Water, Water, Everywhere!

Student Resources Teacher Notes

 

Research
Process

 

Activities

 

  Scenario

 

 

 Your class is beginning a new science unit on weather.  The principal of your school is visiting classrooms to see what  third graders are learning about the weather.  Your class is currently observing and recording the daily weather conditions.  During the visit to your class, the principal told you that the water we drink is the same water that the dinosaurs drank millions of years ago.  Do you think that the principal is correct?  Your principal challenges you to determine if this statement is correct. 

Each student who completes all of the tasks on this research model will receive a certificate. 

Essential Question: How do we get the water that we use in our daily lives?

 

Task

and

Product

 

 

 

 

 

 

  As third graders, the principal has challenged you to find out where we get the water that we use every day. During science class, you have been completing a daily weather log. You will use your weather log along with your research to answer the principal's challenge. 

You and your group members will research the 3 stages of the water cycle.  First you will gather information about precipitation, next you will gather information about evaporation also called transpiration, and last you will gather information about condensation. 

You will gather the necessary information and complete the water cycle chart to display your new information. 

Use the planning checklist to make sure you have completed each task. 

To help you with your research, in class you will create a documentary video or a model of the water cycle.  Each day you will record your observations on a chart.

When you have completed your research and experiment, you will be ready to present your answer to the principal's challenge using a multimedia presentation like KidPix or PowerPoint. 

 

Assessments

 

 


 

 

 You will be graded on this activity using the following assessments:

 

Question

 

 


 

Essential Question: How do we get the water that we use in our daily lives?

Here are some additional questions you will want to think about as you research the water cycle.

1 .  How do we get puddles on the ground?

2 .  What happens to the water in the puddles after a period of time?

3 .  How are clouds formed?

4 .  What is the different between transpiration and evaporation?

5 .  How is water recycled?

 

Gather

and

Sort

 


 

 

 You will now begin your research by gathering, reading, sifting, and sorting information to present to the principal. 
  • In your group chose one stage of the water cycle to research and record your findings on the water cycle chart.
  • After you research one particular stage of the water cycle, meet with your group members to compare and share your research. 

 

You may want to use the student glossary to define unfamiliar terms about the water cycle. 

Use a variety of sources to gather information to complete your water cycle chart. 

 

 

Organize

 

 


 

 

 Now that you have gathered all your information,  check to see if you have enough information. If you need more data to fill in your chart then go back and revise a question or create new questions to complete the chart.


 Do you have the information to answer these questions?

  • What have you learned about the different stages of the water cycle?
  • How do the stages of the water cycle affect each other?
  • Why do the stages of the water cycle affect each other?

Evaluate the effectiveness of your research for the task.

  • After all of your work is completed, use the planning checklist again to make sure that you have completed all requirements.  If you are missing any information, go back and use the resources to locate any missing information. 
  • Meet with your group members to begin working on your multimedia presentation explaining your answer to the principal's challenge. 
 

Conclusion

 

 

 

 

 Getting ready for your presentation is hard work, here are some things to think about:

Decide in your group who will be responsible for:

  • gathering information from all group members
  • creating the slides for your presentation
  • use of the technology
  • editing
  • checking the final product

Remember to check the rubric for your product.

Reflection and /or Extension Activities:

  • Write a letter to a fourth grade teacher explaining what the water cycle is and how it affects our daily lives. 
  • What would happen to the water cycle if we removed one of the stages? 

 

Last update: July, 2004
Created by Jenifer Saylor and Laura Rivera

BCPS Research Module, Copyright 2004, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly.

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