T h e W a t e r C y c l e By: Bushra Chaudhry, Rizwana Din, Tahreem Riaz

Water never leaves the Earth. It is constantly being cycled through the atmosphere, ocean, and land. This process, known as the water cycle, is driven by energy from the sun. The water cycle is crucial to the existence of life on our planet.

During part of the water cycle, the sun heats up liquid water and changes it to a gas by the process of evaporation. Water that evaporates from Earth ’ s oceans, lakes, rivers, and moist soil rises up into the atmosphere.

The process of evaporation from plants is called transpiration. (In other words, it’s like plants sweating.)

As water (in the form of gas) rises higher in the atmosphere, it starts to cool and become a liquid again. This process is called condensation. When a large amount of water vapor condenses, it results in the formation of clouds.

When the water in the clouds gets too heavy, the water falls back to the earth. This is called precipitation.

When rain falls on the land, some of the water is absorbed into the ground forming pockets of water called groundwater. Most groundwater eventually returns to the ocean. Other precipitation runs directly into streams or rivers. Water that collects in rivers, streams, and oceans is called runoff.

Graphic Organizer

INDOOR WATER CYCLE AT THE BROOKLYN CHILDRENS MUSEUM /the-water-cycle-and-water-conservation/ /the-water-cycle-and-water-conservation/ Children can experience the water cycle in the museum. They get hands on learning and the ability to use manipulatives to find out how water behaves. BCM has a an indoor greenhouse that shows the water cycle, and how plant thrive in these environments.

L1: NCTM MATH ISTE NETS NCTM MATH Content: Measure the water Process: Weight water ISTE NETS Creativity and innovation Commination and collaboration Research and information fluency

NYC SCIENCE AND SCOPE SEQUENCES Inquiry and Process skills PS 2.1c, 3.1b, c, f,3.2a, b Observe, describe and explore

BLOOMS TAXONOMY AND GARDNER’S MI Knowledge, Comprehension, Application, Analysis, Synthesis

Condensation and Evaporation Write E-VAPOR-ATION. Elaborate on VAPOR to explain that the water vaporizes in to thin air when heated. Write CON-DENS-ATION. Describe that DENS means that water vapor has to stick to something, the most common examples are clouds, but vapor also sticks to cold objects. have you ever bought an ice cold drink in the summer and you walk out of the store, 5 minutes later you realize tiny beads of water have clung to the outside of the cup? Well that is because the cup is cold, so it attracts all the warm vapors from the air around it like a magnet.

L2: NCTM MATH ISTE NETS NCTM MATH Process Standards: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer themdata to Content Standards: select and use various types of reasoning and methods of proof. ISTE NETS Standard (s): Conduct research and use information. Students demonstrate creativity and innovation. They communicate and collaborate, think critically and make decisions. Use technology effectively and productively.

NYC SCIENCE AND SCOPE SEQUENCES Inquiry and process skills Inquiry Skills: Generalizing, Interpreting and analyzing data Process Skills: Compare and contrast organisms/object/events in the living and physical environments. Communicate procedures and conclusions through oral and written presentations.

BLOOMS TAXONOMY AND GARDNERS MI Bloom’s Taxonomy: Analysis/ Comprehension, Synthesis, Application Gardner’s Multiple Intelligence(s): Linguistic, Kinesthetic, Visual- Spatial, Interpersonal, Logical

Students will conduct an experiment to see how temperature effects evaporation and condensation

L3: Precipitation and Collection

NYC SCIENCE AND SCOPE SEQUENCES Inquiry and process skills Inquiry Skills: Communicating, Gathering and organizing data, interpreting data, and observing. Process Skills: Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.). Generate appropriate questions (teacher- and student-based) in response to observations, events, and other experiences. Communicate procedures and conclusions through oral and written presentations. Order and sequence objects and/or events, Observe, analyze, and report observations of objects and events.

L3: NCTM MATH ISTE NETS NCTM MATH Process Standards: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Weight the water Content Standards: Use representations to model and interpret physical, social, and mathematical phenomena. Multiplicative thinking and Equivalence Measure the water ISTE NETS Apply existing knowledge to generate new ideas, products, or processes, identify trends and forecast possibilities, understand and use technology systems, advocate and practice safe, legal, and responsible use of information and technology, exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Creativity and innovation Communication and collaboration Research and information fluency

BLOOMS TAXONOMY AND GARDNERS MI Bloom’s Taxonomy: Knowledge, Comprehension, and Application Gardner’s Multiple Intelligence(s): Bodily Kinesthetic, Logical, Visual, and Natural Intelligence

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