Duration 
PrintOne forty-five minute class period; field trip
Objectives 

The learner will:

  • learn the three states of matterthat water becomes.
  • measure water in various containers.
  • define water conservation and the importance of the concept.
  • learn the three states that water takes.
Materials 
  • Water: Up, Down, and All Around (Amazing Science) by: Natalie M. Rosinsky Illustrated by: Matthew John (see bibliographic references)
  • States of Water Posters (See Attachment One)
  • Bag/Water Graph (See Attachment Two)
  • (See Attachment Three)
  • (See Attachment Four)
  • Rain gauge or clear two liter bottle with the top cut off and 1/2” inch (1 cm) increments marked
  • Water
  • Bucket
  • Plastic drinking cup
  • Measuring cups
  • Zipper style plastic bag
  • Markers
Bibliography 
  • Olien, Rebecca. First Facts: Water All Around: The Water Cycle. Capstone Press, 2006. ISBN: 978-0736851824
  • Rosinsky, Natalie M. Water: Up, Down, and All Around (Amazing Science). Picture Window Books (November 2002) ISBN: 1404800174

Instructions

Print
  1. Anticipatory Set:Prepare the zipper style bag and plastic cup with identical amounts of water in them. Hold up zipper style plastic bag with water in it. Ask learners how much water is in the bag. Allow the learners to hold and examine the bag. Show learners the plastic cup of water, asking again how much is in the cup? Emphasize that it is very difficult to tell how much water is really there just by looking with your eyes.

  2. Read learners the book Water: Up, Down, and All Around. This book will review the water cycle as well as talk about the three states of water.

  3. Have learners recall the states of water covered in the book. Use the States of Matter That Water Becomes - posters (see Attachment One) to illustrate each state. Be sure to emphasize that water has no definite form; it takes on the shape of the object in which it resides.

  4. Revisit the water in the plastic cup and plastic bag. Ask learners: Which object contains more water? Record results in graph form using the Bag/Cup Graph (see Attachment Two). Measure the water from the bag and the cup using the measuring cups. The amount of water will be the same, reinforcing the fact that water has no definite shape.

  5. Tell learners that it is important to know how much precipitation occurs. By keeping track of the amount of precipitation that an area receives, people can be better conservationists. Review the word conservation and why it is important to conserve water. Remind them that by practicing water conservation they are being good stewards of the water and the Earth’s resources. There are special people that keep track of the amount that falls.They are called meteorologists. Teacher Note: This is a great time for the guest speaker or field trip.

  6. Learners should know when the water cycle occurs and that water is continually evaporating, condensing and precipitating. Water doesn’t always fall back to Earth from the point of evaporation. Some areas receive more water than others. Each place needs a different amount of water. So it is important to know how much precipitation occurs in each area. This information tells us which places need to work harder to conserve water, so that there is enough to live.

  7. Tell learners that as a class you will be tracking the precipitation of your area. Show them the rain gauge. As a class find a safe outdoor place to put the gauge. Check it daily for precipitation. Keep track of the measurements so you will know how much precipitation has fallen for the month.

  8. Read learners the book Water: Up, Down, and All Around. This book will review the water cycle as well as talk about the three states of water.

Assessment 

Learners should be able to participate in discussion about the water cycle, the three states of water and about water conservation. They should collaboratively be able to answer questions regarding this subject matter. Learners should also display appropriate listening and behavior skills during the guest speaker and/or field trip.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark E.13 Describe limited resources and scarcity.
      2. Benchmark E.5 Recognize the wise use of resources as <i>stewardship</i>.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.4 Give an example of how citizens act for the common good.