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WATER

WATER. The Liquid of Life. WATER CYCLE. UNIT #1. State Standards. 6.1P.1 Describe physical and chemical properties of matter and how they can be measured.

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WATER

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  1. WATER The Liquid of Life

  2. WATER CYCLE UNIT #1

  3. State Standards • 6.1P.1 Describe physical and chemical properties of matter and how they can be measured. • 6.1E.2 Describe the properties of objects in the solar system. Describe and compare the position of the sun within the solar system, galaxy, and universe. • 6.2E.1 Explain the water cycle and the relationship to landforms and weather.

  4. Lesson #1: Water Cycle VOCABULARY molecule surface runoff evaporation ground water transpiration gravity condensation hail/sleet precipitation aquifer

  5. Lesson #2: Activity Life of a Rain Drop in the Water Cycle Activity http://ga.water.usgs.gov/edu/followadrip.html Write about the Life of a Rain Drop Illustrate your Life as a Rain Drop Act out Water Cycle in Small Groups Water Cycle Aerobics “Aqua Words” & “How Wet is our Planet”- Project Wild http://www.kidzone.ws/WATER/ (Simple version of Water Cycle and some Printable Worksheets) http://www.epa.gov/safewater/kids/pdfs/activity_grades_4-8_wordscramble.pdf (Word Scramble from EPA Website

  6. WATERSHED UNIT #2

  7. State Standards • 6.2E.1 Explain the water cycle and the relationship to land forms and weather.

  8. Lesson #3: Watershed VOCABULARY divide tributary confluence reservoir marine effect rain shadow effect

  9. LESSON #4: Activity Oregon Map Activity World Map Watershed Activity “Which Watershed Am I?” Game

  10. WATER QUALITY UNIT #3

  11. State Standards • 6.1P.1 Describe physical and chemical properties of matter and how they can be measured. • 6.3S.1 Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data. • 6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions.

  12. Lesson #5: Water Quality VOCABULARY Contamination pH Indicator species dissolved oxygen O2 parts per million aquatic

  13. LESSON #6: Activity LAB #1: WATER QUALITY “Wetland Metaphors” & “Deadly Waters”- Project Wild http://www.epa.gov/safewater/kids/pdfs/activity_grades_4-8_nonpoint_pollution.pdf( Non-Point Source Pollution Activity) http://www.hydroville.org/downloads_wq(Water Quality Activities from Oregon State University)

  14. RIPARIAN HABITAT & SALMON LIFE CYCLE UNIT #4

  15. State Standards • 6.2L.2 Explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources.

  16. Lesson #7: Riparian Habitat & Salmon Life Cycle VOCABULARY stream morphology meander Habitat spawn Anadromous fish alevin Redd fry smolt

  17. LESSON #8: Activity LAB #2: Indicator Species Salmon Booklet www.Readinga-z.com Draw an Indicator Species Pond Water Survey www.sciencespot.net

  18. HYDROPOWER UNIT #5

  19. State Standards • 6.1P.2 Compare and contrast the characteristic properties of forms of energy. • 6.2P.2 Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits. • 6.4D.1 Define a problem that addresses a need and identify science principles that may be related to possible solutions. • 6.4D.3 Describe examples of how engineers have created inventions that address human needs and aspirations.

  20. Lesson #9: Hydropower VOCABULARY potential energy kinetic energy spillway generator turbine tailrace transformer conservation

  21. LESSON #10: Activity Haiku Poem on Salmon Write Story from Salmon’s Perspective Build Electric powered Current – Activity (TOPS Electricity Unit) Field Trip to Bonneville Dam

  22. Dilemma Activity #1 You test your local river water and find that it has a pH of 6.3. What kinds of problems – if any - can this indicate about the water source in question? What possible solutions are there to maybe improving the pH of the water source?

  23. Dilemma Activity #2 There is a local creek that has lots of trash and debris clogging its water path. What kinds of things can be done to improve the quality of water and to make the water more suitable for sustaining life?

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