Where is Water Found?
Summary
This activity will give students a great visual on how much of the Earth's water is actually usable! Our science book gives accurate stats and figures, but I always feel that the students aren't visualizing or connecting with how little water is actually available to us for consumption. This quick demo will really be an eye-opener for the whole class.
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Learning Goals
This activity is designed for students to gain understanding of how much water is located in our oceans, compared to polar ice, saltwater lakes, underwater sources, and fresh water.
This activity is also designed to make students aware of the limited fresh water resources and to begin thinking about their own water usage.
This activity is also designed to make students aware of the limited fresh water resources and to begin thinking about their own water usage.
Context for Use
I will be using this with my 4th grade science classes, it will actually pair perfectly with our text book activity "Where is Water Found" from MacMillan-McGraw Hill. I will be concluding the activity from MacMillan-McGraw Hill with this activity from Counting on People. 5-10 minutes will be needed. Various containers for water, food coloring (optional), and water, of course!
Description and Teaching Materials
Every Drop Counts from Counting on People
Activity 30 Water, Water Everywhere
Copyright 1994
Materials:
Blue Food Coloring
1 large clear container big enough to hold 1 gallon
1 medium clear container big enough to hold 1 cup
4 small, clear containers (test tubes would be ideal, but juice glasses or small plastic party cups from the grocery store would also work)
1 full set of cup measures
1 full set of measuring spoons
masking tape
marker
Procedure:
1. Set out all the containers, measuring cups and spoons where the class will be able to see them.
2. With masking tape and magic marker, make a label for each of the five categories you will be discussing 1) oceans - 97% 2) polar ice – 2.2% 3)Saltwater lakes, soil, atmospheric moisture, glaciers – 0.1% 4)Fresh (rivers, lakes, shallow groundwater) - 0.3% . Leave the labels stuck to the edge of the counter until you've filled the containers with the appropriate amount of water, then attach them.
3. Fill the large container with exactly six cups of water.
4. Add a few drops of blue food coloring.
5. Ask, "How much of the Earth's surface is covered by water? ¾ or 75%
Hold up or point to the large, full container.
"This represents all of the water on the planet."
6. Scoop three tablespoons from the big container into the medium container. Attach the "Oceans" label to the big container and hold it up again.
"This represents 97% of the Earth's water that is in the oceans."
Hold up the medium container.
"This represents the other 3% of the world's water."
7. From the medium container, measure out two tablespoons and one half teaspoon and pour into the first small container. Attach the "polar ice" label and hold it up.
"This represents the 2.2% of Earth's water that is frozen in polar ice."
8. Again from the medium container, measure out one-half teaspoon and pour into the second small container. Attach the "Saltwater Lakes, etc" label and hold it up.
"This represents the 0.1% of the Earth's water that is in saltwater lakes, soil and atmospheric moisture, and glaciers."
9. From the medium container, measure out one-half of the remaining water (1 teaspoon) and pour it into the third small container. Attach the "Deep Underground" label and hold it up.
"This represents the 0.3% of the Earth's water that is deep underground."
10. Pour the rest of the water (1 teaspoon) from the medium container into the fourth small container. Attach the "fresh" label and hold it up.
" This amount represents the 0.3% of the Earth's water that is fresh (rivers, lakes, shallow groundwater).
Discussion Questions:
Which of these kinds of water could we use for daily purposes, such as washing dishes, brushing teeth, and drinking?
(freshwater and maybe some of the deep underground water)
What sources of water can't we use for these purposes?
(salt water, water we can't reach, polluted water)
Do you think it's important for us to be careful with water? Why or why not?
Activity 30 Water, Water Everywhere
Copyright 1994
Materials:
Blue Food Coloring
1 large clear container big enough to hold 1 gallon
1 medium clear container big enough to hold 1 cup
4 small, clear containers (test tubes would be ideal, but juice glasses or small plastic party cups from the grocery store would also work)
1 full set of cup measures
1 full set of measuring spoons
masking tape
marker
Procedure:
1. Set out all the containers, measuring cups and spoons where the class will be able to see them.
2. With masking tape and magic marker, make a label for each of the five categories you will be discussing 1) oceans - 97% 2) polar ice – 2.2% 3)Saltwater lakes, soil, atmospheric moisture, glaciers – 0.1% 4)Fresh (rivers, lakes, shallow groundwater) - 0.3% . Leave the labels stuck to the edge of the counter until you've filled the containers with the appropriate amount of water, then attach them.
3. Fill the large container with exactly six cups of water.
4. Add a few drops of blue food coloring.
5. Ask, "How much of the Earth's surface is covered by water? ¾ or 75%
Hold up or point to the large, full container.
"This represents all of the water on the planet."
6. Scoop three tablespoons from the big container into the medium container. Attach the "Oceans" label to the big container and hold it up again.
"This represents 97% of the Earth's water that is in the oceans."
Hold up the medium container.
"This represents the other 3% of the world's water."
7. From the medium container, measure out two tablespoons and one half teaspoon and pour into the first small container. Attach the "polar ice" label and hold it up.
"This represents the 2.2% of Earth's water that is frozen in polar ice."
8. Again from the medium container, measure out one-half teaspoon and pour into the second small container. Attach the "Saltwater Lakes, etc" label and hold it up.
"This represents the 0.1% of the Earth's water that is in saltwater lakes, soil and atmospheric moisture, and glaciers."
9. From the medium container, measure out one-half of the remaining water (1 teaspoon) and pour it into the third small container. Attach the "Deep Underground" label and hold it up.
"This represents the 0.3% of the Earth's water that is deep underground."
10. Pour the rest of the water (1 teaspoon) from the medium container into the fourth small container. Attach the "fresh" label and hold it up.
" This amount represents the 0.3% of the Earth's water that is fresh (rivers, lakes, shallow groundwater).
Discussion Questions:
Which of these kinds of water could we use for daily purposes, such as washing dishes, brushing teeth, and drinking?
(freshwater and maybe some of the deep underground water)
What sources of water can't we use for these purposes?
(salt water, water we can't reach, polluted water)
Do you think it's important for us to be careful with water? Why or why not?
Teaching Notes and Tips
I don't foresee any roadblocks with this demo. This is different from what we have done in the past. In previous years, students have identified these water sources through pictures and discussions. We have discussed the percentages, but it never seems to surprise them or shock them, so I am hoping this demo will open their eyes.
Assessment
Students will journal in their science notebooks about things that surprised them. We also will have a formal assessment at the end of the unit from our science curriculum.
Standards
4.3.2.3.1 Identify where water collects on Earth, including atmosphere, ground and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation.