0 - cean vacations
R - iver boating
IV. Extensions
A. Laminate the butcher paper play mats. Allow the students to play with the puppets on the
mats.
B. Write play skills for the puppets and/or create other puppets.
RESOURCE
DeBruin, Jerry, Young Scientists Explore The World of Water. Good Apple, Inc., Carthage, IL, 1985.
2-20
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FILL IT UP: WATER STORAGE TANKS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Discuss the purpose of water storage tank in water
systems;
2. Conduct an experiment with water pressure and
gravity flow; and
3. Create a water quality logo to be used on water
tanks.
BACKGROUND INFORMATION
SUBJECTS:
Science, Language Arts, Art
TIME:
45 minutes
MATERIALS:
coffee can
3 rulers
nail (large)
hammer
water pitcher
dish pan
crayons or markers
posterboard
Almost all public water systems use water tanks for
storage. Water is usually supplied by wells or a surface
water treatment plant and pumped into the network of pipes carrying water to customers, called
the distribution system. Storage tanks are present in the distribution systems of water systems
to hold water for use by customers. Water use can be supplied by storage tanks and as these
tanks become partially empty, pumps from the water source turn on to provide water. Water not
used by the customers is available to refill the storage tanks. Therefore the water changes out in
the tanks almost daily and stays fresh. The height of the tanks and, thus, the level of water in the
tank provides pressure to move the water through pipes to customers and provides the pressure
needed at each household. Ground tanks are more economical to construct than elevated tanks
but must be located on a high hill to provide the elevation to provide pressure. For each 2.3 feet
of elevation, one pound of pressure is available and thus a tank 120 feet tall when full can provide
52 pounds pressure (120/2.3 = 52 psig) which is sufficient to operate a dishwasher or allow a
good shower.
Standpipes are tall tanks capable of holding more water than an elevated tank of the same diameter.
When the level of water is low in a standpipe, the pressure is low and thus the water level must
remain high. The water in the bottom is available for emergencies such as fire fighting.
Elevated and standpipe water tanks are made of welded steel while ground tanks can be constructed
of steel or concrete. Steel tanks can rust and must be protected by special paint systems. In the
past, red lead paint was used as a primer paint and, as the coating wore off, the lead paint could
contaminate the water inside the tank. Today, no lead paint is allowed and special precautions are
taken when the outside paint is sand-blasted off to prevent the lead paint chips from contaminating
air or food in the area.
2-21
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ADVANCE PREPARATION
A. Contact the local water utility manager to find out the location and types of water tanks in
your area.
B. Take photographs of these tanks.
PROCEDURE
I. Setting the stage
A. Look at the photographs of the local water tanks. Find their locations on a city map.
B. Share the background information.
C. Classify the local water tanks as elevated, ground, or standpipe.
II. Activities
A. Experiment to demonstrate water pressure and gravity flow.
1. Make three holes in the coffee can and plug them with paper plugs that can be easily
removed. Fill the can with water.
2. Have students hold a ruler out beside each hole. Simultaneously remove the plugs and
allow the water to spray into the dish pan. Measure the greatest projection from each
hole.
3. Compare the measurements and hypothesize about why this happened.
4. Run a second test to check your results. How is this knowledge important to designers
of water tanks?
B. Create a design and a logo for the sides of a water tank. The message should convey an
environmental message. Choose any of the water tank designs. These could be made
poster board size and used as a hall display.
Follow-Up
A. Invite the local water utility manager to your classroom to talk about local water tanks.
Ask questions about how they are cleaned and how long the water is stored.
2-22
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IV. Extension
A. Investigate how large water tanks are used to train astronauts for working in weightlessness.
RESOURCE
Waste Not!. Eco Amigos Issue 2,, National Resource Division of International Paper, Palatine,
IL, 1995.
2-23
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GROUND TANK
5TANDPIPE
2-24
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ELEVATED TA/VK5
MODERN OLD
2-25
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2-26
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WHAT IS A SEPTIC TANK?
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, the septic tank as a
method of wastewater treatment;
2. Tell or write how a septic tank works;
3. Name, orally or in writing, the basic parts of a septic
tank; and
4. Give an oral or written definition of the new terms:
drain field, effluent, sludge, and septic tank.
SUBJECTS:
Science, Math
TIME:
1 hour
MATERIALS:
1 plastic or aluminum container
(6-8 inches deep)
potting soil
gravel
1/2 gallon paper milk carton,
labeled "House"
1 quart paper milk carton,
labeled "Septic Tank"
plastic straws
clay
chart paper
cup or container for water
blackline master for "How a
Septic Tank Works"
tack or small nail
BACKGROUND INFORMATION
Septic tanks are used to treat sewage in many rural
areas that are not served by public sewers.
A septic tank is a large container usually made of
concrete. The tank is buried underground at individual
buildings.
Sewage flows through pipes that connect the septic tank to the building. The solids in the sewage
sink towards the bottom of the tank where anaerobic bacteria break them down into carbon
dioxide, methane, and water. The undigested residue (sludge) stays on the bottom of the tank.
The effluent from the septic tank containing the remaining liquid waste, flows through a piping
network to a drainfield. Here, perforated pipes surrounded by gravel slowly release the wastewater
into the soil where bacteria finish the treatment process.
Soil bacteria continue to destroy the remaining organic material in the effluent.
Solids (sludge) that remain at the bottom of the septic tank must be periodically pumped out and
taken to a sewage treatment plant.
Terms
drain field: the part of a septic system where the wastewater is released into the soil for absorption
and filtration.
2-27
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effluent: treated wastewater, flowing from a lagoon, tank, treatment process, or treatment plant
released to the environment.
sludge: solid material that isn't broken down by bacterial digestion which settles to the bottom of
septic tanks or wastewater treatment plants; it must be pumped out and disposed of in landfills,
application to land, or by incineration.
septic tank: a tank, commonly buried, to which all of the wastewaters from the home should flow
and in which, primary digestion of the organic matter occurs by anaerobic bacteria; the main
part of a septic system where scum and solids accumulate; derived from "sepsis" meaning
"putrid decay" or "decay without oxygen."
wastewater water that has been used for domestic or industrial purposes.
ADVANCE PREPARATION
A. Find a picture of a septic tank.
B. Construct a septic tank model. (See diagram.)
1. Fill an aluminum roasting pan or a large plastic storage container 1 /2 full of potting soil.
2. House - Place a 1 /2 gallon milk carton cut to a height of approximately six inches at
one end of the container. Make a hole 2 inches from the base of the carton and insert
a drinking straw. Seal the connection with clay or tape to prevent leakage.
3. Septic Tank - Cut a quart-sized milk carton to a height of three inches. On two opposite
sides of the carton make a hole 2 inches from the base of the carton. Connect one hole
to the straw that is attached to the house.
4. Make field lines as follows:
a. Punch a large hole in one straw.
b. Insert another straw horizontally through the hole and seal each end with clay.
c. Punch a large hole near the end of this straw. Insert a straw in each hole. Seal the
open ends with clay.
d. Using a tack or small nail, punch holes in each straw to allow drainage.
e. Connect the field lines to the septic tank by inserting the middle straw into the hole
in the quart carton.
f. Test the system by pouring water into the house and checking for leaks as the
water moves through the system. Use clay and or tape to seal any leaks.
2-28
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g. Put a fine layer of gravel over the soil in the end of the container that represents
the drain field.
h. Place the model in the container.
PROCEDURE
I. Setting the stage
A. Ask students to think of places wastewater can be found at school.
1. Make a list on chart paper.
2. Show students some drain pipes in school (under sinks).
3. Explain that wastewater must be treated to make it safe before it is discharged into
the environment.
B. Show the students a picture of a septic tank.
1. Ask students:
a. What do you think this is?
b. What is it used for? Explain that it is a septic tank used to treat wastewater.
2. Tell students they are going to learn how a septic tank works.
II. Activities
A. Display the septic tank model and give the students time to examine it.
B. Explain each part of the model.
1. House - Wastewater leaves through a pipe which is connected to the septic tank.
2. Septic Tank - Explain how solids (sludge) sink to the bottom and that liquids will flow
into the field lines.
3. Field Lines - Field lines are placed on a bed of gravel. The wastewater seeps out of the
holes in the field lines and passes through the gravel into the soil. Bacteria in the septic
tank and in the soil destroy harmful organic material.
C. Demonstrate how the septic tank works by pouring water into the house and letting students
observe as the water moves through the system.
2-29
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III. Follow-Up
A. Give the students a copy of the blackline master, "How a Septic Tank Works."
1. Have the students label the parts of the septic tank system.
2. Use a blue crayon to color the path of wastewater movement through the system.
3. Use a brown crayon to illustrate sludge that settles in the septic tank.
B. Divide students into pairs. Ask each student to use the blackline master to tell his/her
partner what happens to wastewater in a septic tank system.
IV. Extensions
A. If possible, visit a site where a septic tank is being installed.
B. Ask each student to find out if his/her house has a septic tank for treating wastewater.
Graph the results of the survey.
RESOURCE
Biddulph, Fred and Biddulph, Jeanne, Getting Rid of Waste Water. Wright Group.
2-30
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How A Septic^Tank Works
ISI
U:
I. Label the following;
drainage pipes
sludge
septic tank
field lines
2. Color the flow of
waste water blue.
Color the sludge
brown.
-------
Diagram
Wafer
or
Aluminum
Container
2-32
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SO MUCH WATER, SO LITTLE TO DRINK
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Discuss water concepts;
2. Observe, record, and compare, orally or in writing,
the amount of the Earth's surface covered by
land and by water;
3. Observe, record, and compare, orally or in writing,
the amount of fresh water vs. salt water;
4. Give an oral or written definition of the new terms:
fresh water, salt water, and surface.
BACKGROUND INFORMATION
All living things on this planet are dependent on water
for survival. In fact, every living organism is composed
of more than 60 % water. Water is necessary for
the production of food and maintenance of life. It is
also used to produce energy, manufacture goods,
transport goods, and provide recreational
opportunities.
Because water covers 71 % of the Earth's surface, it
is often thought of as an endless resource. The fact
is that 97% of the Earth's water is the salt water of
the oceans. Only 3% of the Earth's water is fresh
water and about two-thirds of that is frozen in
glaciers, ice caps, and snow. Of the remaining 1 %,
half is in aquifers beneath the Earth's surface.
Terms
fresh water inland water that has a low
concentration of minerals, salts, and dissolved
solids found as surface water or ground water.
2-33
SUBJECTS:
Science, Geography, Math,
Language Arts
TIME:
3 or 4 30-minute sessions
MATERIALS:
2 pieces of butcher paper
1egg
1 apple
standard globe
"balloon" or pillow" globe
2 colored labeling dots
12-3" squares of green
construction paper
12-3" squares of blue
construction paper
half sheet of copier paper per child
1 sheet graphing paper per child
1 blue crayon per child
1 green crayon per child
3 sheets 12"x18" green
construction paper
7 sheets 12"x18" blue
construction paper
1 student booklet per child "So
Much Water, So Little to Drink"
United States map
state map
1/2 cup salt water solution
1 Q-tip per child
100 1-inch cubes, all same color
1 or more pkgs. small self-stick
removable notes
magazines with pictures of
outdoor scenes and/or water
usage (optional)
calendars with pictures of
outdoor scenes (optional)
2 extra pieces butcher paper
-------
salt water: water that has a high level of dissolved salts (oceans, seas).
surface: the outside layer of an object or organism.
ADVANCE PREPARATION
A. Gather materials listed above.
B. Prepare charts:
w*
Know
W«
L«arn«d
C. Cut twelve 3-inch squares each of blue and green construction paper.
D. For the "Globe Toss" tally activity, cut sheets of copier paper in half (4 1 /4" x 5 1 /2"); one
sheet per student.
E. For the "Globe Toss" graphing activity, copy one graphing sheet per student (included).
F. Copy student books "So Much Water, So Little to Drink" (included).
G. Prepare salt solution by mixing 1 /2 teaspoon salt with 1 /2 cup water.
H. Prepare classification charts for extension activities "Land/Water" and "Fresh Water/Salt
Water" (optional).
PROCEDURE
I. Setting the stage
A. Ask the students to tell what they know about water. Record their responses on prepared
butcher paper titled "We Know."
B. Develop an understanding of the term "surface" as being the outside layer of something.
Ask, "What is on the surface of:
2-34
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an egg? (shell)
an apple? (skin or peel)
a person? (skin or hair)"
II. Activities
A. Show the students a globe. Explain they they will examine how much of the Earth's surface
is covered by land and by water.
1. Students will identify land masses and water masses on the globe.
2. Rotate the globe slowly and ask students if they see more land or more water.
3. Using an inflated globe or stuffed cloth globe, play "Toss the Globe."
a. Select two students to be "Globe Jossers." Put a colored sticker on each student's
right thumbnail.
b. The remainder of the class will record whether the "Josser's" right thumb is on land
or water as he/she catches the globe. The globe will be tossed a total of ten times.
Choose the recording technique that best complements the math skill of your class:
1) Divide the class into two teams. One team will record each time a catcher's
thumb touches land by placing a 3" green square in their recording area. The
other team will record each time the thumb touches water by placing a 3" blue
square in their recording area.
2) Each student will make a tally mark on his/her own paper using a green crayon
to represent land and a blue crayon to represent water. At the end of ten
throws, each student compares the green and blue tally marks. At the end of
ten throws, compare results.
3) Each student will record his/her observations on the attached graph sheet. At
the end of ten throws, compare results.
c. Students will discuss the results of their recordings. (The results of this activity
could be different than the actual percentages of land and water. This can be
discussed after the next section of this lesson. At a later time you may want to
repeat the "Globe Toss" and compare results of each trial.)
B. Tell the students that you will use colored paper to better see how the amount of land and
water compare.
2-35
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1. Using 3" squares, place seven blue and three green squares as shown:
a. Tell students to imagine that these papers represent the whole Earth and that it
has been cut into equal pieces. Count the total number of pieces (ten).
b. Imagine that all the water could be moved to one side and all the land to the other.
(Separate the water and the land.) Ask students to describe the comparison.
c. Count the land pieces, vocalizing the results. "Three of the ten parts are land."
d. Count the water squares. Vocalize the results. "Seven of the ten parts are water."
e. Move the 3" squares aside but still in full view of the students.
2. Using 12" x 18" pieces of construction paper, place three green pieces beside each
other and seven blue pieces beside each other. Ask students to describe the contrast
they see now.
C. Give each student a copy of the student book, "So Much Water, So Little to Drink."
1. Read the text on page 1. Draw and color the earth.
2. Read the text on page 2. Using blue and green crayons, color the appropriate number
of spaces to represent land and water.
D. Review what was learned about the proportion of land to water on the Earth's surface in
the lesson. Locate bodies of water on the globe. Encourage students to look for bodies of
water other than the oceans. Is it easy to see these smaller bodies?
E. Using a large map of the United States, locate bodies of water. Identify these bodies as
lakes or rivers. Compare bodies of water within your state to those located in other states.
How does your state compare?
F. Examine a state map. How do bodies of water on your state map compare in size to those
found within your state on the U.S. Map? Locate the body of water closest to where you
live. Discuss the size of the body of water in real life compared to its size on the map.
G. Introduce the terms "fresh water" and "salt water."
1. Ask, "Has anyone gone swimming in an ocean? Did any of the water get in your mouth?
How did it taste?"
2-36
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2. Give each student a Q-tip. (Caution the students to hold one end of the Q-tip but not
to touch the other end since everyone is sharing the same solution and will be putting
the Q-tip in their mouth). Have students dip their Q-tip into a container of "ocean"
(salt) water. Taste it. Would this be good to drink? Explain that ocean water is salt
water and cannot be used for drinking unless the salt is removed.
3. Explain that our drinking water comes from lakes, rivers, creeks, or bodies of water
under the Earth's surface. It has relatively no salt and is called "fresh water."
H. Show the students a container in which you have placed 100 one inch cubes, all the same
color.
1. Tell them to imagine that you have emptied all the water from the entire Earth (oceans,
lakes, rivers, ponds, and swimming pools from the surface, and pockets of water under
the surface). You have all the water from the whole Earth in this container. You have
divided it into equal pieces as we did with the land and water yesterday.
2. Have the class count the cubes. (100)
3. Let individual children estimate how much of the total "water" is fresh vs salt by
separating the cubes into two piles.
4. After students have made their guesses, move three cubes away from the other 97.
Identify the three cubes as drinkable fresh water and the 97 as undrinkable salt water.
Have students verbalize that 97 out of every 100 parts of water is salt water and that
three parts of every 100 is fresh water.
I. Point to the three "fresh water" cubes. Explain that these three cubes represent fresh
water, but not all of it is drinkable.
I. Set two cubes aside and identify them as fresh water but undrinkable. Ask children
what happens to water when it gets very cold. (It freezes). Locate
areas on the globe that are very cold. What happens to the water in these areas? (It
freezes).
2. Point to the one remaining cube. Out of all the water on the Earth, only this much is
fresh water that is drinkable.
3. Verbalize the quantities of total water, salt water, frozen fresh water, and drinkable
fresh water.
J. Complete the final pages in the student book, "So Much Water, So Little to Drink." Color
the correct number of squares on the graph of each page. Students may also draw a
graphic to illustrate undrinkable water, drinkable water, and icebergs.
Follow-Up
A. Record student responses on "We Learned" chart.
2-37
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B. Have students read "So Much Water, So Little to Drink" to classmates, older students, and
parents.
C. Have students make a class big book of "So Much Water, So Little to Drink."
IV. Extensions
A. Place 1 1/2" x 2" self-stick removable notes near the maps. Students can draw a glass
with a happy face for drinkable water or glass with an "X" through it for undrinkable water
on the sticky notes. These notes can then be placed on appropriate bodies of water on the
maps.
B. Prepare a wall display by cutting pictures of a variety of activities and environments out of
magazines. Categorize the pictures by placing them under the label "Land" or "Water."
C. Cut a variety of water scenes, usage, and sources out of magazines and old calendars.
Place them on a chart with labels of "Fresh Water" and "Salt Water."
RESOURCES
Keinath, Thomas M., World Book Encyclopedia. Vol 22.
Tejada, Susan Mondshein, Geo-Whiz!. National Geographic Society, 1988.
Toss the Globe activity was taken from a workshop at Kilby School, University of North Alabama,
sponsored by the Alabama Geographic Alliance.
2-38
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So Much Water,
So Little to Drink
1
2-39
-------
Three out of ten parts of the
surface is land. Seven out of
ten of the surface is water.
2-40
-------
3
Most of our water is salty
water - 97 out of 100 parts.
We cannot drink salty water.
2-41
-------
4
Very little water is -fresh
water - 3 out of 100 parts.
We can drink fresh water.
2-42
-------
5
Most fresh water is frozen in
icebergs. We cannot drink
ice.
2-43
-------
6
We can drink 1 out of 100
parts of all the Earth's water!
2-44
-------
THE WATER SOURCEBOOK
SURFACE WATER
-------
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Observe and describe, orally or in writing, the
different forms of water on the surface of the Earth;
2. Measure to find the approximate size of an iceberg
using a familiar standard (cm ruler);
3. Estimate, orally or in writing, and measure the
amount of ice that floats above the surface of the
water and below the surface of the water;
4. Give an oral or written definition of the terms: air,
clouds, float, freeze, gas, iceberg, liquid, snow, solid,
and water.
Science, Math, Language Arts,
Social Studies, Music
TIME:
1 hour
1 cm ruler per student
1 pencil per student
1 picture of iceberg per student
1 irregular-shaped block of ice
(prepared 1 or 2 days in
advance) - gallon size freezer
bag for the iceberg
Enough cool water to fill an
aquarium 2/3 full
clear aquarium
strips of white paper 25 cm x
1/2 cm (optional)
scissors
2 quart-size resealable plastic
by Jan® Elliott
overhead projector
water color markers
transparency
Concept: About three-fourths of the Earth's surface is
covered with water. About one-tenth of the Earth's
surface is covered with solid water or ice. Most of the
water on the Earth is a liquid. Some places on the
Earth are very cold. The water in these cold places is
always frozen. We call water that is frozen either "ice"
or "snow." Ice floats on water because it weighs less
than water.
The Earth is a unique planet in the solar system because it is the only one on which large amounts
of water exist in the liquid form. Without this water, life as we know it could not exist on the earth.
It is estimated that about 10% of the Earth's surface is covered with ice. It is estimated that if the
earth were a "smooth ball," and if all the ice in the polar caps were to melt, the entire earth would
be covered by a layer of water more than 3 km deep.
When ice from the polar regions pushes out into the oceans, large chunks break off to form
icebergs. About 9/10 of an iceberg is submerged. For every cubic meter of tee above the water,
there are about 9 cubic meters of submerged ice. An iceberg (or an ice cube) floats because ice
is less dense than water.
3-1
-------
Terms
Write/introduce the following terms on individual "snowflake" cutouts to make a "snowstorm" of
vocabulary words on board.
Water
Snow
Iceberg
Freeze
Float
Clouds
Air
Liquid
Gas
Solid
ADVANCE PREPARATION
A. Gather materials from list.
B. Freeze some water in a gallon-sized plastic bag to produce an irregular-shaped ice block.
C. Make transparency of word web.
PROCEDURE
I. Setting the stage
A. Write the word "ice" on the word web (use overhead) with water color marker. Brainstorm
words that begin with the word "ice." Ex: iceberg, ice cube, ice cream, ice storm, ice cap,
ice age, etc. Put on the word web after defining or describing each.
B. Read a book about icebergs such as: Icebergs by Jane Elliott.
II. Activities
A. Show a picture of an iceberg. Have children name the kinds of matter they see.
Solids - ice; snow Liquids - oceans; clouds
B. Show a picture of an iceberg. Have children estimate how tall the iceberg is. List estimates
on chart on board.
C. Show a picture of an iceberg. Have children use a cm ruler to measure the height of one of
the people exploring the iceberg. Compare that person's height with the height of the
iceberg from water level to the highest point. (How many "people" tall is the iceberg?)
Record on picture. (May want to do as a whole group activity with Kindergarten).
*lf you have no cm rulers or children are too young, use strips of paper (25 cm x 1 /2 cm)
and have children mark the paper at intervals that are one person high. Count the
intervals to see how many "people" tall this iceberg is.
3-2
-------
D. Put cool water and the irregular-shaped ice block into aquarium. Children compare the
floating ice with the iceberg in the picture.
E. Measure to see how much of the ice block is above/below the water's surface. Use a ruler
to do this. Record on "Iceberg Recording Sheet."
III. Follow-Up
A. Make subtraction facts to find the difference of each child's estimate (in Activity B) with
the actual height of the iceberg.
Example: Johnny 6 people tall
Tom - 4 people tall
2 people tall (difference)
Compare using terms "more","less","equal to." Write comparison statements.
Example: Johnny Tom
6 people tall > 4 people tall
IV. Extensions
A. Fill a quart-sized plastic bag with a pint of water and freeze overnight. Remove the bag the
next day. Discuss what happened to the water. Fill another quartsized plastic bag with a
pint of water. Children hold the two bags and compare the weight of the ice vs the weight
of the water. (Ice feels lighter. It is less dense and that is why it floats on water.)
B. Float an ice cube in a glass of water. Observe to see if more of the ice cube is above the
surface of the water or below the surface of the water in the glass.
C. Use globe to locate areas with lots of ice/icebergs (polar caps). Use books from resources
as references.
D. Sing the song, "Frozen Water" (see attached sheet).
RESOURCES
Cowcher, Helen, Antarctica. New York: Scholastic, Inc., 1990.
Elliott, Jane, Icebergs, The Wright Group: Applecross Ltd. (Publisher), 1994.
Williams, Geoffrey, Antarctica: The Last Frontier. Los Angeles: Price Stern Sloan, 1992.
3-3
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Frozen Water
(Sung to the tune of "Frere Jacques")
First Verse
When water freezes,
When water freezes,
It weighs less,
It weighs less.
It looks like it would sink and drop,
But it floats and bobs up on the top,
Of the water,
Of the water.
Second Verse
When water freezes,
When water freezes,
It's less dense,
It's less dense.
it looks like it would sink and drop,
But it floats and bobs up on the top,
Of the water,
Of the water.
3-4
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WORD WEB
en
-------
These people from Greenland are exploring an
iceberg that broke from a glacier.
I. How many
'people" tall is the
iceberg?
2. If your person
is 6 feet tall, how
tall is the
LJt.
iceberg?
3-6
-------
"ICEBERG" RECORDING
5HEET
MAME_
This is how the aquarium filled with water looks:
I. Draw a picture of the
"iceberg" after it has been
placed into the aquarium.
3. How much of the "iceberg" is
above the water's surface?__cm
3. How much of the "iceberg" is
below the water's surface?__cm
3-7
-------
3-8
-------
FLOATING CRITTERS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Create an insect which will float and repel water;
2. Revise their creations, if necessary;
3. Write or give an oral description of their insect
including the number of legs and major body parts;
and
4. Give an oral or written definition of insect.
BACKGROUND INFORMATION
Many insects live on the water's surface, as well as
above or below the water. These insects have special
adaptations to help them float and resist water. An
insect has six legs and three major body parts: the
head, the thorax, and the abdomen.
Term
insect: animal having six legs and three major body
parts.
SUBJECTS:
Science, Language Arts
TIME:
1 hour
MATERIALS:
assorted materials which will
sink or float:
pieces of polystyrene
foam
soft drink bottles/cans
straws
pipe cleaners
plastic containers
(margarine tubs)
sponges
wooden pieces
fabric
wiggle eyes
adhesives:
glue
tape
staples
hot glue (optional)
small pod filled with water (a
large aquarium would work
well, too)
ADVANCE PREPARATION
A. Have all materials freely available to students. It is very important to allow students to
make mistakes. The teacher should be a facilitator, giving materials when necessary.
3-9
-------
PROCEDURE
I. Setting the stage
A. Review the characteristics of an insect (three body parts and six legs.)
B. Look at pictures of water striders or other animals which dwell primarily on the water's
surface.
C. Discuss their importance in their habitat, and their role in the food chain.
II. Activities
A. Explain to students that they have 30 minutes to create an insect which will float. At the
end of 30 minutes, have students put the insects in the water to test them.
B. Allow students any or all materials; try not to guide or intervene except to help with insect
characteristics.
C. Make students aware of time restraints.
III. Follow-Up
A. After 30 minutes, go outside and test students' insects. The ones whose insects sink may
make adjustments and retest their insects.
B. Have students write a description of their insects and illustrate.
IV. Extensions
A. Language - Have students name their fictitious insects and write about them. Include what
they eat, where they live, and their predators.
B. Math - Practice counting by two's by counting the pairs of legs on the insects.
3-10
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THE WATER WINDOW
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. List, orally or in writing, at least three ways
water can be conserved;
2. State, orally or in writing, the amount of water
most Americans use daily; and
3. State, orally or in writing, the amount of water
used by industry and agriculture.
BACKGROUND INFORMATION
SUBJECTS:
Language Arts, Science, Math, Art
TIME:
30-40 minutes for two days
MATERIALS:
1 plastic gallon jug
150 copies of jug pattern
a piece of yarn long enough to
form the largest possible circle
on the classroom floor
a piece of yarn - 45" long
1 copy of 'My Water Window'
poem/art project per student
On the average, every American uses about 150
gallons of water each day. Of that amount, only about 1 /2 gallon is used for drinking. Some of
this water is used for cleaning, watering plants and animals, and for recreation.
The demand for so much water sometimes causes water shortages. Everyone can help by conserving
water. There are many ways to do this:
* Turn the water off while brushing teeth.
* Only wash full loads of clothes.
* Take showers instead of baths.
* Make needed repairs (fix drips!).
* Water outdoor plants and lawns in the early morning hours.
* Use a bucket and sponge to wash cars.
* Place a plastic bottle filled with water in the toilet tank.
* Use dishwashers instead of washing by hand.
Everyone should do his/her part to conserve the earth's precious supply of water.
ADVANCE PREPARATION
A. Gather the materials.
3-11
-------
B. Fill the plastic jug with water, put a top on it and conceal inside a grocery sack.
C. Roll the long piece of yarn around a pencil.
D. Conceal the short piece of yarn in your pocket.
PROCEDURE
I. Setting the stage
A. Write "267,000,000" or the most current population figure on the chalkboard. Ask, "What
is this number?" Say the number and have the children repeat it. Say, "That is the number
of people who live in the United States of America. Every day almost every one of those
people uses 150 gallons of water. This is one gallon of water." Show the gallon jug of
water. "Do you think you drink that much water during one day? No, most people don't.
But we do drink some water, so I'm going to write, 'We drink it' on this picture of a gallon
jug. Let's think of some other ways people use water. (Remind students that factories/
industries use lots of water in making the things they use.) Each time we do, I'll write it on
one of these jug pictures. How many jug pictures do you think I have? 150 Why do you
think I have 150?" (That represents the amount of water most Americans use each day.)
Continue listing ways people use water as long as interest is high. Spread the pages around
the room to emphasize the amount of 150 gallons. Do as a whole group activity.
Optional - Punch holes in the gallon jug pages. Let the children illustrate the pages. Place
them in a loose leaf notebook and continue (through the year) adding ways people use
water until all 150 pages are complete.
II. Activity
A. Read "My Water Window" poem.
B. While the students watch, unroll the long piece of yarn as you walk around the room and
say, "I'm going to make a circle with this yarn that represents all the water we have in the
whole world." Finish the circle, then ask, "Do you think we have a lot of water in the world?"
u
Now I am going to make another circle with this piece of yam which will represent the
amount of water we can actually use." Pull the 45" piece of yarn from your pocket and
form a small circle in the middle of the large circle. Ask, "Do you think we have a lot of
water to use?"
C. Ask students why we cannot use the rest of the water. If they cannot answer, help them
understand the types of water that are "usable" (fresh, available, nonpolluted sources)
versus those that are "unusable" (saltwater, fresh water locked in ice caps, and polluted
water).
D. Read the poem again.
E. Show one of the window shutter pages. Read the poem again, pointing to each word.
Encourage them to "read" with you.
3-12
-------
F. Give directions:
"Inside the window shutters, the paper looks like a window. The tiny square in the corner
represents the amount of water we can use. Color the square blue. Color the frame brown.
On the rest of the window draw,pictures of fish (and other sea creatures), boats, people
swimming and other examples of water being used." The pages should be copied back-to-
back so that when the shutters are folded and opened the frame is revealed.
III. Follow-Up
A. Arrange for one older student (per child) to accompany each of your students to different
classrooms in the school to share their "Water Windows." The older child can read the
poem and the younger child can show the "Water Windows."
IV. Extension
A. Let each child take home a "Water Conservation Family Contract" for the family to complete
and sign as a homework assignment.
RESOURCE
"Clear Water Foundation Calendar", Clear Water Foundation, 444 N Capitol Street NW, Suite 330,
Washington, D. C. 20001.
3-13
-------
When I look through my
Water Window...
I see river water for fishing,
I see lake water for fun.
I see ocean water for
surfing,
We've got water by the ton!
But when I look a little
closer
For the part that we can
use,
I see we've only got a little;
If I waste it- we AIL lose!
Beth Coru/n
3-14
-------
Water Conservation Family
Contract
We, the family
realize that our Earth's water
supply is limited. We will do our
part to conserve water in the
following ways:
Each family member sign:
3-15
-------
HOW DO WE U5E WATtR?
3-16
-------
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I see ocean
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-------
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-------
COUGHING CATFISH
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Illustrate a poem about the story;
2. Sequence, orally or in writing, a poem about the
story;
3. Add paper catfish and write an equation;and
4. Give an oral or written definition of new terms:
freshwater, freshwater degradation, and water
pollution.
BACKGROUND INFORMATION
SUBJECTS:
Language Arts, Math, Social
Studies
TIME:
45 minutes
MATERIALS:
poster board
3' fishing pole or 3/4" dowel
rod
yarn or string
magnet
paper clips
sentence strips
lunch sacks
crayons
scissors
Lakes and ponds are important natural resources and,
if managed properly, can be a renewable resource.
They are home to many different plants and animals
both in the water and along their banks. These plants
and animals are as essential to ecology as freshwater is to the human race.
The United States has the highest freshwater usage in the world (over 340 billion gallons a day)
for industry, agriculture, and domestic uses. In 1990, the EPA estimated that industry illegally
dumped 7 million gallons of oil, 90,000 pounds of mercury, and 2,000 pounds of PCBs into the
Great Lakes, which hold 1 /5 of the world's surface freshwater supply. Many bodies of water in the
United States are polluted to the extent that authorities have limited public consumption from
them.
Both pollution and drought can cause freshwater degradation, leaving lakes and ponds without the
ability to replenish themselves, killing fish and other aquatic life, and inhibiting plant growth.
Degradation can cause abnormal algae growth which uses up the much needed oxygen in the
water and eventually kills plants and animals. Even if pollution was completely stopped today, it
would take decades to centuries for lakes and ponds to cleanse themselves back to normal levels
for plants and animals to survive and replenish themselves.
3-19
-------
Terms
freshwater: inland water that has a low concentration of minerals, salts, and dissolved solids
found as surface water or groundwater.
freshwater degradation : freshwater that is either polluted or used up faster than it can
replenish itself.
water pollution: water that has been made unclean for aquatic life and plants by dumping in
foreign objects or liquids from human activities or natural processes.
ADVANCE PREPARATION
A. Make poster of poem, "Solution to the Pollution." Copy pictures from the story to help
students with context clues.
B. Write each line of the poem on long strips of paper.
C. Make a fishing pole with yarn attached to one end of a dowel or stick and a magnet tied to
the other end. Copy, color, and cut out the catfish page and place paper clips on one end
of each card.
PROCEDURE
I. Setting the stage
A. Before reading the story, The Berenstain Bears and The Coughing Catfish by Stan and Jan
Berenstain, discuss the front cover of the book with the students to determine prior
knowledge about pollution. Ask what they think the bears are doing and what they think
the story is going to be about. After reading the story, discuss with the students what the
problem was and what the bears did about it. Ask them what they would do with their
garbage. Encourage them to make up a clever saying like "Don't throw it, Bag-It!"
II. Activities
A. Copy the poem on poster board and display. Read the poem to the students pointing to
each word as it is read. Reread the poem in an echo. After reading a line have the students
echo it back.
3-20
-------
Solution to the Pollution
by Donna Morgan
Brother Bear and Sister Bear went fishing one day,
And caught a coughing fish that wanted to say,
"There's no mistake in Grizzly Lake,
We need a solution to the pollution. *
Now Brother Bear and Sister Bear had to agree.
That other folks in fishing boats had to see,
"There's no mistake in Grizzly Lake,
We need a solution to the pollution."
Other folks in fishing boats would have to pay
for throwing their pollution in the lake that way.
"There's no mistake in Grizzly Lake,
We need a solution to the pollution."
Brother Bear and Sister Bear were proud to be
A part of all the clean-up and felt victory.
"There's no mistake in Grizzly Lake,
They found a solution to the pollution."
B. Write each line of the poem on a strip of paper. Have different students illustrate one line
each and match their illustration to the correct sentence. Have the class discuss the poem
and place the poem in the correct sequence in a pocket chart or on a bulletin board along
with their illustrations.
III. Follow-Up
A. Play Catch the Coughing Catfish. Using the fishing pole and the Catfish Cards, have the
students fish over a puppet theater or into a large tub or even into a blue circle of
construction paper to represent water. The student continues to catch fish until he catches
the boot. Once the boot is caught the student stops and sorts his/her coughing catfish
and regular fish then counts each one. Next, have the student complete a math sentence
or equation on the "Coughing Catfish Math" page. After throwing their catch back into the
water, students may continue to fish until all of the equations have been completed on the
math page.
Different variations of the game can be played to accommodate the various math levels of
students. Write numerals on each fish and have the student add or subtract the numbers
on the fish caught and record the equation on the "Coughing Catfish Math" sheet. The fish
can also be used for reinforcing number or color words.
IV. Extensions
A. Students will make a "Bag-It" game (or call it whatever the students discuss after reading
the above story). Give each student a small lunch sack, preferably white, for easy coloring
3-21
-------
or a blue sack to represent water. Have the students color lake animals and plants on the
outside of the sack. Give each student a copy of the "Bag-It" game cards to color and cut
out. Discuss with the students which of the items are pollutants and which are helpful to
lakes and ponds. Help students to sort the pieces by putting all the pollutants inside the
sack and saying "Bag it!" Place all the other items on the outside of the sack and discuss
how they help lakes or ponds.
B. Pair students up to play the "Bag-It" game. Have students place game cards face down.
Each student draws a card and places it in the appropriate spot. If it is a pollutant it goes
in the sack and the student says, "Bag It!" If it is helpful to lakes and ponds it is placed
outside of the sack. Students may count how many pollutants they bagged as opposed to
those placed in the lake.
C. Have students make posters to go along with the saying, "Don't throw it. Bag it!" and
display around the school
RESOURCES
Berenstain, Stan and Jan, The Berenstain Bears and The Coughing Catfish. Random House, Inc.,
New York, 1987.
Hoff, Mary and Rodgers, Mary M., Our Endangered Planet Rivers and Lakes. Lemer Publications
Company, Minneapolis, 1991.
Saign, Geoffrey, Green Essentials: What You Need to Know about the Environment. Mercury House,
San Francisco, 1994.
Stidworthy, John, Ponds and Streams. Troll Associates, New Jersey, 1990.
3-22
-------
Name
Coughing Catfish
Math
3-23
-------
PI5H CARD5 (COPY 5)
3-24
-------
BOOT CARD (COPY ONE)
3-25
-------
Bog K* Cords
drink can
oil from a boat
old boot
plastic bottle
cigarette
rubber tire
chemicals
old car
paper
fish food
plants
rain
3-26
-------
HAPPY THE FISH
K-2
OBJECTIVES
At the end of this lesson, the students shall be
able to do the following:
1. Illustrate or tell ways that the actions of people
affect fish;
2. Simulate or talk about the addition of
pollutants to water;
3. Order numerals 1-13; and
4. Give an oral or written definition of new terms:
chemicals, cooling pond, and pollutant.
BACKGROUND INFORMATION
Water has the amazing ability to clean itself. If waste
materials are put into a river, they often sink to the
bottom or mix with so much water that they cause
no real problems— unless we dump too much waste
material or even small amounts of dangerous material.
Then it is a problem for people and for the plants
and animals that live in the water.
When factories pour hot water into rivers, it is not healthy for the plants and animals that live
there. Some fish need cool water and cannot live in warm water.
Terms
chemicals: substances which are used in factories, farms, and homes for a variety of purposes
such as cleaning, painting, killing pests, and maintaining vehicles.
cooling pond: a pond where hot water from factories and power plants is stored until it is the
same temperature as nearby bodies of water.
pollutant: any substance suspended or dissolved in water that builds up in sufficient quantity to
impair water quality.
SUBJECTS:
Science, Whole Language, Math, Art
TIME:
Advance prep (day 1) 20-30 min
Activity (day 2) 30-40 min
Follow-up (day 3) 20-30 min
(This activity should be spread
over 3 days to allow drying time.)
MATERIALS:
Happy the Fish (story)
sentence strips
pictures of Happy the Fish
15 sheets of white 12 x 18
construction paper
blue, brown, red and green tempera
paint
wide, clear shipping tape (may use
regular width transparent tape)
hole punch
2 or 3 large metal rings (may use
yarn)
3-27
-------
ADVANCE PREPARATION
A. Prepare the pages of the big book.
1. Cut the sentence strips apart.
2. Glue the #1 sentence strip to the bottom of one of the pieces of large, white construction
paper turned lengthwise.
3. Do the same for sentence strips #2 - #13 (one sentence strip per page).
4. Copy the fish picture page for each child.
B. Prepare the fish pictures.
1. Have students color and cut out the pictures of Happy the Fish.
2. Have students sort and stack the fish pictures according to facial expressions. (3 stacks)
PROCEDURE
I. Setting the stage
Share background information and definitions of terms.
II. Activities
A. Read the story of Happy the Fish, encouraging the students to make facial expressions to
match how they think the fish feels throughout the story.
B. Make the pages for a class big book.
1. Distribute the prepared big book pages to the students. Since there are 13 pages,
some of the students should work together.
2. Let the students illustrate the pages.
3. The students who illustrate pages which need a picture of a fish should go to the
sorted pictures, select the appropriate fish, and glue it to the illustration according to
the text. (For example: the student who has page 2 will glue a smiling fish to the
bottom of the illustration because page 2 says, "Happy loved to swim...Happy swam
low....")
4. Let one or more students design the book cover on one of the large pieces of construction
paper.
3-28
-------
5. Let one or more students make the last page by writing: "This is the end of our little
fish tale!"
6. Make a paint wash by diluting tempera paint with water. Let the students brush the
paint wash over their
pictures.
pages 1 -5 - blue paint wash
pages 6-7 - brown paint wash
pages 8-9 - red paint wash
pages 10-11 - green paint wash
pages 12-13 - blue paint wash
book cover and last page - blue paint wash
III. Follow-Up
A. Assemble the book.
1. When the pages are dry, spread them in random order on the floor.
2. Lead the class in counting aloud 1-13.
3. Choose a student to write the numerals 1 -13 on the chalkboard.
4. Let the other students put the pages in order and number them.
B. Bind the book.
1. Reinforce the left edge of each page with wide, clear shipping tape. Punch holes in
each page along the left edge (either 2 or 3 holes).
2. Attach the pages by threading metal rings through the holes.
C. Read the class big book.
IV. Extension
Give each student small amounts of blue and brown playdough or clay. Say, "Let's pretend
the blue is river water and the brown is a chemical. Mix the two together." Allow time for them
to do this. Ask, "When people put chemicals in water, do you think it would be easy to get
them back out?" "Can you get the brown playdough back out?" Discuss.
RESOURCE
"Water Pollution Fact Sheet", Water Sourcebook: Grades 3-5.
3-29
-------
1
Once there was a little fish
named Happy.
He was happy because he
lived in a cool, clean river.
2
Happy loved to play and swim
in the clean water.
Happy swam low - splishy,
splashy.
3
Happy swam high - splishy,
splashy.
3-30
-------
4
Happy was comfortable in the
cool water,
Happy relaxed low - flitty,
floaty.
5
Happy relaxed high - flitty,
floaty.
6
Then one day someone put
chemicals in the river.
The chemicals made Happy
sick.
7
Happy didn't feel like splishing
or splashing.
3-31
-------
8
Then hot water is poured in
the river -from a factory.
The hot water made Happy
uncomfortable.
9
Happy didn't feel like flitting or
floating.
10
Then the people said, "We
should be nice to the fish. We
should keep the water clean."
They stopped putting
chemicals in the water.
Happy felt a little better.
3-32
-------
11
Then the factory workers said,
"We should be nice to the fish.
We should keep the water
cool."
They built cooling ponds to
cool the hot water.
12
Happy felt much better.
Once again Happy swam low -
Splishy splashy, Splishy
splashly.
13
Once again Happy swam high •
3-33
-------
Splishy
splashy,
SPLISHY
SPLASHY!
3-34
-------
3-35
-------
3-36
-------
HOW WATER FLOWS: SURFACE
RUNOFF
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Observe and orally explain that water flows downhill;
2. Observe and orally explain surface water
absorption and runoff; and
3. Give an oral or written definition of new terms:
absorb, flow, and runoff.
SUBJECTS:
Science, Art, Math
TIME:
30 minutes
MATERIALS:
tin pan
sand
button
measuring cup
water
food coloring
droppers
water
various materials for absorption
experiment
Rain Rain Rivers by Uri
Shulevitz
BACKGROUND INFORMATION
When rain or snow does not evaporate, soak into the
ground, or freeze into ice glaciers, it runs into streams,
rivers, or the ocean. The rain water is known as surface
runoff. The following factors affect the amount of
surface runoff:
1) type of soil (Some soils absorb more water than
others.)
2) conditions of the soil (Dry soil absorbs more than wet soil.)
3) the slope of the land
4) the number of plants in the soil (If there are more plants, then there are more roots absorbing
water and less runoff.)
Terms
absorb: soak up.
flow: move smoothly.
runoff: water (originating as precipitation) that flows across surfaces rather than soaking in;
eventually enters a waterbody; may pick up and carry a variety of pollutants.
3-37
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ADVANCE PREPARATION
Gather materials.
PROCEDURE
I. Setting the stage
Read Rain Rain Rivers by Uri Shulevitz.
II. Activities
A. Use wet sand to shape a small hill on a pan.
B. Place a button or other small object at the final destination of the water according to the
class prediction.
C. Slowly pour one cup of water from a measuring cup on to the top of the hill.
D. Observe the water flow.
E. Record class observation.
III. Follow-Up
Science/Art - Use modeling clay to shape a hill. Let children add details such as models of
trees, boats, people, etc. Display projects and title them. Have children pour water over the
model and discuss runoff and its effects on the model.
IV. Extensions
A. Make rain at the easel!
B. Mix paint and water (half and half).
C. Have children dip a brush in the paint and observe the paint running down the paper making
different designs. Repeat using various textures of paper or fabrics, discussing differences
in paint absorption and design. Display children's art work.
Materials: paint, brushes, water, paper, easel
RESOURCES
Shulevitz, Uri, Rainr Rain Rivers.
Van Rose, Susan, Earth: Eyewitness Science. New York, New York: Dorling Kindersley, 1994.
3-38
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SETTLING IN - SEDIMENTATION
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Mix sand with water and record or tell what they
observed with sedimentation or settling;
2. Predict, record, or tell the effect of shaking on the
particles; and
3. Give an oral or written definition of the new term:
sediment.
BACKGROUND INFORMATION
SUBJECTS:
Science, Language
TIME:
1 hour
MATERIALS:
1 baby food jar for each child
sand
water
recording sheet
soil (optional)
tablespoons
stopwatch
Sediment is one of our most destructive water
pollutants. America's water is polluted by more than
one billion tons of sediment annually. Every year, Americans lose millions of dollars because of
sediment pollution.
Sediment is caused by erosion, which is the gradual wearing down and carrying away of the earth's
materials. Soil erosion occurs when soil is moved from one place to another by natural means.
Wind blows soil, and moving water washes soil away. Normally, soil erosion occurs slowly over a
very long time because trees and grasses hold the soil in place. Erosion can also occur naturally
from forest and prairie fires, hurricanes, or tornadoes which strip the land of its protective vegetation
cover. Nonpoint source erosion by people can also cause soil erosion to happen much more
quickly than normal by allowing over grazing by farm animals, and by digging and building on steep
slopes, cutting down trees, and plowing the land for crops. The rapid soil erosion that results from
such activities can be very harmful to the environment.
Erosion by water often starts when rain strikes bare soil. Large amounts of rain washing down a
sloping area pick up loose soil and carry it away. Harmful pollutants and nutrients can be washed
away with the soil during the runoff event. Substandard agricultural and other land practices can
cause fields and their topsoil to be washed away. Besides making the water less attractive to
swim in and drink, the soil kills fish and other organisms living in the water.
Term
sediment: eroded soil material, often suspended in water, that consists mainly of particles
derived from rocks, soil, and inorganic materials.
3-39
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ADVANCE PREPARATION
Fill the baby food jars about 2/3 full of water, and place one on each student's desk.
PROCEDURE
I. Setting the stage
A. On the recording sheet, have students draw a picture of the water and sand as they think
they will look when both are in the jar.
II. Activities
A. Have students add 1 tablespoon of sand to the water in their jars and then draw a picture
of their observations.
B. Have students draw a picture of how they think the sand and water will look when they
shake their jars.
C. Have students shake the jar and draw what they see. Immediately begin the stopwatch.
Have students guess how long it will take for the sand to settle.
D. Have each student raise his/her hand when all of the sand has settled. Write the settling
times on the board.
E. Have students record their hypotheses about what the water will look like when potting
soil is first added, and then after it has been shaken.
F. Have students shake their jars and then record their observations.
G. Again, start the stopwatch and take students' predictions for potting soil settling. Students
should watch their jars and raise their hands when it settles. Record these times on the
board.
III. Follow-up
A. Working in pairs, have students write or discuss their ideas about why one kind of material
settled more quickly than the other.
B. Point out that what occurred in the jar is similar to what happens in a natural body of water.
The shaking is similar to the rivers or streams flowing and moving particles from place to
place. The particles that settle out at the bottom are called sediment.
IV. Extension
A. Conduct a tour around the schoolyard looking for signs of erosion. In an urban setting, look
for such things as cracked and pitted sidewalks, rounded pebbles used for decorative
3-40
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stone and rivulets carved in dirt by water flowing along street gutters or down slopes
on schoolyard.
1. Construct a chart with names of areas of erosion. Brainstorm possible solutions.
2. Write a letter to the principal explaining what you have been studying, along with the
area noted on your tour and possible solutions. Ask permission to enlist help from
parents and community to correct problem areas.
3. Set up a work session with students and parents to follow through with solutions
designed by the class.
RESOURCE
Video: 3-2-1 Classroom Contact. Children's Television Workshop, "Erosion: Earth vs Change".
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5AMD- after shaking
prediction
Time needed for settling:
actual
5OIL- after shaking
prediction
Time needed for settling:-
actual
Which took longer to settle?-
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THE TRIP OF DRIP
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. List, orally or in writing, and illustrate materials
that should not be found in water;
2. Sing a song about "Water is in Our Hands"; and
3. Give an oral or written definition of erosion,
pollution, and sediment.
BACKGROUND INFORMATION
There are many sources that cause water pollution.
Some of the sources are easy to spot or find. They
are called point sources. Manufacturing plants and
factories are examples of point sources. Other sources
of pollution are not as easy to locate. They are called
nonpoint sources. Some examples of nonpoint source
pollution are sediment from land erosion, human and
animal wastes, and chemicals that have been washed
from fields or lawns. People are the underlying cause
of pollution. People must keep pollutants out of the
water. Water is the most important substance for
life on earth. The earth gets no new supply of water.
The water we have now is what the Earth has always
had so we must work together to take care of water.
The care of water is in our hands!
Terms
erosion: the wearing away of the Earth's surface by running water, wind, ice, or other geological
agents; processes, (weathering, dissolution, abrasion, corrosion, and transporation) by which
material is removed from the Earth's surface.
pollution: an unwanted change in air, water or soil (usually through the introduction of pollutants
or contaminants) that can affect the health and survival of humans or other organisms.
sediment: eroded soil material (often suspended in water that consists mainly of particles from
rocks, soil, and inorganic materials).
SUBJECTS:
Science, Music, Language Arts,
Math
TIME:
30 minutes
MATERIALS:
puppet show "The Trip of Drip"
puppets
sponge
thread
clear container of water
dark syrup (small amount)
dirt or potting soil
green and red food coloring
pebbles
rectangular shaped sponge
piece of grass sod the size of a
sponge
grass seeds
ruler
watering can with spray head
needle
thread
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ADVANCE PREPARATION
A. Prepare all of the puppets to be used in the puppet show. Puppet patterns are included at
the end of this activity.
B. Gather all materials.
C. Copy student's little book, "Rivers, Lakes, and Oceans Should Definitely Not Have
" The book was developed by Pat Butler, Weeden School, Florence,
Alabama.
PROCEDURE
I. Setting the stage
A. Share background information.
B. Show the children "Drip" the puppet. Tell them that Drip is going on a trip that is going to
get pretty rough. The students will have an opportunity to help Drip.
II. Activities
A. Perform the puppet show, "The Trip of Drip".
The Trip of Drip
Original by Cindy Taylor
Drip Puppet Boys and girls, I have been around and around for a long time. Once
#1 a dinosaur drank me. I have been raindrops. I have been
snowf lakes, I have helped make electricity for you. I have
traveled across the world many many times. Sometimes I was on
earth traveling in a stream, lake, river, or ocean. Sometimes I
have a bird's-eye view of the world from a cloud being pushed
along by the wind.
Snow Flake Puppet Today I am a solid snowflake on top of a big mountain. I feel the
#2 warm sun changing me into a liquid water drop.
Drip Puppet Now as a free flowing liquid I'm trickling down the mountain.
#3 Whoooo this is fun!
Small Stream Puppet
#4 My water drop buddies and I are grouping together forming a
small stream. I see several other streams joining our stream.
Hello and welcome!
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River Puppet
#5
River with Fish
#6
Greasy Drip
#7
Farmland
River Puppet
#8
Now we all are a river. What a journey we will take. Rivers run
through small towns and big cities.
Oh look at all the fish swimming in the river we've formed. They love this
fresh clean water. They are having so much fun. And look at those
people having a picnic beside our river.
What's this slippery stuff getting around me? Oh I see, that man is dumping
oil in our river. It's the old oil from his car!
It makes me want to boil
When I see someone not recycling oil
It makes the fish have no more fun
For what the people have done.
Please don't be so mean
Always keep the water clean!
Now we're running through rich farmland. Oh look at the cows grazing in the
pasture. There's one cow getting a drink of water from our river.
Moo moo move over cow
Make sure you put your manure
in your own pasture.
Please don't be so mean
Always keep the water clean!
They know the solution
People must stop pollution.
Boys and girls, please do all you can to protect water. Pass the word to
others.
It ought to be in the Constitution,
Everyone should stop pollution.
We have to work together
That's the only solution!
We have to work together, together, together,
We have to work together to keep water clean.
The water is my water; the water is your water,
We have to work together to keep water clean!
Follow-Up
A. Give the children a copy of the little book "Rivers, Lakes, and Oceans Should
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Greasy Drip
#9
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Definitely Not Have " Have the children fill in the blanks with
their own ideas. Have students dictate when necessary.
B. Sing the song "Water Is In Our Hands"
Water Is In Our Hands
(Tune: He's Got the Whole World in His Hands)
1. We've got the lakes and the streams in our hands
We've got the lakes and the streams in our hands
We've got the lakes and the streams in our hands
We've got the care of water in our hands.
2. We've got the rivers and the oceans in our hands
We've got the rivers and the oceans in our hands
We've got the rivers and the oceans in our hands
We've got the care of water in our hands.
3. We've got all kinds of fish in our hands
We've got all kinds of fish in our hands
We've got all kinds of fish in our hands
We've got the care of water in our hands.
4. We've got all the sea life in our hands
We've got all the sea life in our hands
We've got all the sea life in our hands
We've got the care of water in our hands.
5. We've got all living things in our hands
We've got all living things in our hands
We've got all living things in our hands
We've got the care of water in our hands.
6. We've got to stop the pollution and the waste
We've got to stop the pollution and the waste
We've got to stop the pollution and the waste
We've got the care of water in our hands.
IV. Extensions
A. Cut a small raindrop shape out of a sponge. (The raindrop shape sponge is the puppet
"Drip.") Sew a piece of thread to Drip to pull him out of the water.
B. In a clear container of water add Drip. Discuss how happy Drip is in the clean, clear, cool
water. If you prefer, use a gallon size resealable plastic bag instead of the clear
container. If you use the baggie, there is no need to sew thread on the sponge-shaped
drop of water.
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C. Add pollutants to the water one at a time. After each pollutant is added, let the
children discuss Drip's condition and how he might feel, if he were real. Pollutant
examples:
1. Dirt and pebbles for sediment
2. Red and green food coloring for chemicals
3. Dark syrup for oil
4. Small chunks of dirt for manure
Erosion Experiment:
A. Place potting soil or dirt on a rectangular-shaped sponge. (The sponge represents land.)
B. Hold the sponge over a container of water. The container of water represents a body of
water such as a lake, river, stream, or ocean. Blow the sponge (representing the wind).
C. Using a watering can, pour "rain" on the sponge. Some of the dirt will go into the water.
This demonstrates wind and water erosion. Define erosion - "the movement of soil from
one place to another by water and wind." Shake the rest of the lose soil from the
sponge.
D. Place a piece of grass sod on the sponge. The sod needs to be the size of the sponge.
Sprinkle "rain" on the grass sod. The dirt on the sod will stay on the sponge. If sod is
not available, skip this step of the activity and go to step E.
E. Add a small amount of soil or dirt to the sponge and cover entire sponge with grass
seed.
F. Have the person designated as the "botanist" keep the sponge damp. Keep the sponge
in the science center, preferably near sunlight.
G. Observe the sponge daily. Discuss what the grass seeds need to grow (sun, water, air).
H. As the grass begins to grow, have the children measure its height.
I. After the grass is thick, blow on the soil, then pour "rain" on the sponge, using the
watering can. Note that the soil stays on the sponge.
Contrast erosion in the previous demonstrations with erosion in this demonstration.
Explain the importance of crops and other plants in preventing wind and water erosion.
RESOURCES
Bains, Rae, Wonders of Rivers. Troll Associates, 1982.
Schmidlkofer, Regina, Educational Specialist, Tennessee Valley Authority, Muscle Shoals,
Alabama, 205/386-3550.
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Rivers, lakes, and oceans
should definitely not have
Rivers, Lakes, and Oceans
by
-------
CO
Rivers, lakes, and oceans Rivers, lakes, and oceans
should definitely not have should definitely not have
-------
DRIP PUPPET PATTERN
Make 2
Drip Puppet #1 and #3
Make one puppet
for use as puppet #1 and #3
Glue blue plastic wrap
on white poster board pattern
Cut out, add wiggty eyes
Greasy Drip Puppet #7 and #9
Make one puppet for use as
puppet #7 and #9
Glue black plastic on
white poster board pattern
Cut out, add wiggly eyes
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5MOWFLAKE POPPET #2
Directions
I. Cut out circle pattern
2. Fold it in half
3. /S/ext fold it in thirds
u. Cut circular end off so the side will be
straight
5. Cut small triangles and other designs on all
sides of the pie-shaped piece
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Small Stream Puppet #4
Color Brown
and green land
Blue plastic stream
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River Puppet #S
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River with Fish #6
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Farmland River Puppet #8
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THE LITTLE GOLD FISH
K-Z
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Act out a play about water pollution;
2. Make props and costumes in small groups;
3. Create and act out their own version of a play
incorporating their solution to the problem of
pollution; and
•
4. Give an oral or written definition or water
pollution.
SUBJECTS:
Art, Dramatic Play, Social
Studies
TIME:
45 minutes for one day or
divide over a two day period
MATERIALS:
paper and markers for props
and costumes
BACKGROUND INFORMATION
Creative dramatics help young children use movement, mime, and dialogue to answer important
questions or solve dramatic problems. Through reenactment of a story about water pollution, and
through moving and make believe, children can begin to understand and remember the facts about
pollutants in water and how to help solve the problems. In addition, because creative dramatics is
a group effort, children leam to work together and to solve the problem collaboratively. By making
up their own versions, they leam important problem solving and critical thinking skills.
Term
water pollution: water that has been made unclean for aquatic life and plants by dumping in
foreign objects or liquids from human activities or natural processes.
ADVANCE PREPARATION
A. Prepare a space to perform the play.
B. Pre-select small groups to perform the play together.
C. Pre-read the play.
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The Little Gold Fish
by Donna Morgan
Adapted from the classic children's story, "The Little Red Hen"
Once there were four friends - a beaver, a snake, a duck, and a little gold fish. The little
gold fish had three baby fish. One day the little gold fish and her three baby fish were
swimming in a shallow pond, and she found some aluminum cans, polystyrene foam cups, and
plastic rings. She went to her three friends and asked, "Who will help me pick up the trash to
make our pond beautiful?"
"Not I," groaned the beaver.
"Not I," hissed the snake.
"Not I," quacked the duck.
"Then my children and I will pick up the trash from the bottom of the pond," said the little gold
fish. And they did.
Then the little gold fish asked her three friends, "Who will help me recycle all this trash to
conserve our beautiful pond?"
"Not I," groaned the beaver.
"Not I," hissed the snake.
"Not I," quacked the duck.
"Then my children and I will recycle the trash," said the little gold fish. And they did.
By and by the little gold fish asked her three friends, "Who will help me write laws about littering
in our pond and help to stop the pollution?"
"Not I," groaned the beaver.
"Not I," hissed the snake"
"Not I," quacked the duck.
"Then my children and I will write the laws about littering our pond," said the little gold fish.
And they did.
Next the little gold fish asked her friends, "Who will help me make posters and bumper stickers
to let the people know about pollution in our pond?"
"Not I," groaned the beaver.
"Not I," hissed the snake.
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"Not I," quacked the duck.
"Then my children and I will make posters and bumper stickers to let the people know not to
pollute our pond," said the little gold fish. And they did.
Then the little gold fish called to her friends, "Who will swim and play in the beautiful pond?"
"I will," groaned the beaver.
"I will," hissed the snake.
"I will," quacked the duck.
"Oh, no," said the little gold fish. "My children and I will swim in the pond by ourselves." And
they did.
PROCEDURE
I. Setting the stage
A. Read the story, The Little Gold Fish, adapted from the classic children's story, "The Little
Red Hen," and discuss the lesson to be learned by the animals and what lesson we can
learn from the story. If your students are not familiar with the story, "The Little Red
Hen," read it first. Then, discuss how the two stories are alike and different (drawing a
Venn diagram on the board might be helpful). Guide the discussion to help the students
understand the story and relate it to their own lives. Call attention to the events in the
story, how lazy friends might act, how the little gold fish might feel doing all the tasks
by herself with her children, and how the friends might feel when they are left out in the
end. Pose questions of the different actions having children exaggerate body parts to
show the action.
II. Activities
A. Narrate the story as a small group of children act it out using student-made props and
costumes (guiding the activity as the children dictate the action).
B. Divide students into small groups for the different characters in the story. If there are
extra children, have them make up characters or roles for them. The groups will make
up their own version of the play along with their own costumes and props. And of
course, what the children invent is always right. After the students have had sufficient
time to invent their play, have them act it out for the other groups. Compare the
different ways the groups did the play.
C. Students may want to polish their plays to perform later for parents or the school. This
may be over a couple of days. Emphasize to the students how these plays deliver a
message about water pollution.
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III. Follow-Up
A. Have the students make up a different version of the play with all the characters helping
the little gold fish to clean up the pond, recycle the trash, write the laws, and make the
posters and bumper stickers. Ask the students to decide how the play might end if
everyone cooperated.
B. Make bumper stickers with a recycle-type message.
IV. Extension
A. Have one group write a new version of the play, The Little Gold Fishr while another group
makes the costumes and props, and another group becomes the characters. This could
be a complete production with sound effects, a narrator, and a director.
RESOURCES
Barton, Byron, "The Little Red Hen," Harper Collins Publishers, New York, 1993.
Berenstain, Stan and Jan. The Berenstain Bears Don't Pollute Anymore. Random House, Inc.,
New York, 1991.
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MUDPUPPY POND
K-2
OBJECTIVES
At the end of this lesson, the students shall be able to
do the following:
1. Describe, orally or in writing, the amount and
distribution of water on the Earth in fresh water
and sea water;
2. Identify, orally or in writing, causes of water
pollution;
3. Describe and evaluate, orally or in writing, the
effects of different kinds of land use on wetland
habitats; and
4. Give an oral or written definition of new terms:
habitat, lake, pollution, pond, river, runoff, urban
stormwater runoff, and watershed.
BACKGROUND INFORMATION
For years people believed that materials dumped int
water supplies would decompose or be diluted to th
point that they were virtually harmless. It has been show
that unlimited and unmonitored dumping of wastes ca
be very harmful to water supplies. The vast quantities c
industrial, animal, and human wastes produced must firs
be treated, either physically or chemically, before the
are allowed to re-enter lakes, streams, rivers, and ocean:
Bodies of water cannot clean themselves as fast as peopl
pollute them—so people must try to keep out pollutant
of water.
Frogs are an indicator species because they are amon
the first animals to be affected by habitat destructio
and environmental pollution. The disappearance of frog
from any habitat signals a coming ecological crisis. B
recognizing the importance of saving frogs and acting t
stop environmental contamination, we can save othe
species including ourselves.
SUBJECTS:
Science, Language Arts, Art,
Music
TIME:
1 hour preparation time
50 minutes
MATERIALS:
12-14" x 22" poster board
glue
plastic frog
1 gallon jar
tablespoon
cold tap water
36" x 24" cardboard box or
refrigerator box
1 heavy duty 33 gallon trash
bag
sand
aluminum foil
2-4 index cards
popsicle sticks
7 small paper cups or baby food
jars
soil
small rocks or gravel
brown sugar ("fertilizer")
pancake syrup or molasses
Coil")
salt
punched paper dots ("litter")
detergent (no phosphate type)
warm tap water
red food coloring ("sewage")
green food coloring ("toxic
waste")
yellow food coloring ("animal
waste")
wood ashes from fireplace
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Terms
habitat: the place or type of site where a plant or animal naturally or normally lives and grows.
lake: a standing body of water which undergoes thermal stratification and turnover by mixing.
pollution: an unwanted change in air, water, or soil (usually through the introduction of pollutants
or contaminants) that can affect the health and survival of humans and other organisms.
pond: a still body of water smaller than a lake where mixing of nutrients and water occurs primarily
through the action of wind (as opposed to turnover).
river: a large body of flowing water that receives water from other streams and/or rivers.
runoff: water (originating as precipitation) that flows across surfaces rather than soaking in;
eventually enters a waterbody; may pick up and carry a variety of pollutants.
urban stormwater runoff: road salt, soil, lawn and garden chemicals, and pet wastes travel
via streets and storm drains to nearby rivers, lakes, and ponds.
watershed: land area from which water drains to a particular surface waterbody.
ADVANCE PREPARATION
A. To set up Verde Frog's habitat, cut sides of cardboard box leaving a depth of 8 inches. Slit
the heavy duty garbage bag down one side and across the bottom. Line the cardboard box
with the plastic bag. Place about 4-5 inches of sand in box forming a watershed area, river,
creek, and pond. Line the waterways with aluminum foil to hold water in these areas.
B. Place a plastic frog in pond.
C. Number the baby food jars 1 -9. Place soil in jar 1. Label it No. 1 - SOIL Put 1 /4 to 1 /2
cup of water and 4-5 drops of yellow food coloring in jar 2. Label it No. 2 - ANIMAL WASTE.
Put 1 /4 cup brown sugar in jar 3. Label it No. 3 - FERTILIZER AND PESTICIDES. Put 1 /4 cup
molasses or syrup in jar 4. Label it No. 4 - OIL. Place paper punched dots in jar 5. Label it
No. 5 - TRASH. Put 1 /4 cup salt in jar 6. Label it No. 6 - SALT. Put 1 /2 cup of warm water
and a squirt of dishwashing detergent into jar 7. Label it No. 7 - FACTORY WASTE. Set out
red and green food coloring. Label the red "sewage" and the green "toxic waste". Put 1 /
4 to 1 /2 cup ashes in jar 8. Label it No. 8 - ASHES. Fill jar 9 with small rocks and cover with
vinegar. Label it No. 9 - ROCKS.
D. Make big book from suggested pages in activity.
E. Make student copies of Verde (Spanish for green) Frog student activity page.
3-62
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Adapted with permission from the Fred the Fish activity in Water, Stones, &
Fossil Bones, edited by Karen K. Lind. Copyright 1991 by the National Science
Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000.
PROCEDURE
I. Setting the stage
A. If all of the Earth's water fit in a gallon jug, available fresh water would equal just over a
tablespoon. About 97 percent of the planet's water is seawater; another two percent is
locked in icecaps and glaciers. Vast reserves of fresh water underlie the Earth's surface,
but much of it is too deep to tap economically. Help students understand the notion by
modeling the gallon jug of water and a tablespoon of water.
B. Tell the students that water pollution has become one of the most serious environmental
problems facing the United States as well as countries around the world. Industry,
government, cities, and towns have spent billions of dollars on research and treatment
plants to try to reduce water pollution. Three chief sources of water pollution are: industrial
(factory) wastes, municipal (city), wastes (sewage), and agricultural (farm) chemicals and
wastes. Oil spills are another source of pollution. This activity will help students realize
how water is polluted and the effects of pollution on animals.
II. Activities
A. Ask students to identify pollution and ways in which water becomes polluted. Use a semantic
map or word web to organize the students' ideas.
B. Make word labels - watershed, pond, creek, frog habitat - using index cards and popsicle
sticks. Ponds and freshwater wetlands are known as standing water habitats. Many species
of animals live in these areas of freshwater. Habitats are areas where animals find food,
water, and shelter necessary for their daily living and reproduction. Ponds and wetlands
are some of the best places for frogs and amphibians to live. Place labels at appropriate
places in the box of sand.
C. Invite the students to see what happened to Verde Frog's habitat as pollution begins to
invade Mudpuppy Pond. Pass out the activity jars, food coloring, and Verde Frog student
activity page.
D. Read the big book story, The Disappearance of Mudpuppy Pond - a story about the
destruction of Verde Frog's habitat at Mudpuppy Pond. Pause after each page for students
to add "pollution" to the frog's habitat. Every student should write down a different
describing word each time they are asked the question, "How does Verde Frog feel?"
E. After the "pollution" has been added to the habitat, discuss the appearance of the frog
and his habitat. Record the describing words on a master list.
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III. Follow-Up
A. Go back to the semantic map organizer and with a different color marker, identify more
ways water can be polluted.
B. Follow-up this activity with "The Big Clean-Up."
IV. Extensions
A. Divide the class into up to 11 groups. Write a class comic strip about Verde Frog's
predicament. Assign a different pollution activity to each group. As groups place their
pages on the wall, have students sequence the stages of polluting Mudpuppy Pond.
B. After the discussion, have the students form a circle (symbolic of the water cycle), and
sing the following song about Verde Frog.
SONG
Sing to the tune of "Froggie Went a-Courtin".
Froggie was a floatin' in Mudpuppy Pond, uh-huh, uh-huh.
Froggie was a floatin' in Mudpuppy Pond, uh-huh, uh-huh.
His long sticky tongue helped him catch his prey;
Slurping his worm and a croakin' all day, un-huh, uh-huh.
Pollution threatened to end his life, uh-huh, uh-huh.
Pollution threatened to end his life, uh-huh, uh-huh.
Contaminatin' all his food;
And destroyin* his home, oh how rude! Uh-huh, uh-huh.
Soon Froggie wasn't feeling very well, uh-huh, uh-huh.
Soon Froggie wasn't feeling very well, uh-huh, uh-huh.
Eroded soil filled his pond;
He lost his home since the water's gone, uh-huh, uh-huh.
Be careful not to pollute the water, uh-huh, uh-huh.
Be careful not to pollute the water, uh-huh, uh-huh
Help our world and dispose your waste;
Put it in its proper place, uh-huh, uh-huh.
RESOURCES
LJnd, Karen K. Water, Stonesr and Fossil Bonesf Council for Elementary Science International
and National Science Teachers Association, Washington, D.C., 1991.
Polluted. United States Environmental Protection Agency, Office of Water, Washington, D.C.
Ranger Rick's Nature Scope. Let's Hear It For Herps! National Wildlife Federation, Washington,
D.C., pp. 19-35,1987.
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Water-The Power, Promise, and Turmoil of North American's Fresh Water. National
Geographic Special Edjtion (1993). Vol. 1ft4r No. 5.
Poster - Water-Precious Resource can be obtained from the National Geographic Society, 1745
Seventeenth Street, NW, Washington, DC, 20013-7138. Poster includes a map of the
United States and surface water, groundwater, sources of water pollution, hazards of
irrigation maps, and facts about water use.
Poster - Water Quality and others can be obtained from the U.S. Geological Survey by writing
to the following address:
U.S. Geological Survey, Box 25286, Denver Federal Center, Denver, CO 80225. In your letter,
please identify the poster title and grade level.
Videos - National Geographic Programs and Products
Great Lakes, Fragile Seas, general, 59 min., 1991.
Water: A Precious Resource, general, 23 min., 1980.
3-65
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HOW IS VERDE PROS?
Directions: Write down a different
describing word each time you are
asked the question, * How does
Verde Prog feel? •
3-66
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In the spring; Verde Frog began his life at Mudpuppy
Pond. Like all amphibians, he went through several
changes or metamorphoses before he became a frog.
The unpolluted waters of Mudpuppy Pond helped
him grow from an egg; to a tadpole, and finally to an
adult frog. Verde loved to hop and swim in
Mudpuppy Pond. Slurping bugs and worms with his
long sticky tongue was the best part of the day. Life
was good. Until...
1
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People became careless. They did not think about all
the species of animals that lived in Mudpupptj Pond
and the creek upstream from it Water, the most
abundant liquid on the earth, provides a variety of
valuable habitats or homes for wildlife. Verde's
habitat began to change.
2
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Mr. Farmer freshly plowed his field near the creek.
It begins to rain and some soil erodes into the creek
near Mudpuppy Pond. Large amounts of sediment
are beginning to fill in the creek and pond. (Pour
contents of jar 1 into the creek near Mudpuppy
Pond.) How does Verde frog feel?
3
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Hie cows are grazing on the green grass next to the
creek. Sometimes they wade out into the creek to
get a drink of water or to cool off on a hot summer
day. The animal waste washes into the pond. (Pour
the contents of jar 2 into Mudpuppy Pond.) How
does Verde Frog feel?
4
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Many houses are built near the pond. Fertiliser and
pesticides used on the lawns and gardens wash into
the pond after a heavy thunderstorm. The fertiliser
makes the plants in the pond grow very fast and
thick Mudpuppy Pond can't support all those
plants. They begin to die and are starting to rot
Their decomposition (rotting) is using up some of the
oxygen Verde's food sources need to live. (Pour
contents of jar 3 into Mudpuppy Pond.) How does
Verde Frog feel?
3
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A beautiful park was built on the other side of the
creek near Mudpuppg Pond. A bridge was built over
the creek so people could travel back and forth.
Some cars traveling across the bridge are leaking oil
The rain is washing the oil into the creek (Pour
contents of jar 4 into the creek) How does Verde
Frog feel?
6
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People visit the park often. They play games and
picnic near the water. Some people don't throw
their trash into the garbage cans provided by the
Parks and Recreation Department The wind is
blowing paper into the creek and pond. (Pour the
contents of jar 5 into the pond and creek) How does
Verde Frog feel?
7
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Last winter, when the temperature was below
freezing, it started to rain. Ice formed on the bridge
and roads around the town. County trucks spread
salt on the road and bridge to prevent accidents.
Hie rain washed salty slush into the creek and pond.
(Pour contents of jar 6 into the creek) How does
Verde Frog feel?
8
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The town began to grow and several factories were
built near the creek upstream from Mudpuppy Pond.
Although laws limit the amount of pollution the
factories are allowed to dump into the water, the
factory owners don't always obey the laws. (Pour
contents of jar 7 into Mudpuppy Pond.) How does
Verde Frog feel? (
9
3-75
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xv\\\\v
The town's wastewater treatment plant is located on
the river upstream from Mudpuppy Pond.
Sometimes people in the town pour hazardous waste
such as floor polish, oven cleaner/ furniture polish,
spot remover, car wax and pool chemicals down the
sink drain instead of carrying them to a hazardous
waste center for disposal A part of the plant has
broken down and untreated wastewater flows into
the river. (Squirt two drops of red food coloring into
the river.) How does Verde Frog feel?
10
3-76
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A hazardous waste landfill was built to store
dangerous materials. The town's people knew how
important it was to prevent them from getting into
surface water and groundwater. Over time, the
barrels become rusty and toxic chemicals start
leaking onto the ground. The rain washes these
chemicals into Mudpuppij Pond. (Squirt one drop of
green food coloring into Mudpuppy Pond for every
barrel that is leaking.) How does Verde Prog feel?
11
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The growing town needed more electricity than the
neighboring town's power plant could supply. The
town built a coal-burning power plant close to
Mudpuppy Pond. The pollution laws and rules aren't
as strict as they should be, so the plant dumps the
ashes left from burning coal into the pond. The
ashes have a lot of metals in them. Mercury is one
of those metals that is harmful to the wildlife living
at Mudpuppy Pond. (Pour contents of jar 8 into
Mudpuppy Pond.) How does Verde Frog feel?
12
3-78
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Local residents discovered a mineral on a hill near
Mudpuppy Pond. Mining is started to remove the
mineral. The owners dump the rocks removed from
the hill near the pond. As the rock pile grows, some
of them fall into the pond. The rocks are filling in
the place where the creek runs into Mudpuppy Pond.
Fresh water cannot flow in. Soon, the water
becomes smelly. (Pour contents of jar 9 into the
creek where it runs into the pond.) How does Verde
Frog feel?
13
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Mudpuppy Pond has changed. People forgot that
every living thing has a purpose and exists so that
other living things can continue to live, The
pollution in the lake has upset the balance in
Verde's environment How can we help Mudpuppy
Pond become healthy again?
14
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00
CKTiriCATC
beins a
CAQTM
-------
3-82
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CAN YOUR DAM HOLD WATER?
K-2
OBJECTIVES
At the end of this lesson, the students will be able
to do the following:
1. Construct a dam in a milk carton using selected
materials;
2. List, orally or in writing, facts about why dams
are important; and
3. Give an oral or written definition of dam.
SUBJECTS:
Language Arts, Science, Social
Studies
TIME:
20 minutes for a 2-day period
MATERIALS:
32 oz. juice box
pitcher for water
waterproof paint
caulking
utility knife
green sponge
materials for beaver dam
(see Advance Preparation)
materials for dam construction
(see Advance Preparation)
1-pint milk cartons for each
student
BACKGROUND INFORMATION
A dam is a barrier across a water source to stop the
flow of water. People use dams to store water for
irrigation, town or city water supplies, to produce
electricity for homes and industries, and for
recreational purposes on the lakes and reservoirs
created by dams. Dams also control flooding and can
regulate the water flow for fish and wildlife in streams
below the dams. Just as a beaver builds a dam for
special purposes, such as shelter and protection against enemies, human-made dams are also built
for special purposes. Unlike the beaver dam, which is made of sticks, stones, and mud, human-
made dams are made of many different materials and vary in size according to the water source
and need.
There are two main types of human-made dams: masonry dams and embankment dams. A masonry
dam is built using concrete, stone, and other human-made materials. An embankment dam is
constructed of compacted natural materials such as rocks, gravel, sand, silt, and clay. Some dams
are built to support the entire weight of the force of the oncoming water and others are constructed
in an arch curved outward toward the flow of the water to transfer the force of the flow to outside
walls. To design a dam, builders must collect information about the location and the surrounding
area. They must understand the purposes of the dam and reroute the water source while building
the dam.
Term
dam: human-made or animal-made barrier across a steam or river that holds and regulates flow of
water.
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ADVANCE PREPARATION
A. To demonstrate how a dam blocks water and forms a pool or lake, construct a stream using
a half gallon juice carton or waxed cardboard box. Cut top and bottom off, then cut the
corner of two sides from end to end. Push the two sides down exposing the inside of the
milk carton forming a "V shape in the middle of the other two sides. The end of the milk
carton will make an "M" shape. Tape the cut ends to a piece of cardboard 14" x 14". Paint
the model with waterproof green paint with a small blue stream in the "V of the box. Glue
small pieces of sponge to represent trees. Raise one end slightly to create a downward
motion of the stream.
B. Gather the materials for the beaver dam. Find small twigs, sticks, and rocks. If real mud is
not available, use modeling clay moistened with a small amount of water.
C. Collect 1 -pint milk cartons and cut the tops and one side off for each of the students for
constructing a dam at the open end.
D. Provide a box of materials for building a dam. Put in such things as twigs, sticks, rocks,
shells, clay, glue, pipe cleaners, tissue paper, plastic paper, wood pieces, crayons, pencils,
buttons, small blocks, small plastic lids, pieces of cloth, tape, yam, string, etc.
E. Have pictures available of different types of dams both human-made and beaver made.
Have books about dams and beavers available for the students.
PROCEDURE
I. Setting the stage
A. Read the story, "A Beaver's Dam Home." While reading the story, use twigs, small sticks,
rocks, and mud to build a dam in the "model stream" (see Advance Preparation) as the
beaver does in the story. Pour water to form a small pool. Then, discuss with the students
why beavers build a dam.
II. Activities
A. Discuss with the students why dams are important to people. List students' suggestions
on the board or chart paper. Then discuss and list other reasons as discussed in the
"Background Information." Discuss different kinds of dams made from human-made and
natural materials. Ask the students to suggest other materials that the beavers could
have used to build their dam.
B. Give each student a milk carton that has been prepared with the top and one side cut off.
Instruct students to construct a barrier or dam that will hold water in the milk carton.
Supply a few materials in a box and let them discover different things to use from around
the room. Have them test their dams until the water will stay in the milk carton for at least
five minutes. If their dam does not hold water, let them try again. Students may work on
their dams for short periods of time over a couple of days.
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III. Follow-Up
A. After the students have had a sufficient amount of time to build their dams, bring the
students together to discuss their ideas about building a dam. Have them discuss the
problems and successes encountered when building their dams. If time allows, have students
modify their dams using the knowledge gained.
IV. Extensions
A. Beside a water table filled with sand (or using a sand box), set a bucket of water on a
platform and put a flexible tube from the bucket to the water table. Use the tube as a
siphon letting the water run slowly into the table to form a small stream. Have a small
group of students construct a dam to make a small lake.
RESOURCES
Kala, Sybille and Klaus, The Beaver Family Book. Neugebauer Press, Austria, 1987.
The World Book Encyclopedia. World Book, Inc., Volume D5, 1995.
Stidworthy, John, Ponds and Streams, Eagle Books, Limited, New Jersey, 1990.
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A Beaver's Dam Home
In a small stream where the water gently rippled over pebbles in a beautiful
meadow hidden by a lush green forest, two beavers discovered the perfect
place to build their new home. They would work very hard to make suitable
lodging to raise a family of young beavers called kits or pups. No one had
ever taught them how to build a house, but they went right to work gathering
twigs and rocks, and cutting down small trees by gnawing with their four,
strong, curved, front teeth. After the beavers had gathered all their materials,
(begin to build the dam by molding all the materials in a haystack shaped
mound to fit the width of the stream) they began to firmly wedge the trees,
twigs and rocks plastering them together with mud from the bottom of the
stream. They needed to build a strong house to keep out mean wolves,
foxes, and bears. The beavers would dive to an underwater passage they
had made that led to a comfortable, dry, softly-lined sleeping chamber for
their baby kits. As the twigs began to pile up and their home grew bigger
and stronger, a small pond began to appear. (Pour water down the stream
to form a small pool of water.) The beavers had built a dam. As the dam
grew, the pool became bigger and deeper and flooded the nearby meadow
making a place where the beavers could swim, play, and exercise. Soon the
kits will be squeaking and grunting as they hide in the sleeping chamber.
Their home, which is not a dam, was built up gradually through many nights
of hard work.
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Human-made Dam
Masonry Pam
3-87
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Beaver-Made Dam
Enbankment Dam
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Dam
top
fold back
fold back
pafnt blue
paint green stream
tape to
sturdy
cardboard
green
nges
tape to
sturdy
cardboard
3-89
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3-90
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WATER WORKS FOR US
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Name, orally or in writing, ways that moving
water can do work;
2. Act out ways that water is used to perform
work; and
3. Give an oral or written definition of kinetic
energy.
SUBJECTS:
Science, Music, Creative Drama
TIME:
20 minutes
MATERIALS:
aluminum pie pan
scissors
pencil
ruler
knitting needle with a flat head
liquid dish detergent bottle
teapot
hot plate
BACKGROUND INFORMATION
Water moving from a higher level to a lower level has
energy. The energy of moving water is called kinetic
energy. The faster the water moves the more energy
it has. Moving water turns water wheels that can run machines. One important use of water is for
turning water wheels called turbines. Turbines generate electricity for homes and businesses.
Term
kinetic energy: the energy of a body resulting from it's motion.
ADVANCE PREPARATION
A. Gather materials.
B. Make water wheel - cut the round bottom out of an aluminum pie pan. Make a small hole in
the center with a nail. From the center divide the circle into eight equal sections. Mark the
sections with a pencil. With scissors cut the pencil lines to about 1 /2 inch from the center
hole. Bend each section at approximately right angles to the circle to form blades. In the
center hole, insert a knitting needle that has a flat head on the end.
C. Make charade cards.
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PROCEDURE
I. Setting the stage
A. Explain the background information to the students.
II. Activities
A. Working water
Using water from the faucet or from the liquid dishwashing detergent bottle squeezed with
a lot of force, direct a stream of water onto the blades of the water wheel causing it to
spin.
B. Working steam (water in the gas form)
Using a teapot with a spout, heat water on a hot plate until steam is coming out rapidly.
Hold the aluminum water wheel so that the steam hits the blades causing them to turn.
III. Follow-Up
A. Sing the song, "I've Been Watching Water Work" to the tune, "I've Been Working On the
Railroad."
I've Been Watching Water Work
(to the tune of "I've Been Working On the Railroad")
I've been watching water work
All the live long day.
It produces electricity
to make life easier each day.
Don't you like to watch the TV
and run your computer too?
Don't you like to cool your house
and heat it when it's cold?
Water works so much
Water works so much
Water works so much for us for us.
Water works so much
Water works so much
Water works so much for us.
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IV. Extension
A. Play charades with ways we use water. Make charade cards with the names of ways to put
water to work. Examples: cooking, washing clothes, drying clothes, dish washing, heating,
cooling, and as a power source for electrical appliances. Let the children draw a card and
act it out for the others to guess.
RESOURCES
Victor, Edward, Science for the Elementary Schoolr Fourth Edition, MacMillan Publishing Company,
Inc., New York, pp. 339, 376, 377, 1980.
Walpole, Brenda, 175 Science Experiments to Amuse and Amaze Your Friends. Random House,
New York, p. 25.
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3-94
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WATER FUN FOR EVERYONE!
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Pantomime, by drawing or in writing, water
recreational activities;
2. List, orally or in writing, five ways water is used
for recreation; and
3. Discuss water safety.
BACKGROUND INFORMATION
SUBJECTS:
Science, Social Studies, Art,
Health
TIME:
45 minutes
MATERIALS:
scissors
magazines
paste or glue stick
poster board
Water is an essential part of everyday living. Water
may be used for fun and enjoyment. Some possible water activities are swimming, boating, jet
skiing, water skiing, parasailing, diving, canoeing, sailing, snorkeling, surfing, fishing, and man-
made water parks. Safety is essential in all of these activities.
ADVANCE PREPARATION
A. Gather materials.
PROCEDURE
I. Setting the stage
A. Sing "Row, Row, Row Your Boat," "Crawdad Hole," and other songs pertaining to water
recreation.
B. Share water activity stories.
II. Activities
A. Game
1. To one of the students the teacher whispers a recreational water activity to act out
while the class guesses.
3-95
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2. When the class names the activity, the teacher writes it on the board.
B. Activity Collages
1. Give each small group of students a poster board and magazines. Instruct them to
create a collage of water activities.
III. Follow-Up
A. Give each group the activity page called "Water Safety." Assign each group 3-4 activities.
They should create a list of safety rules for their activities.
1. Each group will share his/her report as students choose several safety measures to
record on the chart.
B. Ask a Red Cross safety instructor to come in and teach artificial respiration and/or teach
water safety. (May consider doing as whole group for young students).
IV. Extensions
A. Arrange "A Day at the Beach" activity day. Play water games and volleyball, and have a
picnic lunch.
B. Art Activity - use colored sand for sand painting.
RESOURCE
Official Water Watcher Resource Manual. Southwest Florida Water Management District, 2379
Broad St, Brooksville, Florida, 34609-6899. 352-796-7211.
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swimming
diving
surfing
snorkeling
boating
canoeing
fishing
water skiing
sailing
jet skiing
water parks
parasailing
Student Activity Page
Water Safety
activity
safety measure
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3-98
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DON'T BOAT WITHOUT A FLOAT
K-2
OBJECTIVES
SUBJECT:
At the end of this lesson, the students shall be
able to do the following: Science
1. Identify, orally or in writing, safe boating TIM E:
practices; 1 hour
2. Discuss the role of surface water in MATERIALS:
recreation;
3. Simulate the need for wearing a life jacket; and
4. Give an oral or written definition of "a personal
flotation device" (PFD). 3 chairs
BACKGROUND INFORMATION
3 different types of PFDs
1) life jacket
2) throwing device
(buoyant cushion)
3) life vest
stopwatch (or watch/clock
with a second hand)
The Wreck of the Zephyr by
Chris Van Allsburg
Boating is a major recreational activity in the United
States. Rivers, lakes, streams, and coastal areas are
used for boating, jet skiing, canoeing, swimming, and
many other water sports. It is important for children to know safety procedures when enjoying our
nation's waterways.
Term
PFD: personal flotation device or life jacket.
ADVANCE PREPARATION
A. Collect materials.
PROCEDURE
I. Setting the stage
A. Read the book, Wreck of the Zephyr by Chris Van Allsburg (Houghton, 1983). Discuss/
brainstorm how the wreck occurred and what happened to the passenger(s). Ask: "Were
3-99
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they wearing a "personal flotation device?" "How did you know?" "How could it have changed
the outcome of the story?"
II. Activities
A. Introduce the lesson by stressing the importance of putting on a "personal flotation device"
(PFD) BEFORE getting into a boat. The one minute it takes to put it on could save a life!!
B. Line the chairs one behind the other as in a boat. Put a PFD under each chair (that is where
most PFDs are kept). Have a student sit in each seat. "Signal" for the boat to start to sink.
Have each student spend one minute to find the PFD under the seat and put it on correctly.
"Signal" at the end of one minute. See which student(s) were able to save themselves and
which student(s) "drowned." (It usually takes only one minute for a nonswimmer (struggling
to stay afloat) to drown.)
III. Follow-Up
A. Brainstorm and list various types of boats.
B. Discuss rules of safe boating. List the rules on a piece of poster board (cut in the shape of
a boat) as they are discussed. Review the rules. Role play selected rules.
C. Determine how these rules might be different for different boat types.
D. Provide various materials (polystyrene foam, aluminum foil, popsicle sticks, etc.). Have
students construct boats of various types.
E. Conduct boat races. Test each for safety.
IV. Extensions
A. Discuss boat terms: port, starboard, bow, stern, fore, aft.
Practice: Make a large outline of a boat on the floor using yarn or paper. Have a student
get into the pretend boat. Let the observing students take turns naming the boat terms.
The student in the boat will move into the area of the boat that is named.
B. Provide nautical maps. Plan a short trip by boat and calculate the distance by water. Plan
the same trip by land and calculate the distance. Are land miles and nautical miles the
same? (Convert if possible.) Compare the two distances. Which is the greater distance?
C. Invite a Red Cross safety instructor to speak to the class.
D. Invite a Coast Guard representative to speak to the class.
RESOURCE
Tennessee Valley Authority, Cedar Creek Learning Center, Knoxville, Tennessee.
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GRANDMA'S BOAT RIDE
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Sort items according to "garbage" or "recycle";
and
2. Identify, orally or in writing, at least two items
which should not be placed in rivers, streams,
lakes, or oceans.
BACKGROUND INFORMATION
Sometimes people throw garbage on the ground or in
water. This garbage makes our land and water dirty
and sometimes hurts animals and plants that live there.
Instead, people should dispose of garbage properly
and, whenever possible, recycle items such as glass,
aluminum cans, paper, and plastic.
SUBJECTS:
Language, Art, Music
TIME:
30-40 minutes
MATERIALS:
The "Grandma's Boat Ride"
story booklet
2 garbage cans
2 cardboard boxes
a variety of garbage items
(include some aluminum cans
and paper, as well as other
types of garbage)
ADVANCE PREPARATION
A. Make copies of "Grandma's Boat Ride" for each student and teacher. Staple pages together
so that each person has the complete story.
B. Gather at least as many items of garbage as you have students. (See materials list.)
C. Prepare four labels on sentence strips or construction paper
garbage
mount each labeled
piece of construction
(aluminum cans)
paper on the side of an empty
garbage can
3-101
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bOX (paper) mount each labeled piece of
construction paper on the
recycle bOX (plastic) side of an empty cardboard box
PROCEDURE
I. Setting the stage
A. Share the background information.
II. Activities
A.( Read "Grandma's Boat Ride" to the class.
B. Pass out the individual booklets.
C. Read the story again, allowing them to follow along.
D. Have students draw illustrations in their booklets.
III. Follow-Up
A. Place the container of garbage items (collected earlier), the garbage cans and the boxes
in front of the class. Let a student select a piece of garbage. Have the class sing this
song with the teacher
(tune, "Mary Had A Little Lamb")
Garbage should not go in water,
Go in water,
Go in water.
Garbage should not go in water,
It should go in here.
Have the student place the piece of garbage in the correct container (garbage can,
recycle (aluminum cans) can, recycle (paper) box, or recycle (plastic) box). Let each
student have a turn.
B. Discuss the impact of polluted water on recreational water activities.
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IV. Extension
Write the word "Grandma" on the chalkboard. Have the students go through their booklets,
page by page, circling the word, "Grandma". Count how many times the word is in the
booklet.
Optional: Repeat the activity with other words.
RESOURCE
Bittinger, Gayle, Learning and Caring About Our World. Warren Publishing House, Inc., Everett,
Washington, page 73, 1990.
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-I-
One day my family went for a
boat ride. Grandma said she
wouldn't go. But she did.
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-2-
When we got into the boat,
Dad told us not to throw
garbage into the water.
Grandma said she wouldn't.
But she did.
3-105
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-3-
Grandma threw candy
wrappers in the water.
3-106
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-u-
Grandma threw cans
in the water.
3-107
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-5-
Grcnd/na threw
plastic bags in the
water.
3-108
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-6-
Dad told Grandma to stop
polluting. He explained
that we must take care of
our water by helping keep
it clean.
3-109
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-7-
Grandma said she
wouldn11 throw
garbage in the water
again. But she did.
3-110
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-8-
Dad stopped the
boat. Grandma said
she wouldn't get out.
BUT 5HE DID!
iinal Story
by
Beth Corum
3-111
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3-112
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K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Describe, orally or in writing, the effects of
rainwater runoff;
2. Conduct an experiment on soil erosion and give
an oral or written description of the results;
3. Compare and discuss, orally or in writing, the effect
of sloping and erosion on soil samples; and
4. Give an oral or written definition of the new terms:
erosion, nonpoint source pollution, point sourc©
pollution, runoff, and sediment.
Sediment is one of our most destructive water
pollutants. America's water is polluted by more than
one billion tons of sediment annually. Every year,
Americans lose millions of dollars because of sediment
pollution.
SUHUiCTS:
Science, Language Arts, Math
TOME;
1 hour
each group of 3 students will
3 1.89 liter (half-gallon) milk
cartons
outdoor sourc® of soil
2-lifer bottl®
metric ruler
plastic buck®t (5 gallon ic®
cream bucket)
paper towels or cloth hand towel
Rain. Rain Rivers by Uri
Schulsvitz
Sediment is caused by erosion, which is th© gradual
wearing down and carrying away of the Earth's
materials. Soil erosion occurs when soil is moved from on© place to another by natural means.
Wind blows soil, and moving water washes soil away. Normally, soil ©rosion occurs slowly over a
long period! of dm© because trees and grasses hold the soil in place. Erosion can also occur
naturally from forest and prairie fires, hurricanes, ©r tornadoes which strip the land of its protective
vegetation cover. Nonpoint sourc© ©rosfon by peopl© also can caus© soii ©rosion to advance much
more quickly that normall by allowing over grazing by farm animals and by digging amid building on
steep slopes, cutting down trees, and plowing the land for crops. Ths rapid soil ©rosion that
results from such activities can b© very harmful to th© ©nvironm©nt.
Erosion by water often starts wh©n rain strikes bar© soil Larg© amounts of rain washing down a
sloping area pick up toos© soil and carry it away. Harmful pollutants can b© washed away with the
soil during th© runoff ©vent. Substandard agricultural ami! other land praetie©s often prepare fields
and their topsoil to b© washed away. Besides making th® wat©r l©ss attractive to swim in and
drink, th© soil kills fish and other organisms living En th© water.
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Terms
erosion: the wearing away of the Earth's surface by running water, wind, ice, or other geological
agents; processes, including weathering, dissolution, abrasion, corrosion, and transportation,
by which material is removed from the Earth's surface.
nonpoint source pollution (NFS): pollution that cannot be traced to a single point because
it comes from many individual sources or a widespread area such as urban, rural and
agricultural runoff.
point source pollution: pollution that can be traced to a single point source, such as a pipe or
culvert (e.g., industrial, wastewater treatment plant, and certain storm water discharges).
runoff: water (originating as precipitation) that flows across surfaces rather than soaking in;
eventually enters a water body; may pick up and carry a variety of pollutants.
sediment: eroded soil material (often suspended in water that consists mainly of particles derived
from rocks, soil, and inorganic materials).
ADVANCE PREPARATION
A. Collect a plastic gallon bag of soil for each group. Do not use potting soil.
B. Use scissors to cut out the side panel of a milk carton under the spout, leaving the spout
intact.
C. Fill a 2-liter bottle with water. Divide the bottle into thirds by drawing a band around the
bottle with a permanent marker and collect supplies on a cardboard tray (box from four 6
pack soft drinks works great) or tub.
D. Reproduce one copy of student activity pages for each student.
PROCEDURE
I. Setting the stage
A. Read Rain. Rain Rivers by Uri Schulevitz to students.
B. Explain what erosion is and that rain is important to animal and plant life. Much of runoff is
uncontaminated. Runoff waters are necessary to renew many wetlands and habitats.
However, erosion due to running water can be harmful to our environment. Pollution such
as garden insecticides, automobile emissions caked on parking lots, and lead from paints
and exhaust, are washed by runoff into surface waters, streams, rivers, lakes, and oceans.
Look back through the book for examples of erosion. Silently hold up pictures again and
have students write on a group semantic map (a graphic organizer) different types of
erosion in the book. Discuss the different types observed and what each type of erosion
could be washing away.
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Pain Water
Run Off
II. Activity
A. Ask students to describe what happens when water moves over soil. Does the slope of the
I and affect the washing away of loose soil? (What does slope mean?)
B. Group students into pairs and have them cover the work area with newspaper.
C. Hand out the record sheet. Show students the tray of materials and describe the procedure.
D. Hand out the trays to each group of students. Also hand students three strips of masking
tape to label numbers on baby food jars (1,2,3) and place them on the empty jars. Guide
students through the experiment.
E. Lay the milk carton on its side, with the cut out panel facing up, then fill the carton half-full
with the soil. (Use no more than 1/3 of soil in bag.) Pat the soil to smooth the surface.
Place spout side of milk carton on the edge of a desk. Place jar #1 in the middle of the
bucket. A student will hold the jar and bucket under spout during the experiment.
F. Ask students to observe the water in the 2-liter bottle and record their description on the
record sheet. To simulate rainfall, have one student pour 1 /3 of the water from the bottle
over soil while another student is catching water from spout in baby food jar #1 in a plastic
bucket. The goal is to provide a constant flow of water over a flat surface. When jar is full,
remove jar and observe the color of water. Are there any soil particles in water? Set jar
aside and record observations.
G. Now repeat steps E and F with another milk carton and a fresh soil sample, but raise the
end of the carton to 3 cm. Have students problem solve what to use from the classroom
to raise the slope. Place jar #2 in the bucket and hold under spout. Be sure to use the
same amount of water as in the first trial. Observe the difference in the flow of the water.
When the jar is full, remove it from the bucket and observe the color and amount of soil
particles. Set jar aside and record observations.
H. Repeat procedure for a third time, raising the carton to a height of 5 cm. Place jar #3 in the
bucket and hold under spout. When the jar is full, remove from bucket. Observe the color
of the water and amount of soil particles. Set jar #3 aside and record observations.
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I. Allow each jar at least ten minutes for soil particles to settle. Ask students to observe jars.
(Remind students to not move the jars when measuring). Then measure and record the
amount of soil particles in the bottoms of the jars. Tell students that when soil particles
settle from water it is called sediment. Have students write a definition for erosion and
sediment at the bottom of the record sheet. When the slope of the carton was increased,
. what happened to the amount of soil particles?
J. To clean up, collect cardboard trays and supplies. Have students take milk cartons outside
and dump the soil in flower beds around school. Collect milk cartons in garbage bag. You
may possibly be able to rinse, dry, and store for use again. Use the overflow water in the
buckets to water plants around the school.
III. Follow-Up
A. Have the students demonstrate their knowledge of soil erosion by performing the following
task.
1. Explain how water gets muddy. (The runoff of rain water over soil.)
2. Define sediment. (Tiny bits of rocks, soil, and other materials carried into water.)
3. Define erosion. (The removal or wearing away of soil or rock by water.)
4. How can erosion be both harmful and helpful? (Erosion can be harmful when it removes
soil from the land or destroys property along a riverbank. It can also be harmful when
the runoff picks up harmful pollutants and deposits them in our surface water. It can
be helpful when the soil is dropped somewhere else, building up new land.)
5. Have students complete "What Causes Erosion?" activity page.
IV. Extensions
A. Conduct a tour around the schoolyard to look for signs of erosion. In an urban setting,
look for such things as cracked and pitted sidewalks, rounded pebbles used for decorative
stone, and rivulets carved in dirt by water flowing along street gutters or down slopes
on the schoolyard.
1. Construct a chart with names of areas of erosion. Brainstorm possible solutions.
2. Write a letter to the principal explaining what you have been studying, along with the
areas noted on your tour and possible solutions. Ask permission to enlist help from
parents and the community to correct problem areas.
3. Set up a work session with students and parents to follow through with solutions
designed by the class.
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RESOURCES
Butzow, Carol M. and Butzow, John, W., Science Thrpuflh Children'^ Literature, p. 150-157,
Teacher Ideas Press, Englewood, CO, 1989.
Lind, Karen K, Water. Stones, and Fossil Bones, p. 50-51, National Science teachers Association,
Washington, D.C., 1991.
Shulevitz, Uri, Rain. Rain Rivers. Farrar, Straus and Girous, New York, 1969.
Soils. Science and Technology for Children, p. 53-58, National Academy of Science, Washington,
D.C.,1994.
3-117
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5cienTi5T name
I. Describe water in bottle.
3. Hypothesis:
After the rain shower I think the water will
3. JAR I M. JAR 2 5. JAR 3
color^
soil pi
6. eroston-
7. sediment-
3-118
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What Causes Erosion
List the things in this
picture that could
cause erosion:
Name*.
Date:
-------
3-120
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••• r * " -t • •• i^/T -. " J' * V"^*HAfc " • ' '" ^$f- #*• * * • F
.. •••••..
- -'- '- -••c'" ''-- : ••
THE WATER SOURCEBOOK
GROUNDWATER
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WATER HERE AND THERE
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Give an oral or written definition of precipitation;
2. Tell at least two things that can happen to
precipitation after it falls to Earth; and
3. Give an oral or written definition of the new terms:
aquifer and water table.
SUBJECTS:
Language Arts, Art, Creative
Movement
TIME:
1 hour (does not include prep
time)
MATERIALS:
large paper grocery sack for
each child
blue crepe paper
brown crepe paper
BACKGROUND INFORMATION
Precipitation is defined as water that falls to Earth in the form of rain, snow, or hail. Precipitation
falls on all types of surfaces: water, mountains, grass, concrete and roof tops. Some of the
precipitation evaporates, some runs down into bodies of water, and some seeps down into the
ground and becomes part of the water table.
Terms
aquifer, porous, water-bearing layer of sand, gravel, and rock below the Earth's surface; reservoir
for groundwater.
precipitation: water droplets or ice particles condensed from atmospheric water vapor and
sufficiently massive to fall to the Earth's surface, such as rain or snow.
water table: upper surface of the zone of saturation of groundwater.
ADVANCE PREPARATION
A. Cut grocery sacks (one per student). Cut a hole in the bottom of the sack large enough for
the student's head to fit through. Cut a hole in each (short) side of the sack for the arms
of the student to fit through. (Sack should resemble a t-shirt.)
4-1
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B. Use blue crepe paper wrapped around a circle of chairs to form a body of water.
C. Use brown crepe paper wrapped around a circle of chairs to form a representation of an
area of ground.
PROCEDURE
I. Setting the stage
Share background information.
II. Activities
A. Give each student one of the prepared grocery sacks. Have each one draw a large raindrop
on the front of the sack.
1. Have 1 /3 of the class also draw a snowflake on the backs of their sacks.
2. Have 1 /3 of the class also draw a hailstone on the backs of their sacks.
B. Divide the students into two groups. Each group should have some students dressed like
rain, snow, and hail. Have one group stand behind the blue roped-off area and the other
group stand behind the brown roped-off area. The snowf lakes and hailstones should stand
backwards so the pictures show. Read the narration prompting students' movements as
they dramatize the lesson.
C. Narration:
"Water falls to the Earth in three forms: rain, snow, and hail. This is called precipitation.
Sometimes precipitation falls into a body of water." (Have one group jump into the blue
"body of water.")
"Snow and hail melt and become water. Sometimes precipitation falls on the ground." If
enough precipitation falls to the ground, puddles may form. (Have part of the second
group jump into the brown "ground" area.)
"Snow and hail melt and become water. Some of the water runs off down a slope." (Have
one student slide out from under the roped area.)
"Some of the water seeps down through the ground (the students slowly squat), around
rocks, and through soil and other rocks until it reaches a layer that is already filled with
water. This layer is called an aquifer and the water in it is called groundwater. Gradually,
the water in the puddles seeps down through the ground or it evaporates." (Have some of
the students stand up slowly on the table.)
"Some of the water from the aquifer is pulled up through a well by pumps and is used by
people. We all depend on groundwater and it should be kept clean."
4-2
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III. Follow-Up
A. Have the students draw pictures showing precipitation and water seeping down to an
aquifer.
IV. Extension
A. Tell your students, "The depth of the aquifer varies from place to place." Ask, "Why do you
think that is?" Discuss and extend the concept of precipitation.
RESOURCE
Groundwater Concern, Inc., 1794 Columbia Road, NW, Washington, D.C., 20009, 1984.
4-3
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IT'S TIME TO CONSERVE
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Design (draw) posters on 8" x 10" paper for water
conservation in the classroom;
2. Tell or write ways to conserve water around the
home; and
3. Give an oral or written definition of the new terms:
conserve, hydrologists, and hydrology.
BACKGROUND INFORMATION
SUBJECTS:
Science, Social Studies, Math
TIME:
30 minutes over a 2-day period
MATERIALS:
bucket
8" x 10" paper
pencils
crayons
Water is absolutely essential for life. All living things
require water for survival. Water is one of our most precious resources and because of its importance
in our lives, we must leam to respect it. Therefore, the practice of water conservation is an
important concept to teach young children. The first step in teaching young children how to
conserve water is helping them become aware of where water is used and how much water is used
in daily living.
This lesson will help young children become aware of our limited supply of available fresh water.
Much of this supply is found beneath the Earth's surface as groundwater. The lesson will help
young children understand the impact we can have on the fresh water supply if we all conserve
water by changing the lifestyle we have become accustomed to which depends heavily upon
having plenty of clean water. Although there is plenty of water on Earth, it is not always available
in sufficient quantity. Sometimes the quality is not adequate either. There is increasing evidence
of chemical wastes improperly discarded in the past which are showing up in our water supplies
today. The impact of everyone conserving water at home could mean the difference in health and
the economic effects of a shortage of clean water in the future. There are many inexpensive ways
to reduce water usage in and around school and home. We all need to practice conservation of
water for a better future. See attached sheet for "Ways to Conserve Water."
•Terms
conserve: to preserve and protect a natural resource from wasteful use.
hydrologist: a person that applies scientific knowledge and mathematical principles to solve
water-related problems in society such as problems of quantity, quality, and availability.
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hydrology: the science that encompasses the occurrence, distribution, movement, and
properties of waters of the Earth and their relationship with the environment.
ADVANCE PREPARATION
A. Read the list of "Ways to Conserve Water." Explain that, during times of drought, groundwater
supplies dry up. These take years to replace.
B. Copy "It's Time to Conserve" for each student after the sheets have been completed with
the students' suggestions.
PROCEDURE
I. Setting the stage
A. Discuss the importance of conserving water at school. Ask students how they could conserve
water around school. Have students help make a list of ways to conserve water and write
their comments on the board or chart paper. Some suggestions: check water sources for
leaks or drips; catch used drinking water to water plants; rinse paint brushes; and install
water-saving devices for general washing duties in the classroom.
II. Activities
A. Using the list of ways to conserve water as suggested by the students, have students
make 8" x 10" posters to display as reminders. For example if students have suggested
cleaning out a classroom pet's cage once a week and using "used drinking water" for
cleaning, have them or an adult write this on a poster or posters, then draw a picture or
pictures. Display the poster in the location of the pet.
B. As the year progresses, students may think of other ways to conserve water. This is a
good opportunity for students to make additional posters and display them. This is an
ongoing process and may be continued throughout the year.
C. If you have students from rural communities, some may get their water directly from wells
or springs. How do they safeguard their water supply?
III. Follow-Up
A. Discuss how families can conserve water around the home. Suggest ways from the "Ways
to Conserve Water" sheet attached. Write students' suggestions on the board or chart
paper.
B. Complete the "It's Time to Conserve" form by writing students' suggestions in the "Practice
of Water Conservation" section. Have students draw pictures in the "Pictures of Practice"
section to help them remember each suggestion. Each student will take his/her list home
and have it completed with the help of their parents. Students will check in the section
4-6
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"Practice we plan to use" section the practices they were able to complete at home and
plan to use in the future.
C. When students return their completed lists, discuss what they found around the home and
what they accomplished.
IV. Extensions
A. Create a weekly classroom job of Hydrologisj. Explain the important role this person would
play in the classroom, and have the students decide what this person might do.
B. If a leaky faucet is found in the school, have the students test how much water is leaking
from the faucet. Set a bucket under the leak and catch the water that leaks for one hour
or one minute depending on the leak. A faucet leaking 100 drops per minute can waste
350 gallons of water each month. Help students to determine how much water is being
wasted each day or each year from the leak.
RESOURCES
Carroll, Jack, Water Conservation Checklist For the Home. Mississippi Cooperative Extension Service,
Mississippi State University, Mississippi, 1989.
Owen, Oliver S., Natural Resource Conservation: An Ecological Approach. Macmillan Publishing
Company, New York, 1985.
4-7
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Ways to Conserve Water
1. Inspect the plumbing system to see that there are no leaks and replace all
rubber washers every 6 months.
2. Turn off all water if the building or residence is vacant for anextended
period of time.
3. Never use toilets as trash baskets for facial tissue. Each flush uses 5-7
gallons of water.
4. Check to see how often water softening equipment regenerates and
backwashes.
5. Wait until there is a full load for washing clothes or dishes in machines.
6. Set water level on machines at the lowest level possible.
7. Use energy saving levels as often as possible on washing machines and
dishwashers.
8. Change into play clothes after school so that school clothes may be worn
several times before washing.
9. Urge family members to take showers instead of tub baths.
10. Fit shower heads with flow restrictors or low-volume heads to use less
water.
11. Limit showers to 2 to 5 minutes and keep water level at 5 inches of water
for a tub bath.
1 2. Turn off shower water while applying soap to the body or while lathering
hair with shampoo.
1 3. Use a pan of water when peeling and cleaning vegetables and fruits rather
than letting the tap water run.
1 4. Limit the use of the garbage disposal to once per meal or use the disposal
even less by saving food scraps for a compost pile.
1 5. Use the smallest amount of water necessary to cook vegetables and stews.
It preserves nutrients as well as saves water.
1 6. Use tight-fitting lids on pans to prevent water from boiling away and also to
cook food faster.
1 7. Wipe up small spills as they occur to avoid frequent mopping.
18. Do household cleaning chores together to save water.
1 9. Wash the car less often or take advantage of a spring rain to wash the car.
20. When washing the car, turn off the water while soaping.
21. Cover the pool when it is not being used to prevent evaporation.
22. Clean the pool filter often to keep from replacing the water as often.
23. Use a broom, not a hose, to sweep the garage, sidewalks, and driveway.
24. Install any water-saving devices that may be available In yourarea.
25. Put water-filled plastic bottles in the tank of all toilets to save
water during flushes.
4-8
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It's Time to Conserve
Practice of water
conservation
Picture
of practice
Practice we
Dlan to use
(check)
4-9
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4-10
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AV\AY FT BLOWS: HOT SPRINGS AND GEYSERS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Demonstrate, either orally or through activity, an
understanding of the movement of water
molecules;
2. Demonstrate, either orally or by simulation, an
understanding of the pressure of hot water
molecular movement and how it can cause an
eruption;
3. Identify, orally or in writing, pictures of hot springs
and geysers around the United States; and
4. Give an oral or written definition of the new terms:
geyser, hot springs, and molecule.
SUBJECTS:
Science, Art, Cooking
TIME:
45 minutes
MATERIALS:
popcorn
popcorn popper (clear dome)
oil
construction paper
coat hanger
hot plate
pan
BACKGROUND INFORMATION
In some places, groundwater is near to underground hot volcanic material such as magma. As this
water is heated up by the hot volcanic material, it rises to the surface and may erupt as a geyser.
One of the most famous geysers is Old Faithful in Yellowstone National Park.
Hot springs are very much like geysers. They do not erupt but they flow to the surface. There are
almost 1,000 hot springs in the United States. Sometimes they are used to produce electricity.
Terms
geyser heated groundwater which erupts through the Earth's surface.
hot springs: heated groundwater that flows to the Earth's surface.
molecule: the smallest particle of a compound that can exist in the free state and still retain the
characteristics of the compound.
4-11
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PROCEDURE
I. Setting the stage
A. Review the states of water: solid, liquid, and gas.
B. Have students act out molecular movement for solid, liquid, and gas. Each student portrays
a water molecule.
1. Solid - Students huddle closely together and barely move.
2. Liquid - The molecules begin to heat and students move a little bit more and separate
slowly.
3. Gas - Students move rapidly and all over the room.
4. Compare the molecular movement of water in a solid to a group of people that are cold,
they sit close together. When the group warms up, people move away from one another.
(Liquid or gas, if students move far apart). Water is unique in that when in solid form,
it occupies more space than when in liquid form.
II. Activities
A. Boil water - Ice water - Gas
B. Demonstrate an explosion caused by water heating and compare it to a geyser.
1. Explain to the students that popcorn kernels contain a drop of water. Ask students to
describe what happens to water when it is heated/ (Demonstrate if necessary.)
2. Using a clear, domed electric popcorn popper, pop com for the students. Note that,
before the corn pops, precipitation forms on the dome. As more water turns to steam,
the rapid pushing movement of the molecules causes the com to explode or pop.
3. Relate the popcorn experiment to geysers.
III. Follow-Up
A. Illustrate water as a solid, liquid, and a gas. Show pictures that represent natural formations
such as a frozen pond, a waterfall, and a geyser. Use a trifolded paper or a paper plate
divided into thirds.
B. Create a mobile featuring famous water-related vacation attractions. Hang the pictures
from a coat hanger.
IV. Extensions
A. Talk about other water attractions that are found in U.S. National Parks. Look at pictures
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or videos of these tourist attractions. If you have access to a computer with an encycopedia,
you can look up geyser on the encyclopedia and find some wonderful facts and pictures.
B. Many people believe hot springs can cure physical problems. Ponce de Leon searched for
a Fountain of Youth. Ask, "Would you like to remain a child forever?" Why or why not?
RESOURCE
Meister, Teddy and Simpson, Ann M., Independent Study Enrichment Projects. Center for Applied
Research Education, New York, NY, 1988.
4-13
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4-14
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OH WELL...- HOW WE GET WATER
FROM THE GROUND
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Explain, orally or in writing, how water gets into an
aquifer;
2. Demonstrate, orally or in writing, an understanding
of how wells pump water from the ground;
3. Construct a model of a well; and
4. Give an oral or written definition of the new terms:
aquifer, artesian well, groundwater, and well.
BACKGROUND INFORMATION
SUBJECTS:
Science, Language Arts
TIME:
1-2 hours
MATERIALS:
9-ounce cups or jars
large rocks (rinsed off)
small rocks
water
clay soil, top soil, or sand
clear plastic straws
paper cup with pin holes in the
bottom
A well is a hole in the ground from which water can be
withdrawn. Wells are dug in the Earth until they reach a zone of sand, gravel, or rock that is
saturated with water. These zones are called aquifers. Wells work because water will flow from
soaked sand, gravel, or rocks into holes. Sometimes electric pumps are used to pump water up the
well.
Terms
aquifer porous, water-bearing layer of sand, gravel, and rock below the Earth's surface; reservoir
for groundwater.
artesian well: water forced up by hydrostatic pressure.
groundwater water that infiltrates into the Earth and is stored in usable amounts in the soil and
rock below the Earth's surface; water within the zone of saturation.
well: a bored, drilled, or driven shaft or dug hole; wells range from a few feet to more than six
miles in depth, but most water wells are between 100 and 2,000 feet in depth.
ADVANCE PREPARATION
A. Gather materials for the experiments. The first experiment can be done with sand instead
4-15
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of rocks. However, for efficient pumping of the water into the cup, use different size rocks
rather than sand. The sand can clog the straw and make it difficult to trap water.
PROCEDURE
I. Setting the stage
A. The teacher should review what happens in the water cycle. Place emphasis on the
'accumulation' step of the cycle. Remind the students that water from rain and melting
snow trickles down into the ground and is trapped below the surface as groundwater.
II. Activities
A. Construction of a model well
1. Place a clear straw into the 12-ounce cup and press it against the wall of the cup. Place
about 1 /4 cup of large rocks and 1 /4 cup of small rocks into the cup.
2. Pour or sprinkle, from a paper cup with pin holes in the bottom of it, about 1 /3 cup of
water over the rock layers. Discuss with the class where the water accumulates (aquifer).
3. Now to remove the water from the aquifer, place a finger over the top of the straw.
This will trap some water in the straw.
4. Release finger from the top of the straw and water should move into another cup.
5. Discuss how this experiment simulates a well by explaining how a machine, called a
pump, is used to get water up from the ground.
III. Follow-Up
A. Students can construct their own wells and describe how they work in their daily journals.
B. The water added to the rock layers simulates rain. Discuss how various levels of rainfall
affect a well.
C. Predict what will happen to the well if it doesn't rain for several days. Explain prediction.
Test it.
IV. Extensions
A. Do this experiment again, but this time use clay soil, top soil, or sand instead of rocks.
Describe the results. Determine which of the materials works best in a well.
B. Discuss flowing artesian wells and why pumps are not required to get the water out of the
ground from this kind of well.
4-16
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RESOURCES
Allen, Maureen, et. al., All AfrPut Water. Developed in cooperation with Dept. of Water Resources,
State of California, 1992.
World Book Encyclopedia, Young Scientist. Vol 4, p. 72-73, World Book, Inc., Chicago, 1992.
4-17
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4-18
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WHAT'S THE POINT: POINT VS. NONPOINT
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Define, orally or in writing, point and nonpoint
source water pollution;
2. Identify, orally or in writing, types of point and
nonpoint pollution;
3. Discuss and evaluate, orally or in writing, lifestyle
changes to minimize the damaging effects on
habitats;
4. Identify, orally or in writing, ways to prevent water
pollution; and
5. Give an oral or written definition of the new terms:
bacterial water pollution, conserve, erosion,
fertilizer, nonpoint source pollution, point source
pollution, sewage, and thermal pollution.
SUBJECTS:
Science, Language Arts, Math
TIME:
50 minutes
MATERIALS:
Verde Frog's habitat from
Mudpuppy Pond Story (found in
"Surface Water Chapter")
construction paper (red, blue,
yellow, green, brown)
bucket, basket, or box
Mudpuppy Pond big book
student activity page
assortment of recycled materials:
fabric scraps, wooden skewers,
popsicle sticks, plastic lids,
wood pieces
11 sheets of 11" x 14" chart
paper
BACKGROUND INFORMATION
Water pollution originates from different sources: point sources and nonpoint sources. Nonpoint
source pollution is water pollution which cannot be traced to any specific point or location. It
literally comes from everywhere and is washed off the land into our lakes and rivers. Rainfall runoff
carries soil, pesticides, and other residues of everyday human activity into our lakes, rivers, wetlands,
coastal waters, and even our underground sources of drinking water.
Pollution contributed to water from a discrete source, such as a pipe, ditch, tunnel, or well, is
referred to as point source pollution. Generally, pollution from point sources is controlled to some
degree by federal, state, and local agencies. Wastewater treatment plants, storm drains, and
factories are places associated with point source pollution.
Cleaning polluted water can be extremely expensive. Keeping pollutants out of the water in the
first place is the best way to ensure clean water. Many individuals and industries around the
country are taking steps to do just that. For example, some industries are reducing their production
of toxic chemicals and developing ways to make their products without using toxic raw materials.
Many people have switched to phosphate-free detergents and other less-polluting products. Also,
4-19
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governments are passing tough water pollution control measures designed to prevent water pollution,
from both point and nonpoint sources.
Terms
bacterial water pollution: the introduction of unwanted bacteria into a body of water.
conserve: to use a resource wisely and efficiently.
erosion: the wearing away of the Earth's surface by running water, wind, ice, or other geological
agents by which material is removed from the Earth's surface.
fertilizer natural and synthetic materials including manure, nitrogen, phosphorous, and treated
sewage sludge that are worked into the soil to provide nutrients and increase its fertility.
nonpoint source pollution: pollution that cannot be traced to single point, because it comes
from many individual places or a widespread area.
nutrient pollution: a nourishing contamination that causes unwanted plant growth.
point source pollution: pollution that can be traced to a single point source, such as a pipe or
culvert.
sewage: waste and wastewater produced by residential, commercial, and light industrial
establishment; typically discharged into sewers and sometimes into septic tanks.
thermal pollution: varying temperatures above or below the normal condition (e.g., a power
plant turbine heated water); heat reduces the ability of water to dissolve oxygen; deep dams
often let extra water flow downstream, when the water comes from the bottom of the dam, it
is much colder than normal.
toxic pollution: pollution that kills living things.
ADVANCE PREPARATION
A. Cut two inch squares from red, blue, yellow, green, and brown construction paper. Use
enough red, yellow, and blue squares for all of the students but two. Use one green and
one brown. Students will get one square of colored construction paper.
B. Copies of pages 3-13 of Mudpuppy Pond story from "Surface Water Chaper"
(81/2"x11"size).
C. Copy student activity page.
D. Cut 11 sheets of 11" x 14" chart paper into water drop shapes. Glue a page from Mudpuppy
Pond story on back.
E. Gather assortment of recycled materials for students to use to problem solve ways to
prevent pollution from entering waterways.
4-20
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F. Gather water pollution reference books from library.
PROCEDURE
I. Setting the stage
A. Ask the students, "What is pollution?" Tell students there are two types of water pollution,
point source and nonpoint source, in the story Mudpuppy Pond. Write the words on the
board.
B. To help students understand these two types, do this pollution simulation activity. Pass
out one red, green, blue, yellow, or brown construction paper square to each student.
(There will only be one square of green and one square of brown passed out). The squares
represent different types of pollution. Tell the students to write the color of their "pollution"
square on a piece of scratch paper. Then the students will place the "pollution" squares
into a bucket (the pond). Mix the squares, then have all the students with red squares
come up and pick out the exact pollution square they put into the bucket. Since all the red
squares look alike, it is impossible to find the exact square. Have all red students sit
together with pollution squares in the middle. Do this activity with all the colors until all
"pollution" squares have been passed out.
Tell students that it is easy to point to the brown and green "pollution" squares. They are
called point sources. Point source pollution can be traced to a certain pipe or
culvert. Nonpoint source pollution comes from specific areas or the red group, blue group,
and yellow group, but it cannot be assigned or pointed to one person or source. Nonpoint
source pollution is caused by rainfall or snowmelt moving over and through the ground
carrying pollutants with it. This type of pollution is hard to control because it comes from
many different places with people and animals contributing to the problem. We all contribute
to the problem without realizing it.
II. Activity
A. Prior to reading Mudpuppy Pond story again to the class, pass out the student Point/
Nonpoint Source activity page. Pause after reading each page for students to write a
naming word that tells who polluted the waterway, recording it under the heading they
believe is correct. After reading the story, discuss the various sources of pollution. Record
the source under the correct heading on chart paper and discuss.
III. Follow-Up
A. Tell students each individual can play an important part in stopping pollution by changing
certain everyday habits or by using the land responsibly. Brainstorm ways to prevent
pollution from entering waterways.
1. Place students in 11 cooperative groups. Pass out chart paper. Have each group read
its part of the story. Then, turn the sheet over and semantically map ways to keep
pollution from getting into the water. The group may use reference books or brochures
which have been placed in the classroom reference center.
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2. Display each group's web on a bulletin board.
B. After gathering information, each group will use recycled supplies to correct problems in
simulated Mudpuppy Pond community.
IV. Extensions ;
A. Make a chart with the three headings "Problems, Causes, Solutions," placed where everyone
can see it.
B. Write and illustrate an environmental leaflet that addresses the causes and solutions to
point source and nonpoint source pollution.
STUDENT RESOURCES
"Water Play," a 15-page color workbook for grades K-3. Connect the dots, decode messages, fill in
the missing words, word search, color and more; these are all avenues taken in this workbook to
teach children the basic ideas behind water-where it comes from, how to purify it, and how to
conserve it. Order from: Innovative Communications, 207 Coggins Drive, Pleasant Hill, CA 94523,
(510) 944-0923. Cost: $.50 each Student Workbook, and $2.00 for each Teacher's Guide.
RESOURCES
Hansen, Nancy Richardson, Controlling Nonpoint-Source Water Pollution,. The Conservation
Foundation, Washington, D.C., 1988.
Ranger Rick's Naturescope. Pollution: Problems and Solutions. National Wildlife Federation,
Washington, D.C., 1990.
Water Quality: Potential Sources of Pollution. U.S. Geological Survey, Box 25286, Denver Federal
Center, Denver, CO, 80225.
What You Can Do To Reduce Pointless Pollution,. Alabama Department of Environmental
Management, Water Division, Mining and Nonpoint Source Section, 1751 Congressman W.L,
Dickinson Drive, Montgomery, AL 36109.
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Student Activity Page
Point Source Pollution
Nonpoint Source Pollution
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4-24
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SOAK IT UP
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Sort the materials that will absorb into group;
2. Sort materials that repel water into a group; and
3. Give an oral or written definition of the new terms:
absorb and repel.
BACKGROUND INFORMATION
Water soaks into many materials. These materials
absorb water. There are a lot of materials that water
will not soak in to. These materials repel water.
Terms
absorb: to take in or soak up a liquid.
repel: to not take in a liquid.
ADVANCE PREPARATION
A. Gather materials.
B. Cut the test materials so that each student
has a piece of each material.
C. Give the students two 2"x4" pieces of white paper. Have them write "absorbs" on one and
"repels" on the other. These are the category cards into which the students will sort the
test materials.
PROCEDURE
I. Setting the stage
SUBJECTS:
Science, Math, Music
TIME:
25 minutes
MATERIALS:
plastic medicine droppers for
each child
plastic meat tray for each child
small cup for each child
water
two 2"x4" pieces of white paper
for each child
3 plastic measuring cups
3 different sized sponges
test materials:
aluminum foil
plastic wrap
waxed paper
feathers
cotton balls
sponges
wooden blocks
paper towels
stones
cotton fabric
vinyl fabric or plastic sheeting
song 'Ducks Like Rain"
4-25
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A. Sing the song "Ducks Like Rain" by Raffi. Explain the background information to the students.
B. Ask questions such as "Why do you think ducks do not mind being in the rain?"
II. Activities
A. Give each student a meat tray that contains a piece of each test material, a plastic medicine
dropper, and a small cup of water.
B. Have the students test the cotton fabric by dropping water onto it and observing what
happens. Sort the fabric into the correct category (absorbs).
C. Next put water on the plastic sheeting or vinyl material. Ask the students which they
would rather use to make a raincoat, cotton fabric or plastic material. Have the students
sort the plastic sheeting and vinyl materials into the correct category (repels).
D. Have the students test the remaining materials and sort them into the "absorbs" or "repels"
category.
E. Discuss the conclusions after completing the activity. Ask the students what the advantages
and disadvantages are of the various materials absorbing or repelling water.
III. Follow-Up
A. The following activity may be placed in the science center or done as a small group activity.
1. Put sponges in three different meat trays. Make sure the three sponges are different
sizes.
2. Using a plastic medicine dropper, have the students add water to each sponge until it
can hold no more and water gets in the meat tray.
3. Have a student squeeze the water from a sponge into a measuring cup. Do the same
for the remaining two sponges.
4. Have the students compare the amount of water that each sponge held.
5. Have the students put the sponges and the cups of water in order from smallest to
largest.
6. Discuss why some sponges held more water than others.
7. Relate the experiment to water absorption in the Earth and how some materials, such
as sand, soak up water more quickly than clay.
B. Have the children test materials found in the classroom as to whether or not the material
will repel or absorb water.
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GROUNDWATER AND SOIL TYPES
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Examine and describe, orally or in writing, soils from
different locations;
2. Compare, orally or in writing, soils from different
locations;
3. Match, orally or in writing, identical soil samples;
and
4. Give an oral or written definition of the new terms:
clay, humus, loam, permeability, and porosity.
BACKGROUND INFORMATION
SUBJECT:
Science
TIME:
1 hour (may consider using 2
class periods for this lesson)
MATERIALS:
hand lens
8-ounce cups
shovel or trowel
newspaper
small spoons
paper
small bucket
plastic bags or baggies
Particles of rock and humus are the two main components of soil. It is the proportion and
combination of decaying plant and animal parts, rocks, rock particles, fungi, and live animals that
determine the texture and water retaining properties of soil.
Terms
clay: soil which consists of illite, kaolin, micas, vermiculite, and other mineral particles; clay particles
are small and the spaces between them are small; clay soils absorb water slowly but can hold
water longer than a sandy soil.
humus: organic soil formed from decaying organic material and mineral particles; most humus is
black or dark brown, and holds large amounts of water.
loam: a fertile rich soil composed of varying amounts of silt, clay, sand, and humus.
permeability: the capacity of a porous material to transmit fluids; permeability is a function of
the sizes, shapes, and degree of connection among pore spaces, the viscosity of the fluid, and
the pressure driving the fluid.
porosity: the property of being porous, having pores; the ratio of the volume of minute
channels or open spaces in soiled rock to the total volume of solid matter.
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ADVANCE PREPARATION
A. Select several outdoor sites from which the students can take soil samples.
1. If sandy, clay, and loam soils are not available on school property, samples may be
provided for the students. However, the activity is most effective if the students can
dig and examine at least one soil sample from the school grounds.
2. Collect a bucket full of each type of soil because it will be used for three different
activities.
3. For the first activity, students need about one cup of soil from different locations.
Cover the remaining soil and store it in a cool, dark place.
B. Prepare materials students need to conduct this activity (hand lens, shovel/trowel, sand
buckets, newspaper, cups, small spoons, paper for drawing and writing a list, and plastic
bags for storing soil samples).
C. Prepare student study areas. Cover tables with newspapers and pass out spoons, cups,
and a hand lens for students to use in examining soil samples.
D. Prepare plastic bags by filling them with each soil type.
PROCEDURE
I. Setting the stage
A. Have students compose a working definition of soil.
B. Make a chart listing students' ideas of the contents of soil.
C. Tell the students that they will be examining soil to see whether they can discover what it
is made of and whether all soil is the same.
II. Activities
A. Prepare to go outside.
1. Give each group a sand bucket and a shovel or trowel. Tell each group where the
preselected study sites are located and ask each group to choose a different site from
which to dig a soil sample.
2. Have each group of students go to its preselected site, dig a soil sample, and place it in
the bucket.
B. Each group should get a large cup of soil from its sand bucket.
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1. Have students dump their samples onto their newspaper and examine the sample with
a hand lens.
2. Students should sort the materials found in the soil into different cups. Put live animals
in one cup, things that look as though they were once alive (plant and animal parts) in
another cup, and rocks or pebbles in a third cup. Put the remaining soil in a fourth cup.
If the students find any human-made materials they should put them in a separate cup.
3. Have the students further examine the soil by feeling and smelling it. They should also
examine the particle size using a hand lens.
III. Follow-Up
A. Discuss the contents of each sample with the groups.
B. Help groups to list the contents they find in their samples.
C. Pass out blackline master "Soil Match."
1. Pass out plastic bags for soil samples. Be sure each group gets the sample it collected.
2. Have each group compare its sample with the identical soil samples labeled 1, 2, and 3.
3. The group will guess which sample matches its own, recording the guess. Students
should work with the soil until they are comfortable with matching the samples.
IV. Extension
A. Have students rotate from table to table examining each sample and making comparisons.
The students will need experience with all three soil types to build background for future
lessons.
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Soil Match
1. Guess which soil matches your sample. Circle yes or
no for each bag.
yes
no
yes
no
yes
no
2. Discuss what type of soil your group collected.
Circle your prediction.
sandy
clay
loam
3. Compare your soil to the teacher's labeled samples,
Did you answer correctly?
yes
no
My soil Is
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DOES IT LEAK?
K-Z
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Collect solid waste materials and tell, orally or in
writing, how they can become liquid waste;
2. Create a model of a landfill;
3. Hypothesize, orally or in writing, about landfills
leaking into the groundwater; and
4. Give an oral or written definition of waste.
BACKGROUND INFORMATION
SUBJECT:
Science
TIME:
two 30-minute days
MATERIALS:
deep clear plastic container
soil
clay
grass seeds
plastic tube
garbage
clear plastic
resealable plastic sandwich
chart paper
Wastes are discarded or unwanted by-products of
human or animal activities. Waste, just like other
matter, occurs in three forms: solid, liquid, and gas. In
the United States, billions of tons of solid waste are created every year. This includes garbage,
rubbish, old cars, dead animals, waste treatment sludges, and many other materials. This is often
placed in landfills.
One big concern is the contamination of groundwater from these landfills. Liquid formed by the
breakdown of the solids may leak into the groundwater and be toxic to humans.
Term
wastes: discarded or unwanted by-products of human or animal activities.
ADVANCE PREPARATION
A. Collect samples of solid wastes. Be sure to include food, plant materials, and other
substances that will decay or breakdown to a liquid form.
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PROCEDURE
I. Setting the stage
A. Ask students to name things they throw away. On the board or chart paper, categorize
them as solids or liquids.
B. Share background material, explaining that landfills are places in which solid wastes are
buried.
II. Activities
A. Build a model landfill.
clear plastic container
plastic tube
(monitoring well)
(methane production)
sprinkle with grass
seed
soil
waste materials
clear plastic Uner
clay soil
1. Container - represents the solid ground and shows that it is not touching the groundwater.
2. Clay - does not allow water to penetrate easily.
3. Clear plastic liner - most modern landfills are lined to prevent leakage.
4. Soil and grass - helps to keep animals from digging up the garbage, also for
safety.
5. Monitoring wells (pipes) - help keep harmful gases controlled so that the landfill does
not explode, Methane is a harmful gas often found at landfill sites.
B. Put selected garbage into resealable plastic bags; seal and tape to the window. In a few
days, the liquid formation will be obvious.
1. Compare this to what is happening in the model landfill. Hypothesize about how liquid
might leak out of the landfill and get into the groundwater.
2. Discuss how leaking or "leaching" of harmful wastes can be stopped.
3. Explain the differences involved in managing wastes.
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III. Follow-Up
A. Hypothesize about what happens when the landfills are full.
B. Use similar waste materials for an art project. This emphasizes recycling and reuse of
materials.
C. Discuss how to reduce the amount of waste taken to landfills.
IV.« Extensions
A. Invite someone from the local landfill or an environmental organization to talk about landfill
controls.
B. Teacher can discuss with students proper disposal of household cleaners, car oil, and
other hazardous wastes.
RESOURCE
Waste: A Hidden Resource. Tennessee Valley Authority, Western Kentucky University, 1987.
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THE BAD GUYS VS. THE GOOD GUYS
K-2
OBJECTIVE
At the end of this lesson, the students shall be able
to do the following:
1. Distinguish, orally or in writing, between liquids
which are harmful to people and liquids which are
not harmful to people.
BACKGROUND INFORMATION
There are many products that we use in our daily lives
which are perfectly safe when used or disposed of as
directed. Window cleaner, nail polish, and gasoline are
just three such items that can be harmful to people
when used and disposed of improperly. When poured
on the ground, they can get into our drinking water
supplies and make people sick.
SUBJECTS:
Science, Art, Math
TIME:
45 minutes
MATERIALS:
2 pieces of construction paper
old magazines
scissors
glue
index cards
student activity page (included)
poster board
ADVANCE PREPARATION
A. Gather materials.
PROCEDURE
I. Setting the stage
A. Share background information.
B. Let each student say the name of some kind of liquid. Discuss and list it on the chalkboard
under the heading "Harmful" or "Not Harmful." Optional headings might be "The Bad Guys"
or "The Good Guys."
Here is a partial list of common household products which are potentially harmful to people
when used or disposed of improperly:
bleach
window cleaner
furniture polish
bathroom cleaner
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medicine nail polish
hair spray nail polish remover
antifreeze car wax
diesel fuel gasoline
motor oil oil-base paint
rat poison
II. Activities
A. Divide the class into two groups:
1. Using old magazines and/or labels from old bottles, let one group make a collage on a
piece of poster board showing products which can be harmful to people. Also mount
some harmful product pictures on index cards.
2. Let the other group make a collage on a piece of poster board showing products which
are not harmful to people. Also mount not harmful product pictures on index cards.
B. Sit on the floor with the students. Place one of the collages on each side of you and stack
the index cards in front of you. Let each child turn a card over, identify it, and place it on
the appropriate collage.
III. Follow-Up
A. Give each student a copy of the student activity page. Have students make a prediction
about which group had the most cards and mark their sheets. Show the cards one at a
time, allowing time for them to color the graph spaces. Count and discuss. Mark the
bottom of the sheet.
B. What do these products have to do with our water supply? How are they used?
IV. Extension
A. Read the warnings on some of these products. Are any of them poisonous? How should
we store them, especially if there are toddlers at home? How should some of them be
disposed of?
RESOURCE
"Cap a Chemical," The 3-5 Water Sourcebook. Environmental Protection Agency, Atlanta, GA.
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Student Activity Page
I think my class made more:
"harmful liquid" cards
"not harmful liquid" cards
(check one)
"Harmful Liquid" cards
"Not Harmful Liquid" cards
My class made more:
"harmful liquid" cards
"not harmful liquid" cards
(results after counting and making graph)
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4-38
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HOW LOW CAN YOU GO?:
THE WATER TABLE AND AQUIFER
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Build a model of an aquifer;
2. Demonstrate, orally or in writing, an understanding
of the zones associated with water tables;
3. Create a plastic bag book to illustrate the water
table; and
4. Give an oral or written definition of the new terms:
aquifer and water table.
BACKGROUND INFORMATION
SUBJECTS:
Science, Art
TIME:
45 minutes plus observation
time
MATERIALS:
jar
sand
gravel
water (colored blue)
grease pencil or masking tape
ice
blue drink mix
impermeable paper
Without precipitation, groundwater could not form.
Plants use some of the water that infiltrates the ground,
but some of it moves down to an aquifer. At the bottom of the aquifer is rock through which
water cannot pass. This is the impermeable rock layer. The downward movement of the water
stops here. In an aquifer, the rocks are saturated with water. The top of the aquifer is the water
table. The water table often follows the shape of the land. A spring may be found where the
water table reaches the land surface. If groundwater is used faster than it is replaced, the water
table will sink farther below the surface of the Earth.
Terms
aquifer porous, water-bearing layer of sand, gravel, and rock below the Earth's surface; reservoir
for groundwater.
water table: upper surface of the zone of saturation of groundwater.
PROCEDURE
I. Setting the stage
A. Ask students, "Have you ever walked in a mud puddle? What did it look like and feel like?"
Compare a mud puddle to a water table.
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II. Activities
A. Simulating the Water Table.
1. Fill the jar with a mixture of sand and gravel. You may wish to use all gravel.
2. Slowly pour in blue water. Observe what happens to the water. Add until a section of
the sand near the bottom of the jar is saturated.
3. Wait until all the water has had a chance to sink in. With a grease pencil or a strip of
masking tape, mark the jar at the place that separates the saturated soil from the rest
of the soil.
4. On a piece of paper make a diagram of the jar. Label the impermeable layer, the
aquifer, and the water table. Suggestion: Do as a whole class once the individual
pictures have been drawn. Discuss the meaning of each zone.
5. Put the jar on a window ledge and observe it each day for the rest of the week.
6. Relate the experiment to what happens underground.
III. Follow-Up
A. Does the water table change each day? Hypothesize about the changes. Can you prevent
the lowering of the water table in the jar? Devise an experiment to check your hypothesis.
B. Make a drinkable water table using small pieces of ice and blue presweetened drink.
IV. Extension
A. Make a class plastic resealable bag book to illustrate the water table. Have the students
work in groups to make each of the three pages. Use regular 8 1/2"x11" paper.
1. Page one - write "grass"
color green
2. Page two -write "dirt"
(unsaturated zone)
color brown
3. Page three - write "aquifers"
draw rocks and color blue
4. Insert each page in a gallon-size resealable plastic bag. Stack the pages in order and
staple together.
RESOURCE
Groundwater: A Vital Resource. Tennessee Valley Authority, Knoxville, TN, 1986.
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THE WATER SOURCEBOOK
WETLANDS/COASTAL
o
s
-------
IT'S TOO SALTY!
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Discuss the shortage of water in parts of the world
and locate them on a map;
2. Demonstrate, orally or in writing, the sequence of
changing salt water to fresh water using a shoebox
TV;
3. List, orally or in writing, reasons why water is
important and ways to conserve water; and
4. Give an oral or written definition of the new terms:
brackish, desalinization, desert, fresh water,
salinity, and salt water.
BACKGROUND INFORMATION
There are two main types of water on Earth, salt water
and fresh water. Salt water contains a high level of
dissolved salts (oceans, seas). Fresh water is usually
found in the ground and in rivers and lakes. Fresh
water does not have a lot of salt and is easily turned
into drinking water. Most of the water on Earth is
salty. Salt water is 3.5% salt. The salts in the sea are
mainly composed of table salt. Sea water also contains
magnesium, sulfur, calcium, and smaller amounts of
all the elements contained in the Earth's crust. The
oceans become salty because rivers flow down the mountainsides and over land, tearing loose
tons and tons of minerals. Most of these minerals are different kinds of salts. The rivers carry
these salts to the sea. There is usually not enough salt in a river to make the river water taste
salty. It is very expensive to turn salt water into fresh water that is good to drink, but it can be
done.
SUBJECTS:
Science, Social Studies,
Language Arts
TIME:
1 hour
MATERIALS:
world map
chart paper
salt
cucumber seeds
other types of seeds
pan
electric skillet or hot plate
jelly roll pan
kitchen mitts
shoe boxes
straws
adding machine tape
resource book
11' x 14" shallow pan
aluminum foil
modeling clay
rock salt
water
5-1
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The salinity (saltiness) of sea water is affected by:
1. The rate of evaporation.
2. The amount of rainfall falling into the ocean.
3. The amount of fresh water added by streams and rivers.
4. The amount of salt in solutions in rivers and streams emptying into the ocean.
5. The amount of salt added by underwater volcanoes and vents.
6. The temperature of the ocean water.
With a shortage of fresh water in many areas of the world, such as the Middle East, desalinization
has been identified as a solution, but the process is extremely costly.
Terms •
brackish: water that is a mixture of fresh and salt water.
desalinization: the purification of salt or brackish water by removing the salt.
desert: an arid region lacking enough moisture to support vegetation.
fresh water inland water that has a low concentration of minerals, salts, and dissolved solids
found as surface water or ground water.
salinity: amount of salt dissolved in water.
salt water water that has a high level of dissolved salts (oceans, seas).
ADVANCE PREPARATION
A. Gather supplies on materials list.
B. Make a chart with terms.
PROCEDURE
I. Setting the stage
A. Display a map of the world.
1. Discuss the availability of water.
a. Have you ever run out of water?
b. Are there places in the world that could run out of water?
c. Look at all this water (point to oceans.) Can we drink it?
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d. Can ocean water be changed to make it drinkable?
2. Show the Middle East on a map. Explain that this region is desert and water is scarce.
B. Write these words on a chart and discuss briefly:
salinity
desalinization
brackish
desert
irrigation
C. Explain that places like Israel depend on desalinization to irrigate crops.
II. Activities
A. Cucumbers and salt = ?
1. Plant an equal number of seeds in two small cups of soil. Place the cups in the sun.
Water each cup with the same amount of water—one with fresh tap water, the other
with salt water (one part salt to 25 parts water). Using a journal, record the results
through the week. What did you find out? Use other types of seeds. What happens?
B. Making Salt Water Fresh
1. Mix 1 part salt to 25 parts water. Is it salty? Taste the water. Put the water in a pan.
Heat the water in an electric skillet or over a hot plate. Heat to boiling. Put ice cubes
on a jelly roll pan. Using kitchen mitts, hold the pan above the steam, so that the
steam condenses on the underside of the pan. Collect the condensed drops in a bowl.
Taste the collected water. Is it salty? This process is done commercially in many
countries that have an inadequate supply of fresh water. This collected water is called
distilled water.
C. Make a shoebox TV to retell the sequence of changing salt water into fresh water. Create
panels on adding machine tape. The first panel is the title. The other panels illustrate the
steps of desalinization. (Have the students brainstorm the steps before making the panels.)
III. Follow-Up
A. Have students review vocabulary.
B. Make a list of ways to conserve water.
C. Make a list of ways water is used at home.
D. Crack two eggs. Float one egg in fresh tap water and the other in salt water (use a large
amount of salt). Record in a journal what happens to the eggs.
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IV. Extension
A. Ask the question, "How did the ocean become so salty?" Explain the process using
background information. Demonstrate this process with the following experiment.
1. Form a mountain with aluminum foil in one side of an 11" x 14" shallow pan. (Use clay
to cover mountain to give 'earthy' effect.) Make a crater in the top of the mountain
and a trench down the mountain. Place rock salt (represents minerals and elements
found in the Earth in the trench). Pour water slowly into the crater and down the
mountain. As water gathers at the bottom of the mountain (ocean) dip it up and pour
down the mountain. Students should be able to see how the water (river) melts or
dissolves minerals and rocks and passes these salty elements on to the ocean.
B. Freeze salt water to see what happens.
C. Research other countries that desalinate their water and determine what methods they
use.
RESOURCES
Allen, Maureen, All About Water, developed in cooperation with Department of Water Resources,
California, 1992.
Postel, Sandra, Last Oasis: Facing Water Scarcity, W.W. Norton and Company, New York, 1992.
Vesilind, Priit J., Middle East Water - Critical Resource. National Geographic, Vol. 183, No. 5,
May, 1993.
Water Matters: Every Dayr Everywhere. Everyway, National Geographic Society, 1993.
5-4
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SALTY OR FRESH
K-2
SUBJECT:
Science
TIME:
45 minutes
MATERIALS:
blackline masters
salt
plastic cups
toothpicks
maps
globe
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, fresh water and salt
water;
2. Locate fresh and salt water sources on a globe;
3. Name, orally or in writing, common fresh water
sources: ponds, lakes, rivers, and springs; and
4. Give an oral or written definition of the new terms:
fresh water, groundwater, salt water, and surface
water.
BACKGROUND INFORMATION
The majority of the Earth's surface is covered with water. About 97% of this water is salt water.
Polar ice caps, glaciers, icebergs, groundwater, and surface water sources provide the remaining
3% of fresh water.
Terms
fresh water inland water that has a low concentration of minerals, salts, and dissolved solids
found as surface water or groundwater.
groundwater water that infiltrates the Earth and is stored in usable amounts in the soil and rock
below the Earth's surface; water within the zone of saturation.
salt water water that has a high level of dissolved salts (oceans, seas).
surface water precipitation that does not soak into the ground or return to the
atmosphere by evaporation or transpiration, and is stored in streams, lakes, wetlands, reservoirs,
and oceans.
ADVANCE PREPARATION
A. Copy blackline masters.
5-5
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B. Display or duplicate local and state maps.
C. Collect salt, cups, and toothpicks for the experiment.
D. Prepare and label solutions for each classroom group.
Cup A - Fill with fresh water
Cup B - Fill with fresh water + three tablespoons of salt
PROCEDURE
I. Setting the stage
A. Have the students examine a map or globe looking for bodies of water.
B. Make a word web listing different types of water sources they find. See if the students can
add any other water sources they could not see on the map or globe.
C. Explain that some of these water sources are salt water and some are fresh water. Help
students further divide the web to identify which sources are fresh and which are salty.
D. Discuss which sources would be used for drinking water and why.
II. Activities
A. Divide the students into small groups. Give each group a set of water solution cups and
toothpicks for taste testing.
B. Have the students use their senses to make observations about what is in each cup.
C. Have students label the evaluation sheet indicating which cup contains fresh and which
contains salt water (blackline master).
III. Follow-Up
A. Worksheet - See blackline master. Have students label the type of water found in the
illustrations.
B. Sing the song:
Water Sources
(Tune: Go Tell Aunt Rhody)
What are water sources
What are water sources
What are water sources
Where can water be found?
5-6
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Streams and rivers
Streams and rivers
Streams and rivers
Flow within our state.
Water flows underground
Water flows underground
Water flows underground
And bubbles up as a spring.
Bays and oceans
Bays and oceans
Bays and oceans
Are salty as can be.
Small ponds and big lakes
Small ponds and big lakes
Small ponds and big lakes
Act as reservoirs.
These are water sources
These are water sources
These are water sources
And where they can be found.
IV. Extensions
A. Investigate a local water source and have students identify what kind of water it contains.
B. Have the students examine a globe comparing the amount of land and water.
C. Have students further examine the fresh and salt water sources. Have students list the
names of as many salt and fresh water sources as possible. This is a good timed activity
for students. (Approximately 5-10 minutes.)
D. Read Getting the Water We Need to extend the students understanding of our need for
water and how we use our water sources.
RESOURCES
Biddulph, Fred and Biddulph, Jeanne, Getting the Water We Need. The Wright Group, 1995.
Official Water Watcher Resource Manual. Southwest Florida Water Management District, 2379
Broad Street, Brooksville, FL, 34609-6899. 352/796-7211.
5-7
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Fresh or Salty
Cup A contains Cup B contains
water water
5-8
-------
Directions: Label the type of water found
in each of the pictures below.
Word Bank: fresh water
salty water
5-9
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5-10
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WHAT IS A WETLAND?
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Describe, orally or in writing, the characteristics
of wetlands;
2. Identify, orally or in writing, some plants and animals
that live in a wetland area; and
3. Give an oral or written definition of the new terms:
brackish, habitat, tide, and wetland.
BACKGROUND INFORMATION
SUBJECT:
Science
TIME:
1 hour or 2 30-minute sessions
MATERIALS:
pictures of wetlands
books for reference
aluminum pan
clay
florist foam
cotton swabs
pine needles
twigs
pebbles
drawing paper
toothpicks
crayons
glue
Wetlands are transitional areas where land and water
connect. There are different types of wetlands. Some
are full of salt water from the oceans. In some coastal
areas, the water is fed by fresh and salt water. This
makes the water brackish. Most coastal waters are
affected by tides. Inland, the wetlands are fed by fresh
waters. The plants and animals that live in a particular
wetland are suited to a particular habitat. An important
factor for survival is dependent on how much water is available during the seasons of the year.
Terms
brackish: water that is a mixture of fresh and salt water.
habitat: the place or type of site where a plant or animal naturally or normally lives and grows.
tides: the alternate rising and falling of the ocean's surface which occurs twice in each lunar day
(24 hours).
wetland: areas that periodically have waterlogged soils or are covered with a shallow layer of
water resulting in reduced soil conditions; wetland areas typically support plant life that are
adapted to life in wet environments.
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ADVANCE PREPARATION
A. Gather pictures depicting various wetlands.
B. Copy the word search puzzle.
C. Make a model of a wetland to display for students to base their models on.
PROCEDURE
I. Setting the stage
A. Explain what a wetland is and describe some of the different types of wetlands.
B. Show pictures of several different types of wetlands and make a list of names.
C. Explain that one of the most common types is the fresh water marsh.
D. Have students think of plants and animals that might live there.
E. Go on a scavenger hunt to gather pine needles, twigs, pebbles, moss, and weeds.
II. Activities
A. Make a model of a fresh water wetland.
1. Put clay sloping into an aluminum pan.
2. Use florist foam as the buffer.
3. Add water.
4. Have students illustrate animals of the fresh water wetlands; color, cut out, glue to
toothpicks, and place in the marsh model. Use cotton swabs as cattails, pine needles
to represent reeds, twigs for trees, and scatter pebbles around the model.
B. Provide students with the word search puzzle.
III. Follow-Up
A. Review the definition of a wetland and its characteristics.
B. Display models in the classroom.
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IV. Extension
A. Provide reference books and have students make other models based on other types of
wetlands, such as salt water marsh, fresh water swamp, mangrove swamp, or a bog.
RESOURCES
WadJnq intn Wetlands. Nature Scope, Vol 2, No. 5, National Wildlife Federation, Washington,
D.C.,1986.
Young Scientist's Introduction to Wetlands. U.S. Army Engineer Waterways Experiment Station,
Vlcksburg, MS.
5-13
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Word 5earch;
What is a Wetland?
Word List-
marsh lake
swamp pond
bog tide
river coastal
stream wetland
WTSWAMPACB
EDITDEOGFO
VHIVRWNUCG
WKXJSEDLOT
RFMYRTAUAX
EPTLQLRMSQ
VWIAZAXATE
IGLGKHNDRAY
RTZEYDRSLB
TSZNOAPHC2
5-14
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EXPLORING WETLANDS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Tell what they observed after visiting a wetland
site;
2. Identify, orally or in writing, insects, animals, and
plants observed at the wetland site;
3. Record, orally or in writing, information obtained
through the observation of a wetland site; and
4. Give an oral or written definition of wetland.
BACKGROUND INFORMATION
SUBJECTS:
Science, Language Arts
TIME:
varies according to the time
teacher would like to spend
MATERIALS:
assorted books related to
wetlands
reference books for
identification of plants, animals,
and insects
jar or small fish tank
rocks and gravel
pond weeds
milk carton
plastic wrap
rubber band
small fish net
Wetlands are transitional areas where land and water
connect. Wetlands, for many years, were filled,
drained, polluted, and channeled until their importance
was recognized. They are a valuable habitat for
waterfowl, various kinds of wildlife, fish, and shellfish.
Wetlands are also used for recreation, erosion control,
and water quality control. There are numerous places to look for wetlands:
• edges of ponds and streams
• low spots in a field or woods that hold water for a week or more
• drainage ditches that are frequently filled with water
• places with wetland plants such as cattails or the feathery-looking reeds called
"phragmites"
Term
wetland: areas that periodically have waterlogged soils or are covered with a shallow layer of
water resulting in reduced soil conditions; wetland areas typically support plant life that are
adapted to life in wet environments.
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ADVANCE PREPARATION
A. Gather materials to make a "pond in a jar" and an underwater viewer.
B. Locate books to place in the classroom for information and research.
PROCEDURE
I. Setting the stage
A. Ask the students the following questions:
1. What is a wetland?
2. How many of you have ever been to a wetland?
3. What did you see there? Make a list on the board or chart.
4. We are going to explore a wetland. Give the students a list of the things they will need
to bring. Make an underwater viewer to take. Bring a net to collect samples. (See
activities section.)
*When exploring a wetland area, dress in old clothes and shoes/boots. Use an insect
repellent. Never go alone.
B. At the wetland, scoop up a handful of mud. What does it feel like? How does it smell?
Look for signs of animals, like tracks, nests, and resting places. With a viewer look for fish,
aquatic insects, eggs, and living things on the bottom.
II. Activities
A. Pond in a Jar
1. Put rocks, gravel, and pond weeds in a jar or fish tank.
2. Fill it with pond water and let it sit for a day.
3. Add collected animals and plants and keep the container in a bright, but not sunny,
window. Small fish, fiddler crabs, aquatic insects, or grass shrimp are the hardiest of
specimens, but remember to return collected water to where it was found in a few
days.
4. Watch animals to see how they behave. Look for little specks moving around the
surface of the water. Use an insect book for identification.
B. Underwater Viewer
1. Cut out the top and bottom of a milk carton or coffee can.
5-16
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2. Stretch clear plastic over the bottom and use a rubber band to hold the wrap.
3. The viewer will allow you to look into the water without getting your face wet.
III. Follow-Up
A. Make a bulletin board to show Pond in a Jar life.
B. Write a big book about their day exploring a wetland.
IV. Extensions
A. Share journal entries.
B. Make posters showing what animals or insects were observed and information found about
them.
RESOURCE
Assignment EARTH...What is a Wetland. Outdoor Delaware, Mississippi-Alabama Sea Grant
Consortium, Ocean Springs, Ml.
5-17
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5-18
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SPONGY WETLANDS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Sort things that absorb and things that do not
absorb;
2. Predict, orally or in writing, what will happen to
houses with or without wetlands;
3. Build a wetland area in a meat tray to show how
wetlands absorb water; and
4. Give an oral or written definition of flood plain and
wetlands.
BACKGROUND INFORMATION
SUBJECTS:
Science, Math, Language Arts
TIME:
30 minutes
MATERIALS:
11"x15" tray or lid
2 cups of water
blue construction paper
Monopoly game houses
10 sponges
meat trays for each student
glue and tape
markers
scissors
Wetlands are vital in flood control and water storage,
and they help to recharge the water table. Wetland areas spread out water over large sections of
land, slowing its flow. The heavy, spongy vegetation absorbs water to help control any overflow
providing a place for storage of excess water. Some of the water seeps far beneath the Earth's
surface to become vital ground water.
This lesson will show what happens when people build their homes in wetland areas or close to
rivers and how the wetlands, like sponges, help to absorb water and control flooding.
Term
flood plain: relatively flat area on either side of a river or stream that may be under water during
a flood.
ADVANCE PREPARATION
A. Cut two 4" x 15" strips of blue construction paper. Prepare 11" x 15" tray with a strip of
blue construction paper in the middle and Monopoly game houses along the sides. Place 2
cups of same amount of water near the tray.
B. Collect enough meat trays from the grocer for each student.
5-19
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C. Cut enough sponges in small strips for the students to place in their wetland meat trays.
Have materials ready for the wetland meat trays.
PROCEDURE
I. Setting the stage
A. Spill a small amount of water on a table. Discuss suggestions on how to clean up the spill
using paper towels, sponges, and clothes. Discuss why we use these items to clean up
spills. Discuss the word absorb. Look around the room for things that absorb and things
that do not. Place things that absorb in a tub and things that do not in a different tub. Ask
the students to compare the items and decide why some things absorb the spill and others
do not.
II. Activities
A. Using a plastic rectangular tray or lid about 11" x 15", display some houses from the
Monopoly game along the 15" sides of the tray. Cut a 4" x 15" strip of blue construction
paper and place it in the middle of the tray. Ask the students what they think will happen
to the houses if water is poured on the blue paper. Slowly pour one cup of water on the
blue construction paper and discuss how the homes get wet because the water has no
place to go. Take everything out of the tray and dry it off. (See attached illustration.)
B. Place a dry piece of blue paper in the center and the same houses along the sides. Now
place small sponges along the sides of the blue paper. Ask the students from what they
already know what they think will happen now when the water is poured on the blue paper.
Pour slowly another cup of water on the blue paper. Discuss the results. Relate this
experiment to the wetlands. The wetland areas near rivers, streams, and oceans also
absorb the water because of their sponge vegetation. If we remove the wetland areas to
build homes, farms, or hotels, the excess water has no other place to go causing floods in
these areas.
III. Follow-Up
A. Have students build their own wetland areas using meat trays from the grocer. Provide
meat trays, sponges, construction paper, glue, tape, and markers. Encourage the students
to place in their wetlands animals and plants that live there. They can make houses, farms,
or hotels by drawing them, then cutting them out leaving a strip at the bottom to tape or
glue to the meat tray. If they are folded they will stand up and make a 3-D effect. Display
the wetlands on a table and have the students to dictate a short description of how
wetlands help us.
IV. Extension
A. Let students experiment with growing different types of grass on a sponge. Place the wet
sponge on a tray. Sprinkle small amounts of grass seed on top of the sponge and leave it
in or near a window. Everyday the students will have to make sure the sponge is kept wet.
The students may observe as the seeds begin to sprout and grow. Students may record
5-20
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the growth of their grass and compare growth with other types of seed. Explain that the
sponge must stay wet or the grass will not grow. (The grass will not continue to grow
because it cannot obtain the proper nutrients from the sponge to continue its growth
cycle.) Explain that plants in wetland areas are plants that need the extra moisture in order
to survive.
RESOURCES
Cortesi, Wendy W., Explore a Spookv Swamp. National Geographic Society, Washington, D.C., 1978.
Dobrin, Arnold, Marshes and Marsh Life. Coward-McCann, New York, 1969.
Facklam, Margery, And Then There Was One. The Mysteries of Extinction. Sierra Club Books/Little,
Brown and Company, San Francisco, 1990.
Greenway, Shirley, Animal Homes. Water. Newington Press, Connecticut, 1990.
Hoff, Mary and Rodgers, Mary M., Our Endangered Planet Rivers and Lakes. Lemer Publications
Company, Minneapolis, 1991.
Liptak, Karen, Saving Our Wetlands and Their Wildlife. Franklin Watts, New York, 1991.
5-21
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blue construction paper
sponges
cup of
water
sponges
monopoly
game
houses
5-Z2
-------
WHO NEEDS WETLANDS?
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Name, orally or in writing, reasons to protect and
save the wetlands;
2. Demonstrate, orally or in writing, a public awareness
of the problems associated with the wetlands; and
3. Give an oral or written definition of the new terms:
ecosystem and reclamation.
BACKGROUND INFORMATION
SUBJECTS:
Science, Social Studies, Language
Arts, Art, Math
TIME:
1 hour
MATERIALS:
books on wetlands
paper bags (large, plain)
crayons
student letter
chartboard
envelope
Counting Cranes
Scientists are busy working to find out about the
function and value of the wetlands. They have found
that wetlands help control flooding, filter pollutants, and lessen the erosion of soil. Wetlands are
breeding grounds for many birds and water animals, some of which are endangered species. The
wetlands also provide a quiet area for recreation such as fishing, boating, hunting, bird watching,
and exploring.
At one time, the wet, soggy lands were considered useless. They became dumping grounds. In
the name of progress, land conversion was begun by draining, filling, dredging for farmland use,
and building highways and shipping channels.
We now know that the wetlands are a complex ecosystem where the existence of water, animals,
and plants are interdependent.
Terms
ecosystem: the relationship between all the parts (living and non-living) within an environmental
community.
reclamation: bringing land that has been disturbed by some process back to it's original condition.
5-23
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ADVANCE PREPARATION
A. Make a vocabulary chart using a wetland scene as a background on which to write terms.
B. Obtain pictures showing the destruction of the wetlands.
C. Obtain book Counting Cranes.
D. Obtain plain grocery bags.
PROCEDURE
I. Setting the stage
A. Give students background information discussing what the wetlands are, why they are
important, and why we need to save them.
B. Read and discuss the book Counting Cranes.
C. Discuss the destruction of the wetlands and brainstorm why it is important to save them.
List these on a chart.
II. Activities
A. Give each student a large, plain paper bag to make a vest that promotes saving and preserving
of the wetlands.
B. Write a letter to a government official (the President, a Congressman, etc.) concerning the
importance of the wetlands.
III. Follow-Up
A. Wear vests during the study of the wetlands.
B. Have students visit other classes while they wear their vests. Have them explain to other
students the importance of the wetlands and reasons why it is necessary to save and
preserve them as part of the ecosystem.
5-24
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C. Collect letters and mail them to the appropriate government officials.
IV. Extensions
A. Have students research animals that are endangered in the wetland; such as whooping
cranes, American crocodiles, or the manatee.
B. Read the book Paper Crane. Locate Japan on a map. Make an origami crane. For Christmas,
Tree of Cranes could be read.
C. Vocabulary could be used to work on dictionary skills or create a word search.
D. Map migration of the cranes.
RESOURCES
Bang, Molly, The Paper Crane. Greenwillos Books, New York, 1985.
Mendoza, George, Were You a Wild Duck Where Would You Go?. Stewart, Tabori, and Chang, New
York, 1990.
Nakano, Dakvohtei, Easy Origami. Viking Kestrel, London, 1985.
Owens, Mary Beth, Counting Cranes. Little, Brown and Company, Boston, 1993.
Say, Allen, Tree of Cranes. Houghton, New York, 1991.
5-25
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5-26
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CRANBERRY BOGS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, the characteristics of a
bog;
2. Locate bogs on a map;
3. Identify, orally or in writing, foods which can be
obtained from bogs;
4. Identify, orally or in writing, various animals that
live in bogs;
5. State, orally or in writing, the important values of
a bog; and
6. Give an oral or written definition of the new terms:
acid, bogs, and peat.
SUBJECT:
Science
TIME:
45 minutes
MATERIALS:
Cranberry Thanksgiving by
Wende and Harry Devlin
vinegar
chicken bones
aquarium
gravel
soil
peat moss
venus fly trap and other plants
sphagnum moss
insects
cranberries
journal
BACKGROUND INFORMATION
Bogs are fresh water wetlands. Peat, acid, and water are the characteristics of a bog. Rainfall is
the primary source of water. The bogs were formed in kettle-holes, depressions left by receding
glaciers. Bogs are usually found in colder parts of the world, but they do exist in temperate areas.
They form in wet areas where there is little water flowing in or out of the wetland. Bogs look very
much like swamps, but a strong thick web of plants grow over the bogs. These plants are called
peat and feel very spongy to walk on. Peat forms as plants die and their leaves, stems, roots, and
other parts fall into the acid water of the bogs. Over time, this acid-rich material is compressed,
forming layers of peat. Because of the slow rate of decay, plants, and animals that fall into bogs
can stay preserved for thousands of years. The bogs are very acidic, making it difficult for plants
to grow in warm climates. Some plants have adapted like bladderworts, pitcher plants, sundews
(which traps and digest insects), and cranberries. Moose, deer, bears, and other large mammals
visit the bogs at various times of the year to find food, shelter, and water.
Terms
acid: a substance with a quantity of positively charged hydrogen ions.
5-27
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bog: fresh water marsh with build-up of peat and high acidity, that typically supports mosses
adapted to acidic soil conditions (particularly sphagnum); many are located in colder regions.
fresh water inland water that has a low concentration of minerals, salts, and dissolved solids
found as surface water or groundwater.
peat: rich organic material that is made up mostly of partially decayed plant material.
ADVANCE PREPARATION
A. Place clean chicken bones in vinegar (acid) two weeks before lesson begins.
B. Gather materials needed to make the bog terrarium.
C. Locate the book Cranberry Thanksgiving.
PROCEDURE
I. Setting the stage
A. Explain the definition of bog, peat, and acid. Show examples of peat. Let the students
examine the texture. Let the students describe the chicken bone that was in the vinegar
(acid). How is it different from a chicken bone that was not soaked in an acid? Explain how
prehistoric animal parts have been found preserved in bogs. Scientists have learned much
about our past by studying remains found in bogs around the world. Read Cranberry
Thanksgiving to set the stage for making a bog terrarium. Discuss how cranberries must
have a bog in order to grow and produce fruit.
II. Activities
A. Construct a bog by using an aquarium. Have the students help assemble it.
1. Place gravel on the bottom.
2. Mix two parts garden soil and one part peat moss.
3. Plant a variety of plants, one being a venus fly trap.
4. Add a layer of sphagnum moss to the top of the soil and around the plants.
5. Water the soil well.
6. Cover the terrarium.
7. Place near a window, but not in direct light.
5-28
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(Will need insects for venus fly trap).
B. Keep a journal to describe what happens in this habitat.
III. Follow-Up
A. Make a recipe for "Grandmother's Famous Cranberry Bread" found in the book Cranberry
Thanksgiving.
B. List other uses for cranberries.
IV. Extensions
A. Research other plants that eat insects. Draw a picture and write three facts about the
plant.
B. Draw a monster plant and tell what it eats.
RESOURCES
Devlin, Wende and Devlin, Harry, Cranberry Thanksgiving. Simon and Schuster, New York, 1971.
MacDonald, The Earth's Habitats. Fearon Teacher Aids, Simon and Schuster, New York, 1993.
Wading into Wetlands. NatureScope, National Wildlife Federation, Washington, D.C., 1989.
5-29
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5-30
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DOWN BY THE SEA
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, the effects of urban
and industrial development on coastal wetlands;
2. Discuss, orally or in writing, wetland conservation
techniques;
3. Demonstrate, orally or in writing, an appreciation
for the beauty of the coastal wetlands; and
4. Give an oral or written definition of the new terms:
aquifer, barrier island, estuaries, and wetlands.
SUBJECTS:
Science, Social Studies, Math,
Language Arts
TIME:
50 minutes
MATERIALS:
coastal wetland mural for
bulletin board
pastel chalk (optional)
drawing paper
pictures of animals (land and
sea)
straight pins
chart paper
Counting Cranes by Mary Beth
Owens
BACKGROUND INFORMATION
Along both coastlines of the continental United States
are areas that are well protected from the direct
onslaught of waves. Within these protected areas may
be found areas called coastal wetlands. These areas
could also include coastal lagoons, estuaries, and sloughs. In these quiet waters, soft sediments
and organic matter are deposited by rivers and tidal flows resulting in the development of a soft
mud bottom. This area serves as food, nursery, and refuge for fish, shellfish, birds, and other
wildlife. The wetlands and barrier islands are important to 75% of the migratory waterfowl. The
commercial fish and shellfish rely on the estuaries for at least part of their life cycle. The salt
marsh also serves a vital role in linking the land with the sea by providing a buffer against flooding,
and holding water so that it can percolate back into natural aquifers.
The demand for coastal land development has significantly increased in recent years and wetlands
are being lost to urban, residential, and industrial development. In some areas, oyster harvesting
has become prohibited because of poor water quality.
There are many things we can do to slow down the destruction of the wetlands and barrier islands.
Sites for a development project could be located upland instead of destroying a wetland site. Not
draining or filling wetlands is vital to protecting one of the most productive habitats in the world.
Donating funds to private and public conservation agencies and purchasing federal duck stamps
are other ways to support and encourage conservation of wetlands.
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All around the salt marsh the sounds of shorebirds and migrating ducks and geese may be heard.
The protection of coastal wetlands is vital for the survival of many shellfish and commercial fish.
Becoming aware of the effects of urban and industrial development to coastal wetlands is important
to saving this valuable area.
Terms
aquifer porous, water-bearing layer of sand, gravel, and rock below the Earth's surface; reservoir
for ground water.
barrier island: a body of land that is completely surrounded by water; it is roughly parallel to the
shore and separated from the shore by a lagoon; barrier islands protect the shore from the
direct onslaught of waves.
estuary: a marine ecosystem where freshwater entrs the ocean; the term usually describes regions
near the mouth of rivers, and includes bays, lagoons, and marshes.
wetlands: areas that periodically have waterlogged soils or are covered with a shallow layer of
water resulting in reduced soil conditions; wetlands areas typically support plant life that are
adapted to life in wet environments.
ADVANCE PREPARATION
A. Enlarge coastal wetland picture onto bulletin board paper. Add color and laminate for
durability.
B. Enlarge and copy marine-animal pictures included in this lesson. Add color. Label with
animal's name (grass shrimp, striped bass, blue crab, flounder, oyster, clam, mussel, pelican,
flamingo, common loon, and great blue heron).
C. Draw two Marine Animals graphs.
Grass Shrimp
Blue Crab
Flounder
Clam
Flamingo
D. Locate a copy of Counting Cranes by Mary Beth Owens.
5-32
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PROCEDURE
I. Setting the stage
A. Show the students the bulletin board mural of a coastal wetland. Tell the students this is
called a coastal wetland which is an area near the ocean that is covered with a thin layer of
water most of the time. It is the home of many different kinds of animals and plants.
B. Play the game "Who Lives Here?"
1. Have the students sit in a circle. Display the pictures of the different animals. Have the
students arrange them into groups by asking, "Which of these animals live in a coastal
wetland?" Pin pictures of animals onto the mural. Discuss why they selected these
animals.
C. Have students select three of the marine animals to draw, color, and cut out. Place these
animals on the wetland mural.
II. Activities
A. In a whole group discussion, graph the number of each kind of marine animal found on the
coastal wetland mural. Tell the students that the coastal wetlands provide important
habitats for many types of sea animals and birds. It is also a home or habitat for waterfowl
that fly south (migrate) when the weather gets too cold in the north.
B. Tell the students that since this is such a beautiful place, we're going to build a town here.
Discuss and name some things a town needs in order for people to live, work, and grow
(houses, hotels, grocery stores, malls, gas station, restaurant, factories, farm, park, fire
station, hospital). Name the town. Write it on a piece of paper and post on the mural.
1. Put the students into pairs. Give each pair a name of one of the things needed to
support the town people and a piece of drawing paper. Have each pair draw, color and
cut out their building or park.
2. After the students have cut out the buildings, discuss the importance of each building
to the town. Have each pair come up, select a site to put their building, and staple it to
the mural. Continue this until all the buildings are in place.
3. You could extend this further by placing streets on the board to connect the buildings.
(Roads could be cut from adding machine paper. Select the width and length to cut the
paper from the dimension of the mural.)
C. Ask the students to name the animals they can still see after the town has been built.
Graph the number of animals again on a separate graph. Compare the two graphs. Ask the
students:
1. What happened to the animals? (They died or moved away. The loss of the wetland
habitat resulted in the loss of the animals.)
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2. Why did they go away? (The town drained and filled the wetland site and/or polluted
the water, and moved in taking over the different marine animals' homes.)
3. What could we have done differently to have our town and save the coastal wetland
habitat? (Locate upland from the wetland area, do not fill or drain the wetland, designate
the wetland as a national protected wildlife area, and purchase federal duck stamps
from your local post office to support the purchase of wetlands.)
D. After the discussion, relocate the town upland from the coastal wetland site.
III. Follow-Up
A. Have the students demonstrate their knowledge of effects of urban and industrial
development on the wetlands and ways to protect the wetland by performing the following
tasks:
1. Name the effects of building a town on a wetland site.
2. Name three things we could do to protect a coastal wetland.
IV. Extensions
A. Research the different types of marine animals listed. Write a report about the facts
discovered and illustrate the animal as realistically as possible. Display reports and
illustrations.
B. Look at old and new maps of your area or state. Are there any areas where there used to
be wetlands that are no longer there? If yes, what happened to these wetlands?
C. Read the book Counting Cranes by Mary Beth Owens. Discuss what the cranes would do if
the wetlands were destroyed.
RESOURCES
Gulf Facts: Habitat Degradation. The Gulf of Mexico Program Office, John G. Stennis Space Center,
Building 1103, Room 202, Stennis Space Center, MS 39529-6000.
Dragonfly Pondf Aquatic Project Wild, Western Regional Environmental Education Council, Boulder,
CO, 1987.
Niesen, Thomas M., The Marine Biology Coloring Book. Harper Collins Publishers, NewYork, 1982.
Owens, Mary Beth, Counting Cranes. Boston, Little, Brown and Company.
W.Q.W.: The Wonders of Wetlands. Slattery, B.E., Environmental Concern Inc., P. 0. Box P, St.
Michaels, MD 21663.
A limited supply of the "Wetlands" poster can be obtained at no cost from the U.S. Geological
Survey, Box 25286, Denver Federal Center, Denver, CO 80225.
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Flounder
Pelican
Oyster
Blue Crab
Clam
Striped Bass
Grass S
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Mural Design for Coastal Wetland
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WETLANDS, SWEET, WETLANDS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Describe, orally or in writing, and illustrate animals
and plants found in wetlands;
2. Provide oral or written suggestions about how to
create a bulletin board of the wetlands;
3. With help, design their own wetlands book; and
4. Give an oral or written definition of the new terms:
food chain, fresh water, habitat, surface waters,
and wetlands.
BACKGROUND INFORMATION
SUBJECTS:
Science, Social Studies, Language
Arts, Writing, Art
TIME:
45 minutes
MATERIALS:
copies of teacher book
copies of student report sheets
white bulletin board paper
paper and crayons
scissors
yarn or string
copies of student book
People once thought of wetlands as ugly, useless
eyesores with slimy, crud-covered creatures crawling around. The fact is that wetlands are useful
and our planet needs them. These soggy areas lie between dry land and fresh surface waters.
Wetlands support plants and animals that otherwise could not live in wetter or drier environments.
They act as kidneys to our planet and filter out harmful wastes that flow over land before they
ever reach fresh water helping to prevent water pollution in our rivers, streams, and lakes. Studies
have shown that submerged plant roots that wetlands provide act to increase the available dissolved
oxygen for downstream uses. In addition to supporting fish, the increased oxygen makes the
water more resistant to pollutants downstream since most pollutants act to decrease oxygen
levels killing fish. Wetlands also stop floods by slowing or absorbing the runoff from big storms.
People have relied on wetlands for a long time. In Ireland, they use peat (decayed vegetation that
has become packed down in swamps and bogs) as a low-cost fuel. Farmers in Asia plant their rice
in wetland areas because the increased amount of water helps nourish the grain during its growing
season. The wetlands in Iraq where the Tigris and Euphrates rivers join is the main source of
fishing for Arabs. Many people enjoy exploring swamps, like the Okefenokee Swamp in Georgia in
boats pushed through the water with long poles.
Wetlands are gaining a better reputation now that governments and conservation groups around
the world are recognizing them as special habitats and valuable pollution fighters. Because we lost
many of our wetland areas to farmland, research on constructed artificial wetlands is ongoing at
many sites around the world. We need our wetlands. Let's instill a positive appreciation for
wetlands in our children.
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Wetlands are one of the most important ecosystems in the world. They provide habitat for many
plants and animals, some of which could not survive anywhere else. Some of the plants found in
wetland areas are cattails, saw grasses, rushes, orchids, spider lilies, and lily pads as well as cypress
trees and mangrove trees. They provide food, shelter, and nesting areas for the animals. Many
amphibians such as frogs and salamanders, reptiles such as snakes and alligators, and mammals
such as rabbits and muskrats depend on the wetlands for survival. Many birds such as ducks,
geese, and swans use them for breeding grounds and migrating stops. Herons, egrets, and wood
storks could not survive with out the multitude of insects, clams, snails, and crabs the wetlands
provide. All the habitats of the wetland areas are vital to the balance of nature and the Earth.
Terms
food chain: the chain of living things in an ecosystem in which each link in the chain feeds on a
link below it and is fed upon by the one above it.
fresh water inland water that has a low concentration of minerals, salts, and dissolved solids
found as surface or ground water.
habitat: the place or type of site where a plant or animal naturally or normally lives and grows.
surface waters: precipitation that does not soak into the ground or return to the atmosphere by
evaporation or transpiration; it is stored in streams, lakes, rivers, ponds, wetlands, oceans, and
reservoirs.
wetlands: areas that periodically have waterlogged soils or are covered with a shallow layer of
water resulting in reduced soil conditions; wetlands areas typically support plant life that are
adapted to life in wet environments.
ADVANCE PREPARATION
A. Reproduce the teacher's copy of the story In the Wetlands on tag board or construction
paper and color the illustrations. Bind one end with staples, tape, or metal rings to complete
the book.
B. Locate many different nonfiction books about the wetlands (see resources).
C. Reproduce "Student Report Sheet" for the number of students participating in activity.
D. Cut out a large shape of a house on white bulletin board paper to fit a bulletin board.
PROCEDURE
I. Setting the stage
A. After reproducing the story In The Wetlands, read it to the students pointing to each word.
Discuss the different plants and animals that are found in wetlands and why they use the
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wetlands as their habitat. Discuss the food chain of the frog and bird. Provide other books
on the wetlands (see Resources).
II. Activities
A. After a discussion on different wetland plants and animals, have students to select one and
make a report (see Student Report Sheet).
B. Each student will draw a picture of his/her plant or animal on the report sheet and write or
dictate to someone important facts they remember. Have students discuss what they
have drawn in front of the class, then display the reports.
III. Follow-Up
A. As students complete their reports, have them create their own wetland on a bulletin
board. Cut out a large shape of a house on white paper to fit a bulletin board. Students
draw sky, water, and trees on the house shape. The students then draw, cut out, and place
their plants or animals on the house in cut-out windows and doors. Display their reports
around the bulletin board attaching yarn or string from the report to the plant or animal.
Have the class name and label their wetland.
IV. Extensions
A. Students may make their own In The Wetlands book. Reproduce the students' pages and
cut in half. Students may illustrate to match the words on each page. Then bind the book
for the students to read and reread. Students may take home their copy and read it to
their parents.
B. Reread the story In The Wetlands. Have the students find words they recognize. Make a
list of these words for each student to read. Then, have the students read the book
pointing to each word.
RESOURCES
Cortesi, Wendy W., Explore a Spooky Swampr National Geographic Society, Washington, D.C., 1978.
Dobrin, Arnold, Marshes and Marsh Life. Coward-McCann, New York, 1969.
Facklam, Margery, And Then There Was One. The Mysteries of Extinction. Sierra Club Books/Little,
Brown and Company, San Francisco, 1990.
Geraghty, Paul, Over the Steamy Swamp. Harcourt Brace and Company, Orlando, 1988.
Greenway, Shirley, Animal Homes. Water,. Newington Press, Connecticut, 1990.
Hoff, Mary and Rodgers, Mary M., Our Endangered Planet Rivers and Lakes. Lemer Publications
Company, Minneapolis, 1991.
Liptak, Karen, Saving Our Wetlands and Their Wildlife. Franklin Watts, New York, 1991.
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Words by Donna (Morgan
Illustrated by
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In the wetlands we
see water.
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On the water we
see Uly pads.
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On the lily pads we
see green frogs.
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By the frogs we
see dragonflies.
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In the wetlands
we see orchids.
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By the orchids
we see birds.
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By the birds we
see small fish.
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In the wetlands we
see many plants and
animals.
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Wetlands
are their
home.
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Student Report Sheet
The Wetlands
Plants and Animals
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Tl
;TL
At the end of this lesson, the students shall be able
to do the following:
1. Tell or write the importance of the wetlands;
2. Identify, orally or in writing, the different types of
wetlands;
3. Identify, orally or in writng, foods of the wetlands;
4. Identify, orally or in writing, animals found in the
different wetlands; and
5. Give an oral or written definition of wetlands.
Science, Language Arts, Social
Studies
TIME:
1 week, 30 minutes a day
MAT
books on the wetlands
encyclopedia sets
dictionaries
pictures of different kinds of
wetlands
writing paper
construction paper
pencils
crayons
materials to make student books
ABC boot©
Wetlands are known as the "kidneys of the landscape." Geooraohv FromAJta T^A PMure
They function as removers of wastes from both natural
and human sources. Wetlands are the homes to a
variety of plants and animals. Wetlands are nurseries ^^' " ^
for many species of coastal fish. Wetlands are areas
that periodically have waterlogged soils or are covered
with a shallow layer of water resulting in reduced soil conditions. The characteristics of the wetlands
and how they function is determined by what is happening in the area surrounding the wetlands.
Wetlands are found in all parts of the world and are classified into types. There are fresh water and
salt water wetlands. Some examples of fresh water wetlands are swamps, marshes, bogs, pasture
ponds, and prairie holes. Salt water wetlands are mangroves and salt water marshes. Wetland
areas typically support plant life that are adapted to life in wet environments.
We now know that from an economic and ecological standpoint, wetlands are extremely valuable,
fertile areas. The misguided notion that wetlands were a wasteland led to its destruction. Between
the 1950s and the 1970s the U.S. nearly tost 460,000 acres per year. The major loss resulted
from drainage for agricultural development as well as construction of housing, highways, and
commercial buildings.
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ADVANCE PREPARATION
A. Obtain ABC books.
B. Gather pictures of wetlands.
C. Gather materials to make student books.
PROCEDURE
I. Setting the stage
A. Discuss with the students the term wetlands and share some information using pictures
and books.
B. Share an ABC book with the students, then explain that they will be writing their own ABC
book on the topic: WETLANDS. Begin brainstorming words that begin with the letter a,
then the letter b, and so on. Show the students books on the wetlands that can be sources
for them.
II. Activities
A. Have the students list the alphabet on paper.
B. Have the students find words pertaining to the wetlands for each letter.
C. Have the students write the definitions or use the word in a sentence.
D. Edit the work.
E. Put the "ABC's" of the wetlands in book form.
III. Follow-Up
A. Have students share their books.
B. Place them in the library for other students to read.
IV. Extension
A. Have the students produce a crossword puzzle using the terms and definitions from the
ABC book.
RESOURCES
Challand, Helen J., Disappearing Wetlands. Childrens Press, Chicago, 1992.
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Knowlton, Jack, Geography From A to Z: A Picture Glossary. Thomas Crowell, New York, 1988.
Wading into the Wetlands. NatureScope, Vol. 2 No. 5, National Wildlife Federation, Washington,
D.C., 1986.
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"BAY" WATCH: (BY THE BAY)
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, a bay as a source of
water in the world around them;
2. Compare and contrast, orally or in writing, a bay to
a lake or ocean;
3. Name, orally or in writing, an animal found by the
bay;
4. Write two facts about the named animal; and
5. Give an oral or written definition the new terms:
bay, gulf, and estuary.
BACKGROUND INFORMATION
A bay is a body of water partly enclosed by land but
with a wide outlet to the sea. Bays are similar to gulfs,
only smaller. Mobile Bay, Alabama is an example.
Estuaries are influenced by the ocean tides resulting in
a mixture of salt water and fresh water.
SUBJECTS:
Science, Music, Social Studies,
Language Arts, Art, Computer,
Dramatic Play
TIME:
1 week, 30 minutes per day
MATERIALS:
Down by the Bay (book and song)
by Raffi
local map
map of United States and/or
world map
assorted pictures of bays from
assorted resources
Word Web
transparency
assorted pictures of animals that
live by the bay from assorted
resources
"Tripping with
Terwilliger-Bay Tidelands"
(video or comparable video)
Bays are homes to many diverse and unique animals, both large and small. Bays and their beaches
are also used for numerous recreational activities and water travel.
Terms
bay: a body of water partly enclosed by land but with a wide outlet to the sea.
gulf: a large body of sea or ocean water partly enclosed by land.
estuary: a marine ecosystem where freshwater enters the ocean; the term usually describes
regions near the mouth of rivers, and includes bays, lagoons, and marshes.
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ADVANCE PREPARATION
A. Assemble resource pictures/books/videos to show pictures of bays. You may use old
magazines (travel, sports, nature), geography texts, library books, National Geographic
magazines, and assorted videos.
B. Assemble resource pictures/books to show animals that live by bays. You may use old
magazines (travel, sports, nature), science and geography texts, library books, National
Geographic magazines, Ranger Rick magazines, Your Big Backyard magazines, Zoobook
magazines, and assorted videos.
C. Make transparency of Word Web.
D. Set up centers in room (optional).
E. Assemble materials associated with the environment "by the bay." Bays have historically
been heavily utilized as centers of civilization due to the protected waters easing navigation.
F. Write vocabulary words on flash cards.
PROCEDURE
I. Setting the stage
A. Build background by inviting the students to go with you on an imaginary "walk" along the
bay. Name the sounds they hear on the walk. Describe the animals they see along the bay.
Describe the smells. Provide additional information about the environment and animals as
necessary from the assorted resource books.
B. Encourage the students to describe places with water they have seen. Record the description
(that suggests the characteristics of different bodies of water) on the Word Web
transparency.
C. Define the term "bay" and show the worksheet "Bodies of Water." Emphasize the bay and
its characteristics. Distinguish bays from oceans and lakes.
D. Use the United States or world map to name some known bays.
II. Activities
A. Introduce vocabulary words associated with the theme: bay, wave, sand, deep, shallow,
shore, lake, ocean, island, and sea.
B. Read Down by the Bay by Raffi (emphasize the setting of the book). Sing the song if time
permits. Discuss the animals named in the book. Decide if they do/do not live by the bay.
List these in the appropriate column on the board or the worksheet.
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C. Use a local/state map to show the bay closest to the school. If there are no nearby bays,
discuss other bodies of water that may be familiar to them.
D. Name some activities the students can do "down by the bay" (wading, collecting shells,
sunning, walking on the beach, having a picnic, and fishing).
E. View video, "Tripping with Terwilliger." List animals named in the video (mussels, clams,
spiders, beetles, barnacles, crabs, periwinkle snails, and shore birds).
F. Divide the class into pairs. Have each pair choose an animal (or assign an animal) from the
above list. Allow the student pairs to use the resource books and encyclopedias to find
and record two or more facts about their animal. Pairs should share their facts with the
class.
G. Allow the students to go to various centers as time allows.
Follow-Up
A. Have the students demonstrate their knowledge of bays by labeling the correct bodies of
water on the worksheet, "Bodies of Water."
B. Have the students draw a picture of an animal found by the bay and label their picture.
Write two facts about the animal drawn. Assemble into a class Big Book. Vote on a title.
C. Sing the "Water Sources" song with students.
D. Read Morning Beach by Leslie Baker. Allow the students to examine the paintings in the
book. Invite them to use watercolors to create "down by the bay" pictures.
E. Have the students write in their journals about experiences they have had with families or
friends by the water.
F. Read Beach Ball by Peter Sis.
G. Create a "pretend" beach in the classroom. Let students create a name for the beach.
Make a sign for the "beach" area.
H. Suggest items needed for a beach party (beach towels, bathing suits, beach balls, pails and
shovels, and picnic food in a basket). List suggestions on a chart. Read to review.
I. Read At the Beach by Anne and Harlow Rockwell or Hurry Upf Jessie! By Harriet Ziefert and
Mavis Smith.
J. Brainstorm, write, and display rules that are followed to keep people safe at the beach,
such as swimming near a lifeguard, swimming with a friend, wearing a life jacket (if necessary),
and staying close to the shore when swimming. Have each student choose a rule. Have
each student draw themselves following the rule he/she chose. Share with the class.
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IV. Extensions
!:V.*A; Invite a naturalist to visit the classroom to discuss the importance of bays and the
encroachment of man upon nature's wildlife environment.
B. Read A House for Hermit Crab by Eric Carle. Compare man's need for houses to those of
animals and how they need them for the same purposes (for protection, meeting individual
<".%!•'.>••• needs, sleeping, eating, and taking care of their young). Discuss how houses differ with
location, sociological development, and materials available to use.
Centers to Set Up In Classroom
A. MUSIC
'*V& v'
* During water play, listen to music.
* Make musical instruments to accompany themselves while singing "Down by the Bay." Use
cereal boxes, jars with lids, milk jugs, paper towel tubes, shoe boxes, or coffee cans. Fill
them with pasta, nuts, rice, sand, paper clips, rocks, or dried beans.
* Provide the tape of the song "Down by the Bay" at the listening center.
B. ART
* Have a supply of watercolor sets to create pictures.
* Provide art supplies for students to draw a map of an imaginary bay. Name the bays they
have drawn.
* Provide sand to create a sand picture (after listening to the book For Sand Castles or
Seashells by Gail Hart man).
C. SOCIAL STUDIES
* Globe
* Maps
* Resource pictures of bays
D. WATER AND SAND TABLES
* Provide cups, spoons, funnels, sifters, bottles, pails, and shovels for sandcasting and
exploration.
* Place shells or stones in the sand and allow the students to have a shell treasure hunt.
E. SCIENCE
* Provide shells, sand, and rocks for hands-on experiences.
* Have a supply of books related to the theme (see resources).
F. COMPUTER
* Provide the CD "Beachy Keen!" by Carole Marsh.
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G. DRAMATIC PLAY
* Have available clothes, materials, and props for a day at the beach, wading in the ti
or picnicking at the beach.
H. MATH
* Provide an assortment of seashells. Use these to sort according to attributes. Graph the
results on a graphing mat.
* Provide tangram blocks. Have students create fish shapes using the tangrams.
I. LANGUAGE ARTS
* Read "The Left/Right Beach Story" by Pam Leiker and do the corresponding activit
the students.
RESOURCES
A House for Hermit Crab, (video) Reading Rainbow.
Amos, William H., Exploring the Seashore. National Geographic Society.
Asch, Frank, Sand Cake. New York, Parent's Magazine Press, 1978.
Baker, Leslie, Morning Beach, Little Brown, Boston, 1990.
Bowden, Joan, Whv the Tides Ebb and Flow. Houghton Mifflin, 1979.
Bumington, John, Come Awav From the Water. Shirley. Crowell, New York, 1977.
Carle, Eric, A House for Hermit Crab. Scholastic.
Crews, Donald, Harbor. Greenwillow, New York, 1982.
Day, Alexandra, River Parade. Viking, New York, 1990.
Dodd, Lynley, The Smallest Turtle. Gareth Stevens, Inc.
Feeney, Stephanie and Fielding, Ann, Sand to Sea. University of Hawaii Press.
Florian, Douglas, A Beach Dav. Greenwillow, New York, 1990.
Gunzi, Christiane, Tide Pool. Doling Kindersley, 1992.
Hartman, Gail, For Sand Castles of Seashells. Bradbury, New York, 1990.
Heyduck-Huth, Hilde, The Starfish. Macmillan.
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Hopkins, Lee Bennett, The Sea is Calling Me. Harcourt Brace Jovanovich.
Jenkin-Pearce, Susie, The Seashell Songr Lothrop, Lee & Shepard.
Johnson, Sylvia, Hermit Crabs, Lemer Publications, Co.
Lund, Doris Herold, The Paint-Box Sear McGraw-Hill Book Company.
Marsh, Carole, Beachv Keen! (Computer CD), Gallopade Publishing, Marietta, GA 30067, (404)
577-5085.
McDonald, Megan, Is This a House for Hermit Crab?. Orchard Books.
McMillan, Bruce, One Sun-A book of Terse Verse. Holiday House, New York, 1990.
Raffi, Down by the Bav.
Rockwell, Anne and Rockwell, Harlow, At the Beachr Macmillan, New York, 1987.
Rylant, Cynthia, Henrv and Mudge and the Forever Sea. Bradbury, New York, 1989.
Samton, Shelia White, Beside the Bav. Philomel Books, New York, 1987.
Silver, Donald, One Small Square Seashore. W.H. Freeman and Company, 1993.
Sis Peter, Beach Ball. Greenwillow, New York, 1990.
Stock, Catherine, Sophie's Bucket. Lothrop, Lee & Shepard.
Taylor, Barbara, Shoreline. Dorling Kindersley, 1993.
Tripping with Terwilliger. Bay Tidelands (video), Terwilliger Nature Education Center, P 0 Box
722, Tiburon, CA 949920-0722.
Yamashita, Haruo, Mice at the Beach. Morrow, New York, 1987.
Ziefert, Harriett and Mavis Smith, Hurry Up. Jessie!. Harper Collins, New York, 1991.
Zion, Gene, Ham/ Bv the Sea. Harper, New York, 1965.
The Left/Right Beach Storv. June/July—Creative Teaching Press.
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WATER SOURCES
(Tune: Go Tell Aunt Rhody)
What are water sources
What are water sources
What are water sources
Where can water be found?
Streams and rivers
Streams and rivers
Streams and rivers
Flow within our state.
Water flows underground
Water flows underground
Water flows underground
And bubbles up as a spring.
Bays and oceans
Bays and oceans
Bays and oceans
Are salty as can be.
Small ponds and big lakes
Small ponds and big lakes
Small ponds and big lakes
Act as reservoirs.
These are water sources
These are water sources
These are water sources
And where they can be found.
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Label each body of water.
bay ocean lake
tn
a>
r\j
-------
Bodies of Water
(setting the stage: C)
lake
ocean
-------
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MARIE DEBRIS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Tell at least two things they can do to reduce
litter or protect marine animals; and
2. Give an oral or written definition of the new terms:
debris and marine animals.
SUBJECTS:
Science, Art
TIME:
1 hour
MATERIALS:
1 large plastic garbage bag
1 small garbage bag for each
student
miscellaneous garbage items
cash register tape
5 pounds sugar
drawing paper
glue
BACKGROUND INFORMATION
Trash discarded in oceans and on beaches threatens
the health and safety of people, birds, fish, and marine
animals. An estimated 14 billion pounds of trash is
dumped in the world's oceans each year. Many sea
birds and marine animals die each year from
entanglement in marine debris or from eating plastic.
Boats are often damaged by trash in the water.
Terms
debris: the remains of something broken down or destroyed.
marine animals: animals that live in the sea or in a tidal pool.
ADVANCE PREPARATION
A. Use a garbage bag (head) and garbage (facial features) to make the character "Marie
Debris." Stuff the bag with crumpled newspaper. (See attached illustration).
B. Write information about marine debris on cash register tape (thin roll of paper). Place the
roll of paper inside the bag and feed the end out through "Marie's" mouth. See marine
debris fact sheet for needed information.
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PROCEDURE
I. Setting the stage
A. Introduce "Marie Debris." Ask students "What is debris?" Write the word "debris" on the
chalkboard (the remains of something broken down or destroyed). Is debris harmful?
Good? How?
B. Slowly pull the tape out through the character's mouth and read the information.
II. Activities
A. Let each child create their own trash character using small garbage bags and garbage.
Help them think of trash related names like:
Ricardo Discardo
Ashley Trashley
1. Have students draw a picture of the effect debris has on sea animals on an
8 1/2" x 5 1/2" piece of drawing paper. May need to review marine debris facts.
2. Glue picture on back of Marie Debris.
3. Display trash characters by hanging them from the ceiling in order to display both
sides.
III. Follow-Up
A. Walk around the school grounds and pick up trash.
B. There are things you can do to help. List the following things on chart paper and read them
aloud:
1. Don't throw trash in the water or on the beach.
. 2. If you see trash, pick it up and put it in a garbage can.
3. Don't throw anything out of your car.
4. Don't use helium balloons, sometimes they fall in water and are eaten by marine mammals.
5. Reduce the amount of waste you generate by recycling.
IV. Extensions
A. Write "14,000,000,000 pounds" on the chalkboard. Ask the children what that number is.
Tell them, 14 billion.
B. Pass around a five pound bag of sugar (let each student hold it). Write "five
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pounds" on the board. Say, "This bag of sugar weights five pounds. Is it heavy? Every
year people put 14 billion pounds of trash in the oceans or on the beaches of the world.
C. Is that a lot of garbage? Use a calculator to show how many five pounds of sugar make 14
billion pounds.
RESOURCE
Gulf of Mexico Program Gulf Facts, Stennis Space Center, Mississippi.
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MARINE DEBRIS FACT SHEET
An estimated 14 billion pounds of trash, much of it plastic, have been dumped in
the world's oceans every year.
Over 1 million pounds of trash and debris were picked up on Gulf beaches during
the 1988 beach cleanup.
Over 68% of the trash picked up during the 1988 cleanup was plastic.
The worldwide fishing industry dumps an estimated 150,000 tons of plastic each
year, including packaging, plastic nets, lines, and buoys.
Plastics are lightweight and durable. Beverage 6-pack yokes may persist 450
years in the marine environment.
Within the U.S., an estimated 2 million seabirds and 100,000 marine mammals die
each year from entanglement in marine debris or ingestion of plastics mistaken for
food.
Waterborne debris fouls boat propellers and water intake structures, disabling
engines, necessitating costly repairs, and creating a safety hazard for boat
operators.
Debris such as plastic sheeting becomes entangled in fishing nets. Trawling nets
are often snagged and torn on oil drums and other heavy objects at sea.
As much as 1 ton per mile of litter is picked up along Gulf Coast beaches each year
during volunteer cleanups.
5-68
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Marie Debris
Make a large character using
a garbage bag.
arbage
Bag
facial
features
made
from trash
Write background information on cash
register tape.
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5-70
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OCEANS AND PONDS
K-Z
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Identify, orally or in writing, some animals that
have an aquatic habitat;
2. Classify, orally or in writing, animals according to
the type of aquatic habitat; and
3. Give an oral or written definition of the new terms:
aquatic and habitat.
BACKGROUND INFORMATION
SUBJECTS:
Science, Art
TIME:
2 one hour sessions
MATERIALS:
index cards
chart paper
tape
blackline master,
Water-Fresh-Salt
blackline master, Water Habitats
Animals must have a home that provides all their
needs: the right amount of water, the right kind of food, and the right temperature. A home that
provides all these things is called a habitat.
There are many different habitats on Earth. Ponds and oceans are examples of aquatic habitats.
An ocean is a salt water habitat. A pond is a fresh water habitat.
Terms
aquatic: living or growing in or on water.
habitat: the place or type of site where a plant or animal naturally or normally lives and grows.
ADVANCE PREPARATION
A. Make two charts with the following titles:
Water Animals
Fresh Water/Salt Water (make 2 columns)
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B. Copy the blackline masters:
Water-Fresh-Salt
Water Habitats
C. Prepare mural background.
D. Cut two large pieces of blue bulletin board paper. Cut one piece in the shape of a pond and
the other wavy like the ocean. Label: Ocean - Salt Water, Pond - Fresh Water.
PROCEDURE
I. Setting the stage
A. Ask each student to name an animal that lives in water.
B. Write the name of the animal on an index card and give it to the student. Have each
student to tape his/her card on the Water Animals chart.
II. Activities
A. Pass out the Water-Fresh-Salt worksheet (blackline master included).
1. Go over the Water Animals Chart having the students classify each animal's aquatic
habitat as fresh water or salt water by writing the name of the animal in the appropriate
column.
B. Display the ocean and pond murals. Ask each student to draw a picture of the animal he/
she chose. Then cut out the picture and glue it to the pond or ocean mural.
III. Follow-Up
A. Pass out the Water Habitats worksheet (blackline master included). Have students cut out
the animal pictures and glue each one in its proper aquatic habitat.
B. Make a whale as an example of a salt water mammal. Share why the whale is a mammal and
not a fish (instructions included).
IV. Extensions
A. Have each student choose one animal and write and illustrate a story about how/where the
animal gets water.
B. Make a book titled Animals and Water by stapling the students' stories together and making
a cover. Place the book in your classroom library.
C. Explore other types of animal habitats and create a diorama display of them.
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RESOURCE
DeBruin, Jerry, Creative. Hancfr-Q" Science Experiences. Good Apple, Inc., Carthage, Illinois, 1980.
5-73
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SACK WHALE PATTERN
1. Spread flat, large paper sack.
2. Trace fluke pattern at top of bag and paint sack.
3. Cut an X in the bag for the blow hole.
4. For the waterspout, roll a piece of 9" x 12" blue construction paper into a
cylinder shape. Tape it so it won't unroll.
5. Let the students cut on the fluke pattern lines.
6. Have the students open bag and stuff with crumpled paper from the recycling
bin.
7. Staple fluke closed.
8. Using markers, let the students make the whale's mouth and eyes.
9. Let the students cut the blue construction paper cylinders halfway down all
the way around. Cut the fringed strips to represent the waterspout.
Insert into X shaped hole.
10. Cut two fins from construction paper and glue to the whale's side.
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Salt-water Habitat Kresh-wcffer
Ocean
cn
•ll
cn
Pond
Cut out the pictures and paste each one in its natural habitat. Color the picture.
I
-------
Fresh-Water
Salt-Water
I
5-76
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5-77
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5-78
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HOW DRY I AM, HOW WET I'LL BE!
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Make a model of the ocean tide to create a tidal
pool;
2. Write or tell what plants and animals were found
in a tidal pool;
3. Demonstrate, orally or in writing, the role of
suction in the survival of tidal pool creatures; and
4. Give an oral or written definition of ocean tides.
BACKGROUND INFORMATION
SUBJECTS:
Science, Language Arts, Art
TIME:
1 hour
MATERIALS:
cake pan
blue or green gelatin
suction-cup hooks
sand
paper cup
water
small paper plate
crayons
scissors
Many different areas of our world are covered with
water. In each type of water, different types of plants
and animals flourish. Survival of these plants and
animals are determined by different water temperatures, water pressure, food supply, chemical
balance, and other water characteristics. The physical characteristics of marine life and their
adaptability determine their habitat. Coastal marine life must be able to adapt to tidal changes.
Term
ocean tides: the natural rise and fall of the ocean caused by the moon's gravitational pull.
ADVANCE PREPARATION
A. Prepare gelatin, but remove from refrigerator before it is completely set.
PROCEDURE
I. Setting the stage
A. Share stories about trips to the beach. Describe the waves and tides.
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II. Activities
A. Demonstration of high and low tides.
1. Pour a layer of gelatin into one half of a cake pan and pour a layer of sand in the other
half. Embed part of a paper cup in the sand. This will be a tidal pool.
2. Slowly tilt the pan so that the gelatin starts moving toward shore. Tilt the pan slowly
forward and back, going forward more each time. This represents the tide moving in.
3. If the beach is rocky, water from high tide collects around rocks forming tidal pools.
Some gelatin will remain in the cup as the tide goes back out to sea.
B. Demonstration
1. Use "My Home is a Tidal Pool" to show various creatures found in this habitat.
2. Explain that these animals must attach themselves to rocks or be swept out to sea.
Explain suction by pressing a suction cup on the table or by using a vacuum cleaner
hose and a paper plate. The animals secure their food as the water passes food over
and around them. They open their mouths, never losing their hold on the rocks, and
secure their nourishment.
III. Follow-Up
A. Write a dialogue between tidal pool inhabitants.
B. Research a particular tidal pool creature and report to the class.
C. Make a paper plate hermit crab. See "Hermy the Hermit Crab."
IV. Extensions
A. Discuss how the native Americans used these animals for food and ornamentation.
B. Write a story about a visit to a tidal pool.
RESOURCE
Schaffer, Frank, School Davs. Sept/Oct, 1995.
5-80
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Home Is A Tidal Pool "
tn
CO
inkle Snails
her/iiit crab
-------
Hermy the Hermit Crab
Fold a small paper plate in
half and glue the tabs to it.
5-82
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GET THE OIL OUT!
K-Z
OBJECTIVES
At the end of this lesson, the students shall do the
following:
1. Hypothesize, orally or in writing, what will happen
when oil and water are mixed;
2. State, orally or in writing, that oil is less dense than
water; and
3. Give an oral or written definition of the new terms:
absorbents and oil spill.
BACKGROUND INFORMATION
SUBJECT:
Science
TIME:
20 minutes
MATERIALS:
colored water
oil
shredded paper, or sawdust
feathers
containers for the oil, water,
and shredded paper
Water pollution, one of the most serious types of
environmental abuse, is evident in streams, lakes, rivers, and oceans throughout the world.
Oil pollution is a growing hazard and a new source of water pollution. It can potentially destroy the
ecosystem of the water environment.
The oil and water do not mix. The oil is less dense than water so it will stay on top of the water,
even if it is shaken or mixed. The oil can be removed from the surface of water through the use of
detergents and emulsifiers. However, a significant amount of pollution from oil eventually settles
as sediment in the rivers, lakes, and oceans.
Terms
absorbents: shredded paper, sawdust, and other materials that have the power to absorb; these
can be dipped into or spread across an oil spill to absorb or soak up the oil.
oil spill: a form of pollution in which oil from various sources leaks into the water.
ADVANCE PREPARATION
A. Have water, oil, and shredded paper or sawdust in separate containers.
5-83
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PROCEDURE
I. Setting the stage
A. Have children hypothesize what will happen when oil and water are mixed.
1. Pour the water and oil in a clear jar. Observe what happens. Shake the jar and let the
students observe how oil and water will separate.
II. Activities
A. Sprinkle shredded paper or sawdust on top of the oil. Let the students observe how the
paper and sawdust act as a sponge to absorb the oil. Dip sawdust or paper out and let a
student run a feather (or their finger) across the water to see if the oil has been removed.
Estimate how many times it will take before this procedure cleans the water. Repeat the
feather test after each cleaning.
III. Follow-Up
A. Show the film "Free Willy II" and talk about how oil affects different kinds of wild life. You
should also talk to the class about the disadvantages to this clean-up method. (The
absorbents themselves have to be disposed of after they are used.)
IV. Extensions
A. Have the class bake a cake to show that sometimes with other ingredients, oil and water
will mix and the results can be delicious! Let the class decorate the cake to culminate a
special unit of study.
RESOURCES
Freeman, Don, The Sea and the Slick. Viking, 1974.
"Alaska's Big Spill: Can the Wilderness Heal?," National Geographic, Vol. 177, No. 1, January,
1990.
5-84
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SIFTING THROUGH THE WETLANDS
K-2
OBJECTIVES
At the end of this lesson, the students shall be able
to do the following:
1. Predict, orally or in writing, if sand will go through a
screen;
2. Form an oral or written hypothesis related to the
experiment;
3. Create a commemorative stamp to display at the
post office; and
4. Give an oral or written definition of the new iterms:
bog, marsh, and swamp.
SUBJECTS:
Science, Social Studies, Math,
Art
TIME:
45 minutes
MATERIALS:
pictures of different wetlands
coffee filter
dirty water
3 glass jars
window screening
construction paper
colored markers
sand, sticks, rocks, leaves
glass or clear plastic container
BACKGROUND INFORMATION
Many wetland areas which have been lost to farming and commercial development were a valuable
resource as natural sewage systems. Environmentalists have discovered that wetland plants can
absorb excess nitrogen and phosphorous from sewage and can filter waste from runoff and streams
that flow into the wetland area protecting bodies of water downstream. Dangerous wastes are
absorbed by the wetlands until they have time to breakdown to safer levels. Many rich nutrients
that are lost through runoff fertilize wetland plants which, in turn, feed wetland animals.
This lesson will help students to realize how wetlands are nature's kidneys or filtering system. By
sifting sand (representing the water) through a window screen (representing the wetlands), students
can see how the finer sand is filtered through leaving the larger pieces (the pollutants) behind.
Wetlands play an important role in the balance of our world.
Terms
bog: freshwater marsh with build-up of peat and high acidity that typically supports mosses
adapted to acidic soil conditions, many are located in colder regions.
marsh: wetland dominated by grasses.
swamp: wetland dominated by shrubs and trees.
5-85
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ADVANCE PREPARATION
A. Locate pictures of swamps, marshes, and bogs.
B. Place a coffee filter on top of a glass jar. Have dirty water with sticks, mud, leaves, and
rocks in another glass jar.
C. Reproduce the Sand Box Graph on poster board for the number of students in the class.
for younger children, do one graph with the whole class.
D. For each student make a 6" x 6" wetland window by stapling folded pieces of 6" x 2"
construction paper to a 6" x 6" cut piece of window screen. Write on the top of the frame
"Wetland Window, To See the Future of Our Wetlands." And on the sides write "Swamps,"
"Marshes," and "Bogs." (See attached diagram.)
PROCEDURE
I. Setting the stage
A. Find pictures of different kinds of wetlands (see resources) and discuss with students the
difference between a swamp, marsh, and bog. Discuss how important these wetlands are
to our Earth.
B. To show students how wetlands filter pollutants and waste, pour dirty water with sticks,
leaves, and mud through a coffee filter. Compare the dirty water with the filtered water.
Then discuss how swamps, marshes, and bogs are nature's filters to get rid of unwanted
substances.
II. Activities
A. Place a kitchen colander or strainer over a glass or clear plastic container with a glass of
regular sand on a table for all students to see. Display the Sand Box Graph at the students'
level with two different colored markers.
B. Show students the screen and a glass of sand. Ask students to predict what will happen if
the sand is poured on the screen by coloring a square on the Sand Box Graph. Count how
many students predicted all of the sand would fall through and how many predicted only
some of the sand would fall through. Discuss which prediction had more. Then, ask how
many more students predicted this. Using the prediction that had more, have the students
to form a hypothesis. (Example: When pouring sand through a screen all of the sand will
fall through the holes. Help the students to become more familiar with the word hypothesis
by describing it as a guess that scientists make for their experiments). Then place the
sand on the screen and discuss with the students what happened. Ask if their hypothesis
is correct. (Scientist often rewrite their hypotheses to fit their experiments.)
C. Place students in small groups with their own "Wetland Window" to explore with "dirty"
sand (sand mixed with sticks, leaves, and rocks) what happens when they pour it through
5-86
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the screen. The children will enjoy watching the screen filter out the larger materials and
create the fine sand. Later, in large groups, ask the students how the Wetland Window is
like the wetlands and which way they like the sand best, with the sticks, leaves, and rocks
or without. Relate this to the wetlands. Just as the Wetland Window filters the sticks,
leaves, and rocks from the sand to make it cleaner, the Wetlands filter pollutants from the
water to make it cleaner. Have students take their windows home to show their parents.
III. Follow-Up
A. Discuss with the students what might happen if all the wetlands were eliminated from the
planet. Discuss how valuable the wetlands are to our world. Ask students what they think
they could do to help save the wetlands or reduce losses of wetlands. Direct them in
drawing a commemorative stamp or writing a class letter to their state senator reminding
him/her of the value of wetlands. Have them draw pictures of wetlands and how they are
being destroyed for farmland or industry, and display them at the post office and/or send
them to one of the following addresses:
Soil and Water Conservation Society
7515 Northeast Ankeny Road
Ankeny, Iowa 50021
Water Pollution Control Federation
601 Wythe Street
Alexandria, Virginia 22314
WorldWatch Institute
1776 Massachusetts Avenue NW
Washington, D.C. 20036
Help your students to understand that there is something they can do and that whatever
they do will make a big impact on the health of our planet.
IV. Extension
A. Have students help write a letter for other information on wetland activities to:
WETLANDS
Mail stop 6217, Main Interior Building
U.S. Department of the Interior
Washington, D.C. 20240
RESOURCES
Cortesi, Wendy W., Explore a Spooky Swamp. National Geographic Society, Washington, D.C., 1978.
Dobrin, Arnold, Marshes and Marsh Life. Coward-McCann, New York, 1969.
5-87
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Facklam, Margery, And Then There Was One. The Mysteries of Extinction. Sierra Club Books/Little,
Brown and Company, San Francisco, 1990.
Greenway, Shirley, Animal Homes. Water. Newington Press, Connecticut, 1990.
Hoff, Mary and Rodgers, Mary M.f Our Endangered Planet Rivers and Lakes. Lemer Publications
Company, Minneapolis, 1991.
Liptak, Karen, Saving Our Wetlands and Their Wildlife. Franklin Watts, New York, 1991.
5-88
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Diagram
Wetland Window
to see the future of our wetlands
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f
i •
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•* !~"
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i — — .
• •.
!
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\
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swamp
•r
window screen
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?
i
^b.
i
1
CT
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U^
en
construction paper
5-89
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Sand Box Graph
Hypothesis:
All off the sand
will go through
the screen.
Some off the sand
will go through
the screen.
5-90
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Wetlands Commemorative Stamp
5-91
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5-92
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THE WATER SOURCEBOOK
GLOSSARY
-------
GLOSSARY
absorb: to take in or soak up a liquid.
absorbent: shredded paper, sawdust, and other materials that have the power to absorb.
acid: a substance with a quantity of positively charged hydrogen ions.
acid rain: rain with a pH of less than 5.6; results from atmospheric moisture mixing with
sulfur and nitrogen oxides emitted from burning fossil fuels; may cause damage to buildings,
car finishes, crops, forests, and aquatic life.
aeration: exposing to circulating air; addition of oxygen to wastewater or water, as in first step
of both activated sludge wastewater treatment process and drinking water treatment.
agriculture: farming, science of cultivating the soil, producing crops, and raising livestock.
aquifer porous, water-bearing layer of sand, gravel, and rock below the Earth's surface;
reservoir for groundwater.
aquatic: living or growing in or on water.
aquitard: a low-permeability layer of rock or clay that can store water but transmits it very
slowly from aquifer to another.
artery: hollow tube that carries blood with oxygen and food to all parts of the body.
atmosphere: envelope of gases surrounding the Earth.
bacteria: very tiny organisms, some can be harmful to people.
bacterial water pollution: the introduction of unwanted bacteria to a water body.
barrier island: a body of land that is completely surrounded by water; it is roughly parallel to
the shore and separated from the shore by a lagoon; barrier islands protect the shore from
the direct onslaught of waves.
base: a substance that turns hydoin or pH paper blue.
/
bay: a body of water partly enclosed by land, but having a wide outlet to the sea.
bog: freshwater marsh with build-up of peat and high acidity, that typically supports mosses
adapted to acidic soil conditions (particularly sphagnum); many are located in colder regions.
brackish water water that is a mixture of fresh and salt water.
G-1
-------
buoyancy: the abililty of water to support weight and the degree to which it can support
weight.
careen a chosen pursuit or life's work; a job or profession one is trained to do.
chemicals: substances which are used in factories, farms and homes for a variety of purposes
such as cleaning, painting, killing pests, and helping maintain vehicles.
chlorination: the addition of chlorine to water to destroy microorganisms especially for
disinfection.
clay: soil which consists of illite, kaolin, micas, vermiculite, and other mineral particles; clay
particles are small and the spaces between them are small; clay soils absorb water slowly
but can hold water for longer than a sandy soil.
coagulation: the process by which dirt and other small suspended solid particles are
chemically bound, forming floes using a coagulant (flocculant) so they can be removed from
the water (the second step in drinking water treatment).
cohesion: the force by which the molecules of a substance are held together.
condensation: the process of changing from a vapor (gas) to a liquid.
condense: water vapor that changes into a liquid.
conservation: wise use and protection from depletion and pollution.
conserve: save, protect, keep; to use a resource wisely and efficiently.
contaminate: to make impure, infected, corrupt or radioactive by contact with or by addition
of something.
contour plowing: plowing horizontally across the face of the slope.
cooling pond: a pond where hot water from factories and power plants is stored until it is the
same temperature as nearby bodies of water.
cycle: a process that repeats itself.
dam: human-made or animal-made barrier across a stream or river that holds and regulates flow
of water.
debris: the remains of something broken down or destroyed.
desalinization: purification of salt or brackish water by removing salt.
desert: an arid region lacking enough moisture to support vegetation.
dissolve: to make a solution of, as by mixing with a liquid; blend with a liquid.
G-2
-------
drain field: the part of a septic system where the wastewater is released into the soil for
absorption and filtration.
drought: period of little or no rain.
ecosystem: the relationship between all the parts (living and non-living) within an
environmental community.
effluent: treated wastewater, flowing from a lagoon, tank, treatment process, or treatment
plant released into the environment.
emissions: a substance discharged into the environment.
erosion: the wearing away of the Earth's surface by running water, wind, ice, or other
geological agents, processes, (weathering, dissolution, abrasion, corrosion, and
transportation) by which material is removed from the Earth's surface.
estuary: a marine ecosystem where freshwater enters the ocean. The term usually describes
regions near the mouths of rivers, and includes bays, lagoons, sounds, and marshes.
evaporate: to convert or change into a vapor.
evaporation: process in which the heat energy of the sun causes the water on the Earth's
surface to change into a vapor.
expand: to take up more space.
fertilizer natural and synthetic materials including manure, nitrogen, phosphorus and treated
sewage sludge that are worked into the soil to provide nutrients and increase its fertility.
filtration: the process of passing a liquid or gas through a porous article or mass.
flood: a period of above average rain with excess water encroaching on the land.
flow: move smoothly.
food chain: the chain of living things in an ecosystem in which each link in the chain feeds on a
link below it and is fed upon by the one above it.
fossil fuels: coal, oil, and natural gas, which were formed from the fossilized remains of
ancient organisms.
fresh water, inland water that has a low concentration of minerals, salts, and dissolved solids
found as surface water or groundwater.
fresh water degradation: freshwater that is either polluted or used up faster than it can
replenish itself.
G-3
-------
freeze: to harden into ice or into a solid body; to change from the liquid to the solid state
by loss of heat.
germs: very small living things in the water that can make people sick.
ground water water that infiltrates the Earth and is stored in usable amounts in the soil and
rock below the Earth's surface; water within the zone of saturation.
gulf: a large area of sea or ocean partially enclosed by land.
habitat: the place or type of site where a plant or animal naturally or normally lives and grows.
hail: precipitation in the form of hard pellets of ice or hard snow.
humus: organic soil formed from decaying organic materials and mineral particles; most humus
is black or dark brown, and holds large amounts of water.
hydroin paper special paper for determining the strength (pH level) of an acid or base.
hydrologist: a person that applies scientific knowledge and mathematical principles to solve
water-related problems in society such as problems of quantity, quality, and availability.
hydrology: the study of water, its properties, distribution on Earth, and effects on the Earth's
environment.
impurities: materials that dirty water and make it unsafe for people to use.
inland wetland: wetlands that are not affected by tides; the type of water can be fresh water
or salt water; they are: island marshes, wet meadows, forested wetlands, and shrub
wetlands.
island: a body of land that is completely surrounded by water.
kinetic energy: the energy of a body resulting from its motion.
lake: a standing body of water surrounded by land which undergoes thermal stratification and
turnover by mixing.
liquid: a free flowing substance that borrows the shape of its container.
limestone: brittle, sedimentary rock that has many cracks which can fill with water.
loam: a fertile rich soil composed of varying amounts of silt, clay, sand, and humus.
mangroves: trees that are the dominant plant found in a salt water wetland that occurs along
the tropical coasts.
marine animals: animals that live in the sea or in a tidal pool.
G-4
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marsh: wetland dominated by grasses.
melt: to change from a solid to a liquid usually through the process of heating.
molecule: the smallest particle of a compound that can exist in the free state and still retain
the characteristics of the compound.
municipal: of or relating to municipality (city, town, etc.). Municipal wastewater is primarily
domestic wastewater.
neutral: a substance that is neither basic or acidic.
neutralization: a process that causes toxic waste to react with another chemical to produce a
harmless substance.
nitric acid (HNO): a component of acid rain; corrosive; damages buildings, vehicle surfaces,
crops, forests, and aquatic life.
nonpoint source pollution: (NFS) pollution that cannot be traced to a single point (e.g.,
outlet or pipe) because it comes from many individual sources or a widespread area
(typically, urban, rural, and agricultural runoff).
nutrient pollution: a nourishing contamination that causes unwanted plant growth.
ocean: a very large body of salt water that covers nearly 3/4 of the Earth's surface.
oil spill: a form of pollution in which oil from various sources leaks into the water.
peat: rich organic material that is made up mostly of partially decayed plant material.
permeability: the capacity of a porouos material to transmit fluids. Permeability is a function
of the sizes, shapes, and degree of connection among pore spaces, the viscosity of the
fluid, and the pressure driving the fluid.
p H: a measure of the concentration of hydrogen ions in a solution.
point source pollution: pollution that can be traced to a single point source such as a pipe
or culvert (e.g., industrial, wastewater treatment plant, and certain storm water discharges).
pollutant: any substance suspended or dissolved in water that builds up in sufficient quantity
to impair water quality.
pond: a still body of water smaller than a lake where mixing of nutrients and water occurs
primarily through the action of wind (as opposed to turnover).
porosity: the property of being porous, having pores; the ratio of minute channels or open
spaces (pores) to the volume of solid matter.
G-5
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precipitation: water droplets or ice particles condensed from atmospheric water vapor and
sufficiently massive to fall to the Earth's surface, such as rain, sleet, or snow.
purify: to clean.
reclamation: bringing land that has been disturbed by some process back to its original
condition.
recycle: a process to regain materials for human reuse.
reservoir a place where water is collected and stored for use.
red tide: a reddish discoloration of coastal surface waters due to concentrations of toxic
producing algae, fatal to many forms of marine life.
residential: pertaining to a place where people live, such as a neighborhood.
riparian area: of, adjacent to, or living on the bank of a river, stream, or sometimes, of a lake
or pond.
riprap: large rocks placed along the bank of a waterway to prevent erosion.
river a large body of flowing water that receives water from other streams and/or rivers.
runoff: water (originating as precipitation) that flows across surfaces rather than soaking in;
eventually enters a waterbody; may pick up and carry a variety of pollutants.
salinity: the amount of salt dissolved in water.
salt water water that has a high level of dissolved salts (oceans, seas).
sand: tiny, loose grains of crushed mineral particles formed by the weathering of rocks.
saturated zone: a portion of the soil profile where all pores are filled with water. Aquifers are
located in this zone. There may be multiple saturation zones at different soil depths
separated by layers of clay or rock.
scrubbers: a device in a smokestack that uses water to remove particles and some polluting
gases.
sediment: eroded soil material (often suspended in water that consists mainly of particles
from rocks, soil, and inorganic materials).
sedimentation: (1) the process of depositing sediment, or the addition of soils to lakes that
is part of the natural aging process; (2) the drinking water treatment process of letting
heavy particles in raw water settle out into holding ponds or basins before filtration (also
called "settling"); (3) the process used in both primary and secondary wastewater
treatment that takes place when gravity pulls particles to the bottom of a tank (also called
"settling").
G-6
-------
septic tank: a tank, commonly buried, to which all of the wastewaters from the home should
flow and in which, primary digestion of the organic matter occurs by anaerobic bacteria; the
main part of a septic system where scum and solids accumulate; derived from "sepsis"
meaning "putrid decay" or "decay without oxygen."
sewage: waste and wastewater produced by residential, commercial, and light industrial
establishment; typically discharged into sewers and sometimes into septic tanks.
sinkhole: a hole caused by collapse of the land surface, commonly because underlying
limestone rock has dissolved away.
sludge: solid material that isn't broken down by bacterial digestion which settles to the bottom
of septic tanks or wastewater treatment plants; it must be pumped out and disposed of in
landfills, application to land, or by incineration.
Sleet: precipitation consisting of generally transparent frozen or partially frozen raindrops.
snow: solid precipitation in the form of white or translucent ice crystals of various shapes
originating in the upper atmosphere as frozen particles.
solid: a hard substance that keeps its own shape.
storage tanks: water tanks are used for storage and they are in several shapes and sizes;
elevated, ground and standpipe.
stream: a body of flowing fresh water.
sublimate: to change from a solid to a vapor.
sulf uric acid: (chemical formula, HaSCU) the most widely used industrial chemical; a major
component of acid rain that is formed by sulfur oxides combining with atmospheric
moisture.
surface tension: a property of liquids in which the exposed surface tends to contract to
the smallest possible area, as in the formation of a meniscus. It is caused by unequal
molecular cohesive forces near the surface.
surface water precipitation that does not soak into the ground or return to the atmosphere
by evaporation or transpiration. It is stored in streams, lakes, rivers, ponds, wetlands,
oceans, and reservoirs.
suspended solids: small particles of solid materials in water that cause cloudiness or
turbidity.
swamp: wetland dominated by shrubs and trees.
terracing: series of level plots in step-like fashion on a slope.
thermal pollution: varying temperatures above or below the normal condition.
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tides: the alternate rising and falling of the ocean's surface which occurs twice in each lunar
day (24 hours).
topsoil: rich, upper layer of soil.
toxic pollution: harmful, chemical contamination in water.
transpiration: process in which water absorbed by the root systems of plants moves up
through the plants, passes pores (stomata) in their leaves or other parts, and then
evaporates into the atmosphere as water vapor; the passage of water vapor from a living
body through a membrane or pores.
urban stormwater runoff: road salt, soil, lawn and garden chemicals, and pet wastes travel
via streets and storm drains to nearby rivers, lakes, and ponds.
vapor a substance in the form of a gas having no fixed shape.
vein: hollow tube that carries blood back to the heart.
waft: moving the hand in a wave-like motion over a substance causing a breeze which carries a
faint odor of the substance.
wastes: discarded or unwanted by-products of human activities.
wastewater water that has been used for domestic or industrial purposes.
wastewater treatment: physical, chemical, and biological processes used to remove
pollutants from waste water before discharging it into the water.
wastewater treatment plant: a place where water is made safe to use; wastewater is
filtered several times, and the germs left in the water is killed.
water a clear liquid, solid, or gas made up of tiny molecules of 2 parts hydrogen and one part
oxygen.
water cycle: continuous movement of water from the oceans and fresh water sources to the
air and land and then back to the oceans.
water pollution: water that has been made unclean for aquatic life and plants by dumping in
foreign objects or liquids from human activities or natural processes.
water table: ipper surface of the zone of saturation of groundwater.
watershed: land area from which water drains to a particular surface water body.
wave: a ridge or swell moving along the surface of a large body of water and generated by the
wind or gravity.
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weathering: to break down rock naturally; water, growing plants, heat, cold, and ice all
weather rocks; over many years weathering turns rock into soil.
well: a bored, drilled, or driven shaft or dug hole. Wells range from a few feet to more than 6
miles in depth, but most water wells are between 100 and 2,000 feet in depth.
wetland: areas that periodically have waterlogged soils or are covered with a shallow layer of
water resulting in reduced soil conditions; wetland areas typically support plant life that are
adapted to life in wet environments.
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