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Utah Science

Curriculum Consortium

Tyson Grover 

tgrover@dsdmail.net

Annette Nielson

afonnesbeck@dsdmail.net

Storyline Narrative 6.3.1

SEEd Standard 6.3.1 asks students to develop and use a model to describe how the cycling of water through Earth’s systems is driven by energy from the sun, gravitational forces, and density.

 

As we begin our storyline we engage students by having them make a list of places where water is found. After compiling this list, students classify their lists into groups by patterns of similarities they have found and generate a list of questions they have. Based on this list, students determine that water is found in different states of matter and in a variety of locations.  Students are left wondering why is water found at these different locations and in different states.

 

In order to explore this question, students analyze the function of water throughout the Earth’s systems.  Students are led to the terminology, reservoirs and transfers, to explain how water is stored and moved from one location to another. This leaves students questioning what is the cause of water transfer from reservoir to reservoir.

 

To construct an explanation and develop their model, students use their understanding of how energy is transferred from the previous Strand 6.2.  Students analyze the system by identifying energy and matter to determine the cause and effect of the different transfers. Students discuss how the Sun’s energy, density, and gravitational forces are driving water transfers.

 

Student elaborate on their understanding by watching a short video of the water cycle, including plants in the water cycle. Students question how these living organisms play a role in the transfer of water. To obtain information to answer their questions, students read an article on transpiration, the process by which water is transferred by plants. Students develop their models further by expanding their understandings to include this process.

 

To evaluate their understanding of how water is cycled through the Earth’s systems, students create diagrams to be shared with the class. Students evaluate their own understandings as they discuss similarities among the different diagrams. Students have the opportunity to add to their model as they write their final explanation of how energy from the sun, density, and gravitational forces drive the cycle of water through Earth’s systems.

As a final assessment, students are given a task where they use their model to explain an example of a water reservoir and possible transfers.

Episode 1

Question

Where do we find water?

Snapshot

Students list everywhere water is found. They then discuss in groups or pairs and look for patterns in their lists.  Next, students classify their lists into groups by the similarities and patterns they have found and generate a list of questions they have.

Conceptual Understandings

Water is found in different states of matter and in a variety of locations.

 

Why is water found at these locations and in different states?

Conceptual Understandings

Places that hold water are called reservoirs and how water gets from reservoir to reservoirs are called transfers.

What causes water to transfer from reservoir to reservoir?

Snapshot

Student analyze how water moves through the earth’s systems. They will determine all matter and energy within the system including what states of matter water is found in.   

Episode 2

Question

Why is water found at these locations and in different states?

 

Episode 3

Question

What causes water to transfer from reservoir to reservoir?

Snapshot

Students look for the cause of transfers by analyzing a model of the water cycle.

Conceptual Understandings

Energy from the sun,  gravitational forces, and density are the cause of transfers.

How do living organisms play a role in the transfer of water?

 

Conceptual Understandings

Transpiration is a form of transfer.

Can I explain my model of how water cycles through earth’s system?

Snapshot

Students will observe a phenomena- that plants seem to sweat. Students will then read an article about transpiration and discuss how living organisms fit in their model of transfers and reservoirs.

Episode 4

Question

How do living organisms play a role in the transfer of water?

 

Episode 5

Question

Can I explain my model of how water cycles through earth’s system?

Snapshot

Students use what they have learned about energy and matter in the transfer of water from reservoir to reservoir, to draw and construct an explanation of their model.

Conceptual Understandings

Developed a complete model of energy and matter to explain how water cycles through earth’s system.

Students explain to a 5th grade student where snow on the mountains go.