Implement this lesson:
This is a great lesson to start a unit of conservation, water based ecosystems, or oceans unit. This is a short easy to implement lesson, perfect for an energetic class.
Learning Objective:
Students will use division and math to gain critical thinking skills about water on the planet.
Texas Essential Knowledge and Skills (TEKS)
Science TEKS
3.1(A): Ask questions about organisms, objects, and events in the environment.
3.10(A): Collect information from observations using simple equipment.
3.9(A): Explore how adaptations enable organisms to survive in their environment.
3.15(A): Organize information to create a visual display or map.
3.7(B): Communicate and justify a solution.
3.11(B): Identify and discuss how different forms of energy can be used.
3.14(A): Identify the importance of conservation.
3.8(A): Collect and record data.
4.11(A) Identify and explain advantages and disadvantages of using Earth’s renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas
4.11(B) explain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment
4.11(C) determine the physical properties of rocks that allow Earth’s natural resources to be stored there
4.12(A) investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter
4.12(B)* describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers
4.12(C) identify and describe past environments based on fossil evidence, including common Texas fossils
4.13(A) explore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment
4.13(B) differentiate between inherited and acquired physical traits of organisms
5.10(A) explain how the Sun and the ocean interact in the water cycle and affect weather
5.10(B) model and describe the processes that led to the formation of sedimentary rocks and fossil fuels
5.10(C) model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes
5.11(A) design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources
5.12(A) observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem
5.12(B) predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web
5.12(C) describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem
5.13(A) analyze the structures and functions of different species to identify how organisms survive in the same environment
5.13(B) explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival
Where Is Earth’s Water?
Our planet is sometimes called the “Blue Planet” because it has so much water. But that water isn’t all in the same place. Let’s explore where it’s hiding!
Oceans
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Most of Earth’s water (about 97%) is in the oceans.
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Oceans are salty, so people and animals can’t drink this water.
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Oceans are home to whales, sharks, fish, and coral reefs.
Ice
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A lot of Earth’s fresh water is frozen in glaciers and ice caps, especially in Antarctica and Greenland.
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This ice stores about 2% of Earth’s water.
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Penguins, polar bears, and seals depend on icy places.
Lakes and Rivers
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Only a tiny bit of Earth’s water is in rivers and lakes, only about 0.01%.
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Even though it’s small, it’s very important because it’s fresh water that people, animals, and plants can use.
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Rivers also move water from land back to the ocean.
Groundwater
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Some fresh water is stored underground between rocks and soil, this is called groundwater.
- Most of the United States get its drinking water from groundwater.
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People use wells to pump it up for drinking water and farming.
- Only about 1% of the total water is groundwater.
Water in the Air
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A very small amount of water is in the air as vapor (gas).
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It forms clouds, which make rain and snow.
Possible Books:
- The Little Raindrop by Joanna Gray
- Drop by Emily Kate Moon
- Water is Water by Miranda Paul
- Hey Water! by Antoinette Portis
Materials:
- Inflatable globe
- Tally chart or whiteboard
- Markers/pencils
- 100 ml beaker
- blue food coloring
- optional salt
Lesson Plan:
Engage:
- Show students an inflatable globe and ask: “Do you think there is more land or water on Earth?”
- Have students predict the percentage of Earth covered by water and land.
Explore:
- In a circle, students take turns tossing the globe.
- Each time a student catches it, they check where their right thumb lands: water (ocean, lake, river, icecap) or land.
- Record each result on a class tally chart for about 10 tosses.
- Continue until everyone has had a turn.
Explain:
- Add up the tallies for water and land.
- Calculate the percentage: (Number of water tosses ÷ Total tosses) × 100.
- Share the real fact: About 71% of Earth’s surface is covered by water, and 97% of that water is in the ocean.
- Discuss why the ocean is important for ecosystems, weather, and life on Earth.
- Ask: “How would life be different if there was less ocean?”
Elaborate:
- Fill the graduated cylinder with 100 ml of water to represent all the water on Earth.
- Pour out 98 ml into a separate container. Explain: “This is salt water, which we can’t drink.”
- With the remaining 2 ml, use the pipette to measure out about 1.5 ml. Say: “This is frozen in glaciers and ice caps.”
- The tiny bit left (about 0.5 ml) is available fresh water-what’s in lakes, rivers, and underground for people, plants, and animals to use.
- Discuss the fractions and percentages: 98% salt water (oceans), about 2% frozen fresh water (glaciers/ice), less than 1% available fresh water (lakes, rivers, groundwater)
- Show how little water is actually available for living things.
Evaluate:
- Have students write or share: What did the globe toss show about Earth’s water?, Why is the ocean important?
- How does this activity help us estimate big numbers in math?