3. Cycling of Water

Lauren Levites, Umit Aslan, Shruti Researcher
Biology, Environmental Science
60
High School
v5
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Overview

In this lesson students analyze a demonstration of the water cycle in a bag. Prior to the lesson, have students observe you (or do themselves): Set up a cup with water and food coloring, seal this cup in a gallon size ziploc bag. Seal the bag, with the cup nestled in the corner, and tape it to a sunny window.

In this lessons students are introduced or reminded of some basic chemistry: Phase changes (liquid to gas, gas to liquid) and molecules of matter (water and "food coloring").

After a few days students see the water has evaporated from the cup and condensed in the bag, they will see a cup with colored water and clear water in the bottom of the bag.

Students will draw simple model to trace the movement of matter (2 types of matter here). Their models should show 1 type of matter, water, evaporating and condensing, while the other type of matter "food coloring" does not.

Students then use a simple water cycle interactive to build off on the evaporation-condensation model. Key processes to highlight are runoff, infiltration/percolation, and repetition of steps.

Underlying Pages

Standards

Next Generation Science Standards
  •   Earth and Space Sciences
    • [MS-ESS2-4] Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
  •   NGSS Crosscutting Concept
    • Patterns
    • Energy
    • Stability and Change
  •   NGSS Practice
    • Analyzing Data
    • Constructing Explanations, Designing Solutions
    • Using Models
    • Conducting Investigations
Computational Thinking in STEM
  •   Data Practices
    • Analyzing Data
    • Collecting Data
    • Visualizing Data
  •   Modeling and Simulation Practices
    • Using Computational Models to Understand a Concept
    • Constructing Computational Models
  •   Systems Thinking Practices
    • Understanding the Relationships within a System
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