INTRODUCTION:
Essential Question: How do cycles in one area of natural science influence other areas of natural science?
ATTENTION!
Young Scientist Needed
Our Planet is going to be a model site for alien scientists to learn about the balance of the water cycle on Earth and its effects on other disciplines of science. The alien guests are from a planet that does not have the amount of water that ours has. They are at capacity with only 30% water, while Earth holds nearly 71 %. The alien specie is in trouble because of a water shortage. They are coming to Earth in 6 weeks time to study the outcome of abundant waters on a habited planet in order to prepare their environment for a new and innovative machine that creates precipitation by using evaporation and condensation. The government is going to hire three scientists to aid in this top secret quest. If you qualify, you will be chosen. You must first complete this webquest in order to be considered for hire by the government agencies. If you complete the quest, you will be in line for serious consideration of this important intergalactic peace effort.
TASK 1
Check out the water cycle in simplest form:
https://pmm.nasa.gov/education/water-cycle
TASK 2
Where do we find water?
Go to the following web site and find out where water is hiding and not hiding in our world.
Click on "Where it Exists", "Changing Form", and "How it moves".
http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/
https://pmm.nasa.gov/education/water-cycle
TASK 2
Where do we find water?
Go to the following web site and find out where water is hiding and not hiding in our world.
Click on "Where it Exists", "Changing Form", and "How it moves".
http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/
PROCESS:
Write all of the possible places where you might find water on Earth.
Possible answers to “Where do we find water?” might be: in glaciers or in life forms. Did you know we are 67 percent water?
What do you see about water changing forms? How many forms do you think water can be in?
What do you notice about how water moves? Does it move up, down, and/or across?
Look at the picture of this beaker of ice that turns to water which then turns to vapour over a heated stove. How is that like the earth's changing temperatures in the mountains, seasons, and in the heat of the sun?
Possible answers to “Where do we find water?” might be: in glaciers or in life forms. Did you know we are 67 percent water?
What do you see about water changing forms? How many forms do you think water can be in?
What do you notice about how water moves? Does it move up, down, and/or across?
Look at the picture of this beaker of ice that turns to water which then turns to vapour over a heated stove. How is that like the earth's changing temperatures in the mountains, seasons, and in the heat of the sun?
TASK 3
Once you have studied the properties of water and you have explored the many places on this planet where you can find it in its various forms, you will find the following interactive web site while you explore the what happens with evaporation when you increase the temperature, windspeed, and humity between temperature.
As you explore this website, you will notice how these variables influence the activity of the water cycle. Notice the impact that high levels of these three variables have on the rate of evaporation from our water sources. Interact with this site as you explore the increase and decrease of these variables.
http://techalive.mtu.edu/meec/module01/EvaporationandTranspiration.htm
As you explore this website, you will notice how these variables influence the activity of the water cycle. Notice the impact that high levels of these three variables have on the rate of evaporation from our water sources. Interact with this site as you explore the increase and decrease of these variables.
http://techalive.mtu.edu/meec/module01/EvaporationandTranspiration.htm
PROCESS:
Now that you have discovered what temperature, wind, and humidity can do with the water cycle, think about the following questions.
* What would happen to precipitation if temperatures increase through global warming?
* What happens to the surface area of our water sources when evaporation increases and the water cycle becomes more active?
*Would the amount of evaporation increase or decrease if the surface area of water were to increase in size?
Test it out:
* What would happen to precipitation if temperatures increase through global warming?
* What happens to the surface area of our water sources when evaporation increases and the water cycle becomes more active?
*Would the amount of evaporation increase or decrease if the surface area of water were to increase in size?
Test it out:
TASK 4
Watch the following videos on the water cycle. Write notes in your science journal. You may pause the video as you go.
https://www.youtube.com/watch?v=b6CPsGanO_U
https://www.youtube.com/watch?v=hehXEYkDq_Y
https://www.youtube.com/watch?v=b6CPsGanO_U
https://www.youtube.com/watch?v=hehXEYkDq_Y
PROCESS:
Knowing what you know about the desert environment of Utah, answer the following questions, using full sentences, in your science journals:
*Predict what might happen to the shoreline of Great Salt Lake during global warming. Keep in mind that this area is a desert environment.
*What might happen to the plants and animals who depend on this habitat for their survival?
*What changes might we see in the land surfaces, the ground water, and the amount of precipitation?
*Do an image search of plants and animals that are indigenous to Utah's wetlands and Utah's deserts. You can find them in our classroom library, online, or on our Utah bulletin board. How will these plants and animals change in their locations as the shorline of the Great Salt Lake changes? Make a "pictured" list of these plants and animals and label whether each on is indigenous to our wetlands or our deserts.
*Predict what might happen to the shoreline of Great Salt Lake during global warming. Keep in mind that this area is a desert environment.
*What might happen to the plants and animals who depend on this habitat for their survival?
*What changes might we see in the land surfaces, the ground water, and the amount of precipitation?
*Do an image search of plants and animals that are indigenous to Utah's wetlands and Utah's deserts. You can find them in our classroom library, online, or on our Utah bulletin board. How will these plants and animals change in their locations as the shorline of the Great Salt Lake changes? Make a "pictured" list of these plants and animals and label whether each on is indigenous to our wetlands or our deserts.
TASK 5
Here is a fun site for the water cycle. Watch the many components of the water cycle and see the cause and effect that it entails.
Happy webbing!
http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
Happy webbing!
http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
TASK 6
PROCESS:
When you are finished, record answers to the following questions, again using complete sentences:
* Noting the decrease in the surface area of Lake Bonneville, as temperatures rise, what will happen to Great Salt Lake if we continue on our course of climate change?
*What other variables influenced the Lake's increase and decrease in besides climate change?
*Imagine what your schoolyard looked like 15,000 years ago. Draw a picture of what you think it might have looked like on the playground during Lake Bonneville's time.
* Noting the decrease in the surface area of Lake Bonneville, as temperatures rise, what will happen to Great Salt Lake if we continue on our course of climate change?
*What other variables influenced the Lake's increase and decrease in besides climate change?
*Imagine what your schoolyard looked like 15,000 years ago. Draw a picture of what you think it might have looked like on the playground during Lake Bonneville's time.
Just for Fun
Can you qualify for the biggest and "baddest" top secret governmental quest of the century and help our galactic neighbors and modify their planetary water cycle? Take the quiz!
http://www.softschools.com/quizzes/science/water/quiz316.html
http://www.softschools.com/quizzes/science/water/quiz316.html
Final Assessment:
You are asked to create a short story involving a main character that is a water droplet.
Follow the rubric on this website to turn in a dynamite "factasy" tale about a little liquid that will make a big difference. http://www.uen.org/Rubric/rubric.cgi?rubric_id=22546
Follow the rubric on this website to turn in a dynamite "factasy" tale about a little liquid that will make a big difference. http://www.uen.org/Rubric/rubric.cgi?rubric_id=22546