Topic Page
4th grade
bar
all  about
water
bar

Table of Contents

1. Georgia Perforcance Standard
2. Topic Websites
3.Activities
4.Software

bar

Georgia Performance Standard

 S4E3 Students will differentiate between the states of water and how they relate to the water cycle and weather.

a. Demonstrate how water changes  from solid (ice), liquid (water), to gas
 (steam/water vapor)  and changes from gas to liquid to solid.

b. Identify the temperatures at which water becomes a solid and at which
water becomes a gas.

c. Investigate how clouds are formed.

d. Explain the water cycle (evaporation, condensation, and precipitation)/

e. Investigate different forms of precipitation and sky conditions (rain, snow, sleet, hail, clouds, and fog).

bar
Topic Websites

p
Learn all about the water cycle, evaporation and condensation at kidzone.com



w
This is a page all obout water and the water cycle
and has great links all about water!



T
This page has all types of great information  about the water cycle, condensation,
evaporation,, and precipitation has fun games and lesson all about water!



d
Visit Drippy the Raindrop's exciting adventures and learn
about evaporation, precipitation, and the water cycle.



S
Water Science for Schools - contains all sorts of information about water,
as well as pictures, data, maps, and an interactive center
 where you can give opinions and test your water knowledge.
 From the U.S. Geological Survey.

bar

Activities


Activity 1:
The Water Cycle      
Description of Activity: In this lesson,students build  upon their previous investigations of water, and its different forms, by learning about the water cycle and its continuous flow around us. Students begin by reviewing what they already know about water and how it can freeze into ice or turn into a gas depending on how low or high temperatures become. They then learn about the water cycle and its key processes that affect our lands, oceans,
and atmosphere. The ongoing need for fresh-water
conservation is also highlighted.

PLO: Students will  understand the continuous cycle
that water undergoes as it changes form
Materials:
• A large metal or plastic bowl
• A pitcher or bucket
• A sheet of clear plastic wrap
• A dry ceramic mug (like a coffee mug)
• A long piece of string or large rubber band
• Water
                                       
Procedures:
1. Put the bowl in a sunny place outside, on a windowsill, or on a table under a window.

2. Using the pitcher or bucket, pour water into the bowl until it is about ¼ full.

3. Place the mug in the center of the bowl. Be careful not to splash any water into it.

4. Cover the top of the bowl tightly with the plastic wrap.

5. Tie the string/or rubber band around the bowl to hold the plastic wrap in place.

6. Observe the bowl as it is now and write down your observations below.

7. Let the bowl sit in the sun for a couple of hours and then observe it again to see what has

Students should write their observations of the bowl of water before they place the bowl in the sun and after the bowl has sat in the sun                                                                                                                                                                                                                                                           .                                                

wa
Activity 2: 
Cloud     Formation                                                                                                                                                                                                                                                  
 Description of Activity: Cloud formation results when warm, humid air rises and cools, causing the water vapor in the air to condense and form clouds.

PLO:  Students will show understanding of what a cloud is and how it is formed.
                                                 
Materials:

--a large jar

--a plastic bag of ice that will fit over the jar opening

--a pitcher of warm water

--1 sheet of black paper

--flashlight

--matches

--pen and paper to record   observations             		Procedures:

1. Ask students what some of the different types of clouds are, what they are made of, and ask the focus question, how do you think clouds form? The responses to this question could be written on the board to return to later.

2. Tell the students that we are going to perform a simulation of the forming of a cloud. Take out the jar and have one of the students tape the black piece of paper onto one side of the jar. Ask another student to pour the warm water into the jar until it is one third full.

3. Light a match and hold it in the jar for a few seconds and then drop it in. At this point, have a student quickly cover the jar with the bag of ice.

4. Have another student (or teacher) shine the flashlight on the jar while they record their observations.

5. Now the students will explore what happened. The following questions can be used to help the class learn about what was happening:

--What did you see in the jar? (a cloud)

--Where did the cloud come from? (the water in the bottom of the jar)

--How did the warm water effect the cloud formation? (caused the water

to evaporate and warmed the air, causing it to rise)

--What did the ice cubes do to help the clouds form? (cooled the air [made

the water vapor condense]).

--What role did the match and its smoke play in the cloud formation?

(gave the water something to condense or grab on to)

--Now what would you tell me a cloud is made of? (small water droplets)

--Ask someone to describe the process of cloud formation from what they

justlearned.                                                                                                                    

wa

Activity 2:  Water and Ice   Description of Activity:
This lesson addresses a concept that is central to the understanding of the water cycle—that water is able to take many forms but is still water. This series of lessons is designed to prepare students to understand that most substances may exist as solids, liquids, or gases depending on the temperature, pressure, and nature of that substance. This knowledge is critical to understanding that water in our world is constantly cycling as a solid, liquid, or gas.

PLO: Students will explore what   happens to water as it goes from solid to liquid and back again; to use observation, measurement, and communication skills to describe change.                  
Materials:
Materials:
One per group of 3 students:
  • ice
  • clear plastic cups
  • clear plastic container of a different shape or size
One of each:
  • ice cube tray
  • access to a freezer
  • timer

 Procedures:
Tell students that they will be asked to observe the ice over time to see what changes take place. Set a timer or note 15-minute intervals on the clock. ( Please note: The appropriate time interval will vary depending on the size of the ice cube, amount of sunlight, temperature in the room, etc. Choose the interval appropriate for your time constraints, number of students, age range. Although the activity could require an hour to fully complete, other activities are being conducted simultaneously.) Ask students to repeat the above recording procedures after each time interval.

When the ice has completely melted, allow students to draw their final journal entry. You can post the students’ pictures of the ice in a line on the wall, so that students will have a visual representation of the change that has occurred.

Ask students: 

  • What happened to the ice? Why?
  • What is in the cup?
  • How is it like the ice? How is it different from the ice?
  • Describe the water. What does it look like? Feel like? Pour the water into a container of a different shape or size. What does it look like now? Does it look the same or different? Has the shape of the water changed? Why do you think that is?
  • Did the ice change its shape when you poured it into this container? Why or why not?
  • Can you think of something else that we can pour in that will take the shape of the container?
  • Return the water to the glass. Is there any way that we could change this water back to ice? How? How long might this take?

Have students place one or more of the cups of water in a freezer.  If possible, repeat the procedure used above to observe change in the melting ice. Allow students to check on the water at regular intervals of your choice. When the water has frozen and the final illustration has been made, you can place a finished series of drawings up on the wall, in sequence, so that students can see the change in water temperature.

Ask students:

  • Change is happening all around us. There are some changes that happen so quickly or slowly that we cannot see them. Did the change in the water happen slowly or quickly?
  • How long did it take for the ice to turn into water? Do you think that there is any way to speed up this change? How? If time permits, allow students to share and test their ideas.  (Students might suggest and test blow dryer, fan, sunlight, different spots in the room, radiator, salt, stirring it, different container, etc.) 
  • Is there any way to slow down this change?  (different container, insulator, different location in the room, place in the shade, put a fan on it, etc.) How can we compare the rate of change? (Time it, use ice in a plastic cup as a control.) 
  • Can you think of anything else that changes from one form to another? In the kitchen? In the bathtub? How might soap change?
In groups or as a class, create a Venn Diagram comparing water in solid form and water in liquid form.  How are they alike?  How are they different?



bar

wa   Software     wa

Title of software program:  Science Court: Water Cycle
Published by: Tom Snyder
Explain how the software can be used with this topic to enhance learning.
This software covers the water cycle, evaporation, condensation, water vapor, andthe different statesof water. This software also gives different experiments to help understand the concpets it teaches.   
Evaluate the software.  What problems can one anticipate when using this program?  
   This software seems like it may be a little complicated to buy. There were a lot of options as to what to buy, and they were all very expensive, the price for one of the options was for multiple computers and the price was in the thousands.


Title of software program:  ACHIEVE! Math & Science
Published by:  The Learning Company
Explain how the software can be used with this topic to enhance learning.
    This software include the topic of weather and weatherpatterns.
Evaluate the software.  What problems can one anticipate when using this program?  
    This software seems to be for younger students, and my not keep the attention of students in fouth grade.


Title of software program:  Primary Science: Intro to Earth Science
Published by:  Qwizdom
Explain how the software can be used with this topic to enhance learning.
    This software covers the water cycle, and tides.
Evaluate the software.  What problems can one anticipate when using this program?  
  There was not a lot of information about this software, and it seems that this software program may not have a lot of options as far as what the students can do with it.


Title of software program:  Microsoft Word
Published by:  Microsoft, Inc.
Explain how the software can be used with this topic to enhance learning.
    After the student has visited the five websites, the teacher can assign the student to compose a short summary of what he/she learned about the water cycle .  Then, the student can use Microsoft Word to type his/her summary.  The student can print out his/her summary and turn it in to the teacher.
Evaluate the software.  What problems can one anticipate when using this program?  
    Microsoft Word is a fairly easy program to use. The only thing that can be frustrating is if the auto correct does something when the student is typing. If the teacher shows students how to turn this off the students should not have a problem.



Title of software program:  Microsoft Power Point
Published by:  Microsoft, Inc.
Explain how the software can be used with this topic to enhance learning. 
    The student can use the Power Point program to create a presentation with a group about  what they have  learned from navigating through the websites.
Evaluate the software.  What problems can one anticipate when using this program?  
    I think that this program is user-friendly.however because this program contains so many options I think the teacher should give a brief mini-lesson. The teacher should try to have at least one student in a group that know how to use powerpoint or who has worked with power point before.


bar


My Hub Page

 Resources for Parents and
 Their Students
 Global Diversity Page
Exploring the World through Literature
 Topic  Page                              Electronic Reading File

   
 Exploring Maps and Graphs		 LiveText Link The image “http://graphicmaps.com/webimage/world/world17.gif” cannot be displayed, because it contains errors.