The Sun and the Water Cycle We have the glick for 7th grade E.ES.07.11 – which is Demonstrate, using a model or drawing, the relationship between the warming by the sun of the Earth and the water cycle as it applies to the atmosphere (evaporation, water vapor, warm air rising, cooling, condensation, clouds). By: Laura Wolfe and Amanda Clark

GLCE Standard: E. ES. 07. 11 Demonstrate, using a model or drawing, the relationship between the warming by the sun of the Earth and the water cycle as it applies to the atmosphere (evaporation, water vapor, warm air rising, cooling condensation, clouds).

Engage Read Water Cycle skit Review previous knowledge Have fun reading how water drops communicate Skit To engage the students we would have them read a water cycle skit that follows two water drops through the water cycle. This would use previous knowledge and have a little fun to the class and get them prepared to learn about the water cycle.

Explore Experiment 1 Experiment 2 Cloud Formation Salty water and "sun“ Watch video due Work in groups after observing what happens during experiments and fill out worksheets. We have two experiments here but we will only perform one fully and we will set up the other one but will watch a video how the other one would work. This is due to time constraints today but in actual class maybe set up experiment in morning so it can evaporate and condense while school is going on. Have students check watch set up and make initial observations so they could see the differences after the water can evaporate and condense. Please take observations while experiments are performed. After experiments please get into groups of 2-3 and bring observations you made and answer the questions on the worksheets.

Explore cont. Review observations by students What parts of the water cycle observed? What caused the cloud to form? Why is the condensed water not salty? What role does the sun play? Now that you have answered the questions about the experiments let’s see what you observed. Ask these questions and write on board to be sure to correct or reinforce concepts during explain.

Explain Power point presentation Be sure to bring the observations from the explore into context with the explain We have a power point presentation for the water cycle with explanations of evaporation, condensation, transpiration, the role of the sun, cloud formation,

Evaporation Evaporation occurs as liquid water turns into water vapor Sun’s energy heats up the liquid water to change it to vapor Oceans, plants, glaciers, lakes and land are places where evaporation can take place

Condensation Condensation is when water vapor changes to a liquid form Wind blows water vapor to form clouds Small particles (like smoke, salt) combine with the water vapor molecules to form clouds, called condensation nuclei. Fog is also condensation, at the surface instead of in the sky

Precipitation Cloud water drops fall as Snow (solid) Rain (liquid) Hail (solid) Ice (solid) Because the water drops become to heavy Primary source of fresh water on Earth

Precipitation cont. The water drops either fall Into the ocean to start again Onto the land Runoff (back to Oceans, lakes and groundwater) and Evaporation Lakes for Evaporation Groundwater Glaciers-Evaporate back into the atmosphere

Transpiration Plants is where transpiration occurs. It is how plants return water back into atmosphere as water vapor through the plant’s stomata (openings on the underside of the leaves The role of the sun to plants for photosynthesis (how plants make food) is very important

Assignment Create a water cycle bottle and write a paper explaining the balance and importance of each part of the water cycle. Also in the paper will be a “What if” question. Include in your paper Sun’s energy Transpiration Evaporation Condensation Property of water in each stage Clouds Precipitation After the presentation we have an elaborate activity of making a water cycle bottle. (Show bottle) They will also write a paper explain the bottle and answer a “what if” questions "what if one part of the cycle quit working?” or “what if the water cycle becomes contaminated?” They will need to apply what they have learned about the water cycle and then come up with solutions and supporting reasons for their chosen question. This paper will be 1-2 pages in length.

Evaluate Participation in experiments, group work and making a water bottle Water cycle bottle completion and accuracy Paper about water cycle bottle and “what if”

Resources http://sfr.psu.edu/youth/sftrc/lesson-plans/water/6-8/watercycle http://www.wessexwater.co.uk/education/threecol.aspx?id=1430&linkidentifier=id&itemid=1430 http://windows2universe.org/earth/Water/water_cycle.html http://www.enchantedlearning.com/rt/weather/watercycle.shtml http://www.srh.noaa.gov/jetstream/atmos/hydro.htm http://ga.water.usgs.gov/edu/followadrip.html http://www.windows2universe.org/earth/Water/water_cycle.html

Resources cont. Book Ahrens, C. Donald. Essentials of Meteorology. Belmont, CA: Brooks/Cole, 2012. Water Cycle Bottle Project Water Wonders – University of Michigan Exhibit Museum of Natural History Family Reading & Science Workshops, workshop 1 http://www.lsa.umich.edu/exhibitmuseum