{"id":3991,"date":"2023-07-13T07:51:51","date_gmt":"2023-07-13T07:51:51","guid":{"rendered":"https:\/\/stweizmann.proj.ac.il\/grand-challenges\/?post_type=lesson_page&p=3991"},"modified":"2023-10-15T12:58:02","modified_gmt":"2023-10-15T12:58:02","slug":"2-1-where-is-water-found","status":"publish","type":"lesson_page","link":"https:\/\/stweizmann.proj.ac.il\/grand-challenges\/lesson_page\/2-1-where-is-water-found\/","title":{"rendered":"2.1 Where is water found?"},"content":{"rendered":"\t\t
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Teacher & Student Materials > Quenching a Thirsty Planet<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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2.1 Where is water found?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Lesson Overview<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Guiding question:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Where is water found?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tTime Estimate:<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    3 Hours<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Purpose:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Students will explore the ways water is stored on Earth and how it is moved through Earth through the Water Cycle.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Overview:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    The students will learn about surface water and groundwater and their role in the water cycle, the development of cities, and the impacts of human intervention. Using examples of the Hoover Dam and High Plains aquifer, the students will work closely with real-world data to draw their own conclusions about the future of water.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Design Principles:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    • Public Data<\/li>
    • Modeling<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      Background Knowledge:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      A rudimentary understanding that water is moved through Earth through a series of processes (ex. Ocean\u2192 clouds\u2192 rain\u2192 ocean).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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      Common Misconceptions:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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      1. Water disappears: Some students may think that water simply disappears when it evaporates or falls as precipitation. They may not realize that water is continually cycling through the different stages of the water cycle.<\/li>
      2. Water comes only from rain: Students may believe that rain is the sole source of water, overlooking other forms of precipitation such as snow, sleet, or hail. They may not fully understand that water can be present in different states and can transition between them.<\/li>
      3. Water only exists on the Earth’s surface: Some students may not realize that water also exists in the atmosphere as water vapor. They may think that water is only found in oceans, lakes, and rivers.<\/li>
      4. Water always evaporates from the same place it condenses: Students may have difficulty grasping that water vapor can travel long distances before condensing to form clouds and eventually precipitating as rain or snow. They may think that the water evaporated from the same area it falls as precipitation.<\/li>
      5. The water cycle is a one-time process: Some students may not recognize that the water cycle is an ongoing, continuous process. They may believe that once water falls as precipitation, it never returns to the atmosphere.<\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        Safety:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        NA<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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        Unit Connections:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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        NA<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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        • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/ellipse><\/circle><\/path><\/path><\/path><\/path><\/g><\/rect><\/clipPath><\/defs><\/svg>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tMaterials<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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          Teacher<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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          • Teacher Slides: 2.1 Where is water found?<\/li>
          • Lesson Set 2 Answer Keys<\/li>
          • Example water cycle models<\/li>
          • 1-gallon jug full of water, colored with blue food dye for easier viewing\u00a0<\/li>
          • 1 glass bowl or clear container, big enough to hold 1 gallon<\/li>
          • 1 tablespoon<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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            Student<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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            • 2.1 The Hoover Dam & Lake Mead<\/li>
            • 2.1 High Plains Aquifer & Agriculture<\/li>
            • A way to keep up with their different versions of the water cycle models<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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              Optional<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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              • Teacher Slides: Reading Graphs<\/li>
              • Whiteboard & markers (1 per group)<\/li>
              • The Hoover Dam & Lake Mead Audio File<\/li>
              • High Plains Aquifer & Agriculture Audio File<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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                Instructional Sequence<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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                Materials: Teacher Slides: 2.1 Where is water found?\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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                Class Discussion (slide 1-3)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Review the previous lesson set\u2019s objectives by having students discuss with a partner or in their groups the questions on slide 1. Students should make connections to lesson 1.1 about different people having different relationships with water.\u00a0<\/p>

                Have students share thoughts as time allows<\/p>

                The teacher may need to review what \u201cwater stress\u201d means before starting. Water stress is a situation in which the water resources in a region or country are insufficient for its needs.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Class Discussion and<\/p>

                Peer-to-peer discussion<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Teacher Simulation: What if all of Earth\u2019s water was only 1 gallon? (Slides 5-10)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Hold up the gallon of water. If you want, emphasize how heavy a gallon of water is. You can have different students come up to the front to feel it as well.<\/p>

                State to the class:<\/p>

                This is all the water of planet Earth.<\/p>

                This is the water that is seen from space in the oceans that make people call this the blue planet.<\/p>

                This is the glaciers that make up the northern and southern poles and rest atop mountain ranges. This is the rivers, the lakes, the tiny ditches along a rural road filled with water. This is the precipitation from every single rainy day for which you have ever been alive. This is the water in your afterschool sports drink, the water in your faucet used to brush your teeth, the water used by farmers to irrigate their crops, the water required to complete nearly every single task on this planet. Pour the gallon of water into the glass or clear container.<\/p>

                Allow students to predict how much water is available for our use<\/p>

                Measure out 8 tablespoons from the clear container, pour the back into the gallon jug, counting aloud as you go. Hold up the still nearly empty jug and state to the class: this is all the water NOT in the ocean, which is about 3% of all the water on planet Earth. All the rest of this water is what makes our Earth blue, the salty waters of the oceans that separate our continents and communities.<\/p>

                Measure out 1 1\u20442 tablespoons out of the 8 tablespoons from the gallon jug and pour back into the clear container and state to the class:<\/p>

                Unfortunately, about .5% of the Earth\u2019s water is still salt water even though it\u2019s NOT in the ocean, so it\u2019s also not usable by humans. This includes landlocked bodies of water like the Great Salt Lake and the Dead Sea, which can have an even higher salt concentration than the ocean.<\/p>

                We also have something called brackish water, which is a mix of salt and freshwater.\u00a0<\/p>

                Hold up the even more empty jug, now with just 6 1\u20442 tablespoons, and state to the class:<\/p>

                This means only 2.5% of the Earth\u2019s water is truly fresh water.<\/p>

                Measure out 4 1\u20442 tablespoons out of the 6 1\u20442 tablespoons in the gallon jug, pour back into the clear container, and state to the class:<\/p>

                However, 1.7% of the Earth\u2019s water, although it\u2019s fresh, it ISN\u2019T accessible because it\u2019s frozen as glaciers, trapped underground, or otherwise unavailable to humans.<\/p>

                Hold up the gallon just with only 2 tablespoons left and state to the class:<\/p>

                This is all the water, less than 1% on planet Earth that is fresh AND available to sustain all the human, animal, and plant life that has existed, currently exists and will exist in the future.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Peer-to-peer discussion<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Teacher-Led discussion: how is water stored and how does it move through Earth? (slides 11-17)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Have students point out where they see water. After they point it out, use the animations to have the different places water is found appear. Then point out that they have categories, such as surface water, groundwater, and water in the atmosphere.<\/p>

                This is how water is stored on Earth. Picture it as a 3D model – it\u2019s in the ground, on the surface, and in the air.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                If you teach states of matter, slide 13 would be a good spot to make that connection. This slide can be skipped if states of matter are not part of your lesson.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Model the water cycle (slides 20-24)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Have students draw what they know of the water cycle. Ask them to think about the ways we know water is stored on Earth.\u00a0<\/p>

                This can be done on a piece of paper or on a whiteboard as a group.<\/p>

                As a class, build a model of the water cycle. It should be simplistic at this point. The model should be available for the class to refer back to throughout the remainder of the unit.<\/p>

                Build it together so that students have a starting point to work from as they develop the models into more sophisticated representations of the water cycle.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                DP: Modeling<\/strong><\/p>

                We think it can be useful for learners to first build a model as a group on a whiteboard. Whiteboards provide a low-risk, flexible way for learners to work together on a challenging task.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Review the components of the water cycle (slide 21)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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                Because these models will be used throughout the unit, it is important to use common language when discussing the model. See the expandable or the terminology in the Information for Planning & Teaching section.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Water Cycle and Weather Connections (slides 21-28)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                The processes of the water cycle are closely tied to weather.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                If weather is not an emphasis in your curriculum, skip these slides.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Assign 2.1 The Hoover Dam & Lake Mead activity<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Materials: 2.1 The Hoover Dam & Lake Mead\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                This activity requires learners to read and interpret line graphs. If students are unfamiliar, plan additional time to teach or review the components of graphs.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Oceans (slides 31-60)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Discuss the role of oceans in the water cycle, weather, climate, and contribution to resources.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                If oceans are not a significant part of your curriculum, this section can be skipped. Salinity of oceans will be revisited later in this unit as part of desalination.<\/p>

                This would be a good stopping point depending on how your school structures class periods. The next set of slides starts in a different direction.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Discussion Question (slide 62)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                For more than 20 years, the states of Georgia, Alabama, and Florida have been involved in discussions, negotiations, and lawsuits over shared water resources in the Southeast region.\u00a0 The main conflict has been over the waters of the Apalachicola-Chattahoochee-Flint (ACF) basin, which is shared by all three states. For this discussion, only look at the Chattahoochee river and discuss, \u201cwho owns the water?\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Class Discussion<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Teacher-led lesson (slides 63-75)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Explain that water is stored underground in aquifers. Follow along the slides to point out that aquifers store our water too. We access this water source through pumps and wells.<\/p>

                Using the model the class built together as a starting point, have students make a new model adding their new understanding. They will need this model in future assignments.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                This is will include an introduction to runoff, so students can identify what it is and its role in the water cycle. It is not important that students understand runoff in depth at this point. It will be more thoroughly explored later in the unit.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                DP: Modeling <\/strong><\/p>

                Building models iterative such as it is designed here is useful because it provides opportunities for students reflect and assess their new knowledge and reconcile what they know now with what they knew before.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Assign 2.1 High Plains Aquifer & Agriculture<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                Materials: 2.1 High Plains Aquifer & Agriculture<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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                Because groundwater is recharged so slowly and is the primary use of irrigation for large farms, we are using our groundwater source faster than it can recharge, which is expensive for farmers and costly for the Earth. Students will explore this through data.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                This activity requires students to read and interpret a bar graph with two variables. Plan additional time to review the components of bar graphs if you believe students will require additional support.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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                Information for Planning & Teaching <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                • Background Knowledge<\/li>
                • Lesson Timing<\/li>
                • Student ideas & Experiences<\/li>
                • Science Practices<\/li>
                • Teaching Cases<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                  Background Knowledge:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                  The water cycle, also known as the hydrological cycle, is a fundamental process that continuously circulates water on Earth.<\/p>

                  The water cycle involves the three states of water: solid, liquid, and gas. Water can exist as ice, liquid water, or water vapor. These states undergo phase changes depending on temperature. For example, when heat is applied to ice, it melts and becomes liquid water. Similarly, when liquid water is heated, it evaporates and turns into water vapor, which is a gas. Conversely, when water vapor cools, it condenses back into liquid water, forming clouds.<\/p>

                  The water cycle consists of several important components. Perhaps most significantly, the water cycle is powered by the sun. Evaporation occurs when the sun’s energy heats up water bodies like oceans, lakes, and rivers, causing water to turn into water vapor and rise into the atmosphere. As the water vapor rises, it cools and condenses into tiny water droplets, forming clouds. These clouds then undergo a process called precipitation, where the water droplets combine and fall back to the Earth’s surface as rain, snow, sleet, or hail.<\/p>

                  Another critical aspect of the water cycle is runoff. When precipitation reaches the Earth’s surface, it may flow over the land, collecting in rivers and streams and eventually making its way back to the oceans. This runoff plays a crucial role in maintaining the balance of water on Earth.<\/p>

                  The water cycle is influenced by various factors. Temperature, air pressure, humidity, wind, and topography all impact the movement and behavior of water within the cycle. For instance, warmer temperatures increase evaporation rates, while cooler temperatures promote condensation and cloud formation. Wind helps transport water vapor across different regions, affecting precipitation patterns.<\/p>

                  A watershed is an area of land where all the water drains into a common outlet, such as a river or lake. Watersheds play a vital role in collecting and distributing water, influencing the movement of water within the cycle. Teachers should emphasize the importance of preserving and protecting watersheds to maintain a sustainable water supply.<\/p>

                  Reservoirs, both natural and man-made, play a significant role in the water cycle. Natural reservoirs, such as lakes, ponds, and wetlands, serve as storage areas for water. They collect and hold precipitation, releasing it gradually through evaporation, transpiration by plants, or downstream flow. Man-made reservoirs, such as dams, are constructed to store water for various purposes, including irrigation, hydroelectric power generation, and water supply. These reservoirs help regulate water availability and distribution, especially in regions prone to drought or where water resources are limited.<\/p>

                  Additionally, the ocean is a critical component of the water cycle. It acts as a vast reservoir, holding about 97% of the Earth’s water. The ocean contributes to the water cycle through evaporation. As the sun’s energy heats the ocean’s surface, water evaporates, forming water vapor that rises into the atmosphere. This process is a significant source of moisture for the air and precipitation worldwide. The ocean’s role in the water cycle highlights its importance in sustaining life on Earth and maintaining the overall balance of the global water system.<\/p>

                  The water cycle affects various aspects of our lives, including weather patterns, ecosystems, agriculture, and human activities such as water management and infrastructure. By highlighting these connections, students can appreciate the significance of the water cycle in their daily lives.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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                  Lesson Timing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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                  This lesson plan can be adapted to fit a variety of schedules and modified to match your content goals.<\/p>

                  If time is short, we recommend modifying the lesson to include two iterations of the water cycle and completing the Hoover Dam & Lake Mead worksheet as a group in class and the High Plains Aquifer and Agriculture as an independent worksheet. The \u201cWhat if Earth\u2019s water was only one-gallon\u201d simulation and the role of oceans can be cut to save time.<\/p>

                  If students require additional support in reading graphs, the lesson will take longer.<\/p>

                  \u00a0<\/p>

                  Example of how four 45-minute class periods could be organized:<\/p>

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                  Day<\/th>Activity<\/strong><\/th>Potential Modifications<\/th><\/tr><\/thead>
                  Day 1<\/td>

                  Class Discussion<\/p>

                  Teacher Simulation<\/p>

                  How water is stored and moves through Earth with Water Cycle Model version 1<\/p>

                  (Slides 1-28)<\/p><\/td>

                  		If states of matter is an important part of your curriculum, they can be added in at slide 13.<\/td><\/tr>
                  Day 2<\/td>The Hoover Dam & Lake Mead<\/td>

                  If the role of oceans’ impact on weather, climate, and other resources is not an important part of your curriculum, slides 35-60 can be cut.<\/p><\/td><\/tr>

                  Day 3<\/td>

                  Oceans as Reservoirs<\/p>

                  (Slides 31-61)<\/p><\/td>

                  Slide 62 is a discussion question that can be used to start a new class period or be removed.<\/p>

                  Can start the worksheet during class time, but learners will most likely not be able to finish it.<\/p>

                  If learners require additional support in reading bar graphs with multiple variables, plan for additional time.<\/p><\/td><\/tr>

                  Day 4<\/td>

                  How water is stored and moves through Earth with Water Cycle Model version 2<\/p>

                  (Slides 62-77)<\/p>

                  Assign High Plains Aquifer and Agriculture as homework<\/p><\/td>

                  		1 hour<\/td><\/tr>
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