Student Activities
Team Activities are in Purple! Individual Activities are in Green! Activities that you can do as a Team and Individually are in Grey! You can download the action plan to help you keep track of the activities. Good Luck!
|
Go to the "Overview" tab on this website to explore the topic and introduction.
Activity #1 Introduction to Water, Weather, and the World (Team + Individual)
You will do research on the three topics and write down five inquiry questions that you would like to investigate about the topic. When doing research, remember to take down notes of important concepts and ideas. This will help you get an understanding for what you will explore in this web quest as well as prepare you for the final challenge of making a video or other means of presentation to raise awareness of an issue related to the 3Ws that matter to you! You may work individually on this or you may work in small groups. You will be able to help each other brainstorm ideas, but the final challenge is to make a video/presentation about an issue in the 3Ws that relate to you personally, so you want to have your own inquiry questions and ideas. Be prepared to share your findings and your research questions with your classmates! Use the graphic organizers to help you write down your research and questions.
Materials: Laptops and Research Worksheet
Some Links to Help You Get Started:
Water:
http://water.epa.gov/learn/kids/waterkids/kids.cfm
http://www.sciencekids.co.nz/sciencefacts/water.html
http://www.dcwater.com/kids/
http://kidshealth.org/kid/stay_healthy/food/water.html
http://www.kidsgeo.com/geography-for-kids/0131-what-is-water.php
http://www.kidsgoglobal.net/the-issues/water/
Weather
http://www.weatherwizkids.com/
http://www.weatherforkids.org/
http://www.sciencekids.co.nz/weather.html
http://kids.nationalgeographic.com/kids/games/interactiveadventures/wildest-weather/
http://pbskids.org/sid/weatherwheel.html
http://www.almanac4kids.com/index.php
World
http://www.timeforkids.com/around-the-world
http://www.kidsgoglobal.net/the-issues/water/
http://kidworldcitizen.org/2012/03/22/celebrate-world-water-day-with-games-and-activities-for-all-ages/
Use these graphic organizers to help you write down your research and questions.
Activity #1 Introduction to Water, Weather, and the World (Team + Individual)
You will do research on the three topics and write down five inquiry questions that you would like to investigate about the topic. When doing research, remember to take down notes of important concepts and ideas. This will help you get an understanding for what you will explore in this web quest as well as prepare you for the final challenge of making a video or other means of presentation to raise awareness of an issue related to the 3Ws that matter to you! You may work individually on this or you may work in small groups. You will be able to help each other brainstorm ideas, but the final challenge is to make a video/presentation about an issue in the 3Ws that relate to you personally, so you want to have your own inquiry questions and ideas. Be prepared to share your findings and your research questions with your classmates! Use the graphic organizers to help you write down your research and questions.
Materials: Laptops and Research Worksheet
Some Links to Help You Get Started:
Water:
http://water.epa.gov/learn/kids/waterkids/kids.cfm
http://www.sciencekids.co.nz/sciencefacts/water.html
http://www.dcwater.com/kids/
http://kidshealth.org/kid/stay_healthy/food/water.html
http://www.kidsgeo.com/geography-for-kids/0131-what-is-water.php
http://www.kidsgoglobal.net/the-issues/water/
Weather
http://www.weatherwizkids.com/
http://www.weatherforkids.org/
http://www.sciencekids.co.nz/weather.html
http://kids.nationalgeographic.com/kids/games/interactiveadventures/wildest-weather/
http://pbskids.org/sid/weatherwheel.html
http://www.almanac4kids.com/index.php
World
http://www.timeforkids.com/around-the-world
http://www.kidsgoglobal.net/the-issues/water/
http://kidworldcitizen.org/2012/03/22/celebrate-world-water-day-with-games-and-activities-for-all-ages/
Use these graphic organizers to help you write down your research and questions.
Individual Activities
Go to the "Water" tab on this website to explore what Water is and how it relates to weather and the world.
Activity #2 Water Cycle
Watch the videos about the water cycle and write a short story of you as a water droplet.
Imagine what life would be like if you were a droplet of water. Create a story that explains what your life would be like. Remember to include what happens to you at different points during the water cycle. Use the video to help you! Be creative!
Play around with these interactive activities!
http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html
http://water.epa.gov/learn/kids/drinkingwater/upload/graphic_grades_k-3_watercycle.pdf
Pick one of these to do!
Water Cycle Diorama: Construct a diorama of the water cycle in a shoebox. You will be given yarn, paper, paperclips, pencils, markers and any other supplies that you think will help creating this. Each part of your diorama must be labeled according to the correct step of the water cycle. Once these are completed, you will present your diorama to the class. Be prepared to explain the steps of the water cycle and why you included each piece.
or
Frost experiment: Follow the steps of this experiment that will show a simulation of frost forming. This is what you will do: Put two scoops of ice into a beaker and one scoop of salt. When you start to see ice form on the outside of the beaker, measure the temperature of the ice and salt mixture. This is the temperature it would have to be on this day for frost to form. The salt is added to quickly melt the ice into water vapor, frost is nothing more than frozen water vapor. When you make ice cream, the salt is used in a similar manner. Create an illustrated diagram of what happened during your experiment. Make sure to label what you think is going on.
Critical Thinking Question: Why do you think the water cycle is so important to us?
Activity #3 My Own Terrarium!
Follow the instructions on the worksheet: Thirstin's Water Cycle Activity
The materials will be provided for you in your individual ziplock bags.
Keep a journal of your observations of what happens in your terrarium!
Plants release water vapor into the air (transpiration) when there is light and heat present. Since the terrarium is an enclosed environment, when the water vapor leaves the plant (evaporation) and comes in contact with the side of the container, it forms droplets of water on the inside of the container (condensation). Once enough water accumulates or the temperature decreases, the condensation will then fall back (precipitation) down the sides of the container into the soil. The water gathers on the ground whether in the soil, a body of water, or elsewhere (collection), until it evaporates and the water cycle continues. Water is essential for living things. Students often don’t consider plants to be living things because the plants don’t appear to be moving/breathing/drinking water/etc. Through this terrarium activity, students will both recognize that plants are living things and living things require water.
Critical Thinking Question: How does this terrarium show us that plants and other living things depend on water? How does it show the connection between water, weather, and the world?
Activity #4 Global Water Pollution: Water Water Everywhere? None to drink???
Use these resources and you may use additional books and etc. to learn about global water pollution. Make a collage or drawing about water pollution and show the issue and show two ways you can take action to make a change. You may learn about water pollution and how it affects different countries in the world and compare the effects! This activity will help you prepare for the final challenge inquiry project! These collages and drawings will be displayed and shared on the bulletin board. Together, we will create a big class quilt based on your collages and represent our understanding of water pollution in the world.
http://www.epa.gov/safewater/kids/flash/flash_aquifer.html
http://www.epa.gov/safewater/kids/flash/flash_filtration.html
http://www.epa.gov/safewater/kids/flash/flash_matching.html
http://wateruseitwisely.com/kids/
http://www.epa.gov/WaterSense/kids/
Critical Thinking Question: Why do you think it is so important to care about water pollution and scarcity?
Go to the "Water" tab on this website to explore what Water is and how it relates to weather and the world.
Activity #2 Water Cycle
Watch the videos about the water cycle and write a short story of you as a water droplet.
Imagine what life would be like if you were a droplet of water. Create a story that explains what your life would be like. Remember to include what happens to you at different points during the water cycle. Use the video to help you! Be creative!
Play around with these interactive activities!
http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html
http://water.epa.gov/learn/kids/drinkingwater/upload/graphic_grades_k-3_watercycle.pdf
Pick one of these to do!
Water Cycle Diorama: Construct a diorama of the water cycle in a shoebox. You will be given yarn, paper, paperclips, pencils, markers and any other supplies that you think will help creating this. Each part of your diorama must be labeled according to the correct step of the water cycle. Once these are completed, you will present your diorama to the class. Be prepared to explain the steps of the water cycle and why you included each piece.
or
Frost experiment: Follow the steps of this experiment that will show a simulation of frost forming. This is what you will do: Put two scoops of ice into a beaker and one scoop of salt. When you start to see ice form on the outside of the beaker, measure the temperature of the ice and salt mixture. This is the temperature it would have to be on this day for frost to form. The salt is added to quickly melt the ice into water vapor, frost is nothing more than frozen water vapor. When you make ice cream, the salt is used in a similar manner. Create an illustrated diagram of what happened during your experiment. Make sure to label what you think is going on.
Critical Thinking Question: Why do you think the water cycle is so important to us?
Activity #3 My Own Terrarium!
Follow the instructions on the worksheet: Thirstin's Water Cycle Activity
The materials will be provided for you in your individual ziplock bags.
Keep a journal of your observations of what happens in your terrarium!
Plants release water vapor into the air (transpiration) when there is light and heat present. Since the terrarium is an enclosed environment, when the water vapor leaves the plant (evaporation) and comes in contact with the side of the container, it forms droplets of water on the inside of the container (condensation). Once enough water accumulates or the temperature decreases, the condensation will then fall back (precipitation) down the sides of the container into the soil. The water gathers on the ground whether in the soil, a body of water, or elsewhere (collection), until it evaporates and the water cycle continues. Water is essential for living things. Students often don’t consider plants to be living things because the plants don’t appear to be moving/breathing/drinking water/etc. Through this terrarium activity, students will both recognize that plants are living things and living things require water.
Critical Thinking Question: How does this terrarium show us that plants and other living things depend on water? How does it show the connection between water, weather, and the world?
Activity #4 Global Water Pollution: Water Water Everywhere? None to drink???
Use these resources and you may use additional books and etc. to learn about global water pollution. Make a collage or drawing about water pollution and show the issue and show two ways you can take action to make a change. You may learn about water pollution and how it affects different countries in the world and compare the effects! This activity will help you prepare for the final challenge inquiry project! These collages and drawings will be displayed and shared on the bulletin board. Together, we will create a big class quilt based on your collages and represent our understanding of water pollution in the world.
http://www.epa.gov/safewater/kids/flash/flash_aquifer.html
http://www.epa.gov/safewater/kids/flash/flash_filtration.html
http://www.epa.gov/safewater/kids/flash/flash_matching.html
http://wateruseitwisely.com/kids/
http://www.epa.gov/WaterSense/kids/
Critical Thinking Question: Why do you think it is so important to care about water pollution and scarcity?
Go to the "Weather" tab on this website to explore what weather is and its effects of climate change.
Create a weather portfolio for these activities!
Activity #5 Changes in Weather
Go to the following website and try adjusting different temperatures and humidity to see how the weather changes. Write paragraph in your weather portfolio of what you did to change the weather, and why your adjustments caused that weather. Make sure to be specific and draw pictures!
http://www.scholastic.com/kids/weather/sim/game.htm
Play with this video and interactive activity to learn more about changes in weather!
Write down things your learned in your weather portfolio.
http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/weather-and-climate.htm
http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/severe-storms.htm
Critical Thinking Question: How does changes in weather affect humans? Does weather cause humans to move from one place to another?
Activity #6 Different Climates in the World
Pick two places in the world to compare climates! Draw a venn diagram in your weather portfolio to show your findings! We will post a list in the classroom of the places you chose! Try to pick places that are not too similar! Also, try not to repeat places your classmates have already chosen! After everyone is done we will make a huge globe as a class and connect all our findings to the whole world and climate regions around the globe! Get excited!
https://sites.google.com/site/climatetypes/home
Critical Thinking Question: How is climate change around the world affecting humans and the globe?
Activity #7 Precipitation: Let it Rain!
Play with this interactive activity to learn more about precipitation.
http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/clouds-and-precipitation.htm
Let it RAIN!
Who says it only rains outside? Make your own rain!!! Here's how it works.
Materials needed:
- Clear, plastic, resealable baggie -- sandwich size
- White paper cut to the size of the baggie.
- Scissors
- Permanent magic markers
- Water
- Draw a picture that includes a lake, a tree, a sun with a smiley face, and two clouds on the paper.
- Slide the paper inside the baggy. Trace the scene onto the baggy with permanent magic marker. It will not work with washable markers.
- Remove the paper.
- Fill the baggie with water to the top of the "lake" and seal it.
- Tape the baggie to a sunny window.
As time goes by, the sun heats the water and air that is sealed in the bag. The water evaporates until the "clouds" can't hold any more water. Then it starts to rain. Write down your observations in your weather portfolio!
Activity #8 Four Seasons Four Moods
Dress for the weather!!!
You will make a character you like on a popsicle stick with construction paper! Then, you will make clothes for the person based on the four seasons and then write four short stories about the four seasons and the four moods the seasons makes the character feel! Be sure to be descriptive about the character's feelings and how they are affected by the weather!
Team Activities!
Go to the "World" tab on this website to explore the world and how water and weather have affected the globe.
Activity #9 Global Debate
Global Debate! Each group will pick a topic about climate change and the world. Once you have developed your debate topic, you will do the research and write down ideas for both sides of the debate. Find and read books about your topic and use facts and information to back up your stance on the issue. Be sure to analyze the information not just agree with what the author says. Use the key concepts like text-to-self, text-to-text, and text-to-world literacy skills to organize your connections and ideas. Then you will give your findings to another group and have them use your work to carry out the debate! Get excited to argue out your points!
Activity #10 Human Health
Each group can pick one human health issue in the world related to water or weather. You can create a poster, binder, skit, play, song, poem, artwork, and etc. of mediums to present your findings.
Be sure to include:
Activity #11 Global Ambassador: Village Voices
In this activity, the class will be broken into groups of four to determine the best water solution for each of four different communities. You can choose to assign students one or all of the communities depending on your time allowance. Each village is completely independent.
Each student will assume a role as a Geologist, Climatologist, Public Health Officer, or Village Elder. Students will each receive a paper with specific insights for their role on each of the 4 villages. Using the information from the "Types of Projects" section of The Water Project website, groups must work together to determine which technology is best for each village.
Included in this activity are:
EXPERT GEOLOGIST
Your Role:
As an expert geologist, the people in this meeting look to you for advice on how deep the water table is and what can be done about pulling water from the earth. If you're going to drill a well, it's up to you to make sure it's the right depth.
Village 1:
This soil here is very rocky, but it appears to be consistent all the way down. To reach water we will have to go down at least 400, maybe even 450 feet.
Village 2:
The ground is dry but not as bad as I've seen. I just don't think it is good for crops. There aren't any rivers within walking distance, but the water table is only about 40 feet down.
Village 3:
There is a riverbed just a few hundred feet from the village, but it's dry right now and seems to have been that way for months. The water table, you ask? It's about 200 feet below the surface.
Village 4:
The bad news is that once you get past the first few feet of good soil, the rock goes down 400 feet and then turns into sand for another 200 feet. After that, you still have to go another 250 feet before you can actually get to the water table.
EXPERT CLIMATOLOGIST
Your Role:
Water - it's your job. Understanding how the rain impacts potential water solutions is why you're here at these meetings. Make sure that whatever option your group chooses is sustainable.
Village 1:
It rains here almost everyday for a few minutes but we never have more than an inch at a time.
Village 2:
This village is a great example of a clear tropical climate. Massive rains come twice a year, but the rest of the time it is bone dry.
Village 3:
This is Sub-Saharan Africa. The Sahara is a desert - of course it's dry. We only get rain twice a year, but when it rains - watch out for flash floods!
Village 4:
It rains here a few times a month sometimes a few inches, sometimes a little less.
PUBLIC HEALTH OFFICER
Your Role:
Your assignment as a Public Health Officer in Rural Africa comes with its own share of challenges as you experience life in several different health clinics in the region. Using your notes, help the group to decide what is the best solution to get clean, safe water.
Village 1:
There are lots of young girls here who are already have terrible back problems from walking so many miles to the river with so much weight on their backs. Between the back problems and the cholera outbreak last year, we really have to do something.
Village 2:
People do what they can to boil water, but the well in the next village has been contaminated, and sometimes people just can't afford the extra fuel needed to boil.
Village 3:
Water is a luxury here but the people have learned to adapt, now only if we could get the animals under control!
Village 4:
The thatched roof here at the clinic is a pain when it rains, I have to run around to make sure that my patients don't get wet in their beds from the holes in the ceilings. I should be grateful though, this roof is one of the best in the village.
VILLAGE ELDER
Your Role:
You have become a trusted advisor to the people in several different villages. As you approach this meeting, you are a representative of each of the local water boards. Use these quotes from the local water boards to make sure that their interests are served.
Village 1:
We have never had a well here but have always walked several miles to get water from the river. We work very hard here but we have never had very much money.
Village 2:
When I was young we had a good well but when the rebels came, it was used for scrap metal. Now it's just a concrete slab.
Village 3:
You only have to live through one tropical storm to really understand the power of water. If only we could hold on to those rains a little bit longer!
Village 4:
We've been talking about getting water for many years and raising money too. Whatever the cost, now is our chance.
Each group is to write a group reflection on their understandings of water scarcity around the globe through this role play activity.
Go to the "World" tab on this website to explore the world and how water and weather have affected the globe.
Activity #9 Global Debate
Global Debate! Each group will pick a topic about climate change and the world. Once you have developed your debate topic, you will do the research and write down ideas for both sides of the debate. Find and read books about your topic and use facts and information to back up your stance on the issue. Be sure to analyze the information not just agree with what the author says. Use the key concepts like text-to-self, text-to-text, and text-to-world literacy skills to organize your connections and ideas. Then you will give your findings to another group and have them use your work to carry out the debate! Get excited to argue out your points!
Activity #10 Human Health
Each group can pick one human health issue in the world related to water or weather. You can create a poster, binder, skit, play, song, poem, artwork, and etc. of mediums to present your findings.
Be sure to include:
- Health Issue: Causes, Symptoms, Treatments (If Any)
- How can people prevent this? What are some solutions?
- How has water or weather affected this health issue?
- How can you raise more awareness of this issue?
Activity #11 Global Ambassador: Village Voices
In this activity, the class will be broken into groups of four to determine the best water solution for each of four different communities. You can choose to assign students one or all of the communities depending on your time allowance. Each village is completely independent.
Each student will assume a role as a Geologist, Climatologist, Public Health Officer, or Village Elder. Students will each receive a paper with specific insights for their role on each of the 4 villages. Using the information from the "Types of Projects" section of The Water Project website, groups must work together to determine which technology is best for each village.
Included in this activity are:
- Individual role pages
- Suggested answers, justifications and examples, and
- An optional follow up activity on the challenges of community development
EXPERT GEOLOGIST
Your Role:
As an expert geologist, the people in this meeting look to you for advice on how deep the water table is and what can be done about pulling water from the earth. If you're going to drill a well, it's up to you to make sure it's the right depth.
Village 1:
This soil here is very rocky, but it appears to be consistent all the way down. To reach water we will have to go down at least 400, maybe even 450 feet.
Village 2:
The ground is dry but not as bad as I've seen. I just don't think it is good for crops. There aren't any rivers within walking distance, but the water table is only about 40 feet down.
Village 3:
There is a riverbed just a few hundred feet from the village, but it's dry right now and seems to have been that way for months. The water table, you ask? It's about 200 feet below the surface.
Village 4:
The bad news is that once you get past the first few feet of good soil, the rock goes down 400 feet and then turns into sand for another 200 feet. After that, you still have to go another 250 feet before you can actually get to the water table.
EXPERT CLIMATOLOGIST
Your Role:
Water - it's your job. Understanding how the rain impacts potential water solutions is why you're here at these meetings. Make sure that whatever option your group chooses is sustainable.
Village 1:
It rains here almost everyday for a few minutes but we never have more than an inch at a time.
Village 2:
This village is a great example of a clear tropical climate. Massive rains come twice a year, but the rest of the time it is bone dry.
Village 3:
This is Sub-Saharan Africa. The Sahara is a desert - of course it's dry. We only get rain twice a year, but when it rains - watch out for flash floods!
Village 4:
It rains here a few times a month sometimes a few inches, sometimes a little less.
PUBLIC HEALTH OFFICER
Your Role:
Your assignment as a Public Health Officer in Rural Africa comes with its own share of challenges as you experience life in several different health clinics in the region. Using your notes, help the group to decide what is the best solution to get clean, safe water.
Village 1:
There are lots of young girls here who are already have terrible back problems from walking so many miles to the river with so much weight on their backs. Between the back problems and the cholera outbreak last year, we really have to do something.
Village 2:
People do what they can to boil water, but the well in the next village has been contaminated, and sometimes people just can't afford the extra fuel needed to boil.
Village 3:
Water is a luxury here but the people have learned to adapt, now only if we could get the animals under control!
Village 4:
The thatched roof here at the clinic is a pain when it rains, I have to run around to make sure that my patients don't get wet in their beds from the holes in the ceilings. I should be grateful though, this roof is one of the best in the village.
VILLAGE ELDER
Your Role:
You have become a trusted advisor to the people in several different villages. As you approach this meeting, you are a representative of each of the local water boards. Use these quotes from the local water boards to make sure that their interests are served.
Village 1:
We have never had a well here but have always walked several miles to get water from the river. We work very hard here but we have never had very much money.
Village 2:
When I was young we had a good well but when the rebels came, it was used for scrap metal. Now it's just a concrete slab.
Village 3:
You only have to live through one tropical storm to really understand the power of water. If only we could hold on to those rains a little bit longer!
Village 4:
We've been talking about getting water for many years and raising money too. Whatever the cost, now is our chance.
Each group is to write a group reflection on their understandings of water scarcity around the globe through this role play activity.
Go to the "Cloudy With a Chance of Meatballs" tab on this website to explore the science/social studies/literacy lesson.
Activity # 12 Cloudy with a Chance of Meatballs
In-Class Lesson
To prepare for the lesson, be sure to have read the story ahead of time. Make connections from the story to weather and why people move from one place to another. Go to the tab "Cloudy With a Chance of Meatballs" on this website to look at the lesson contents!
Activity #13 Reporting Weather and the News!
The local news channel is too poor to hire news reporters! The local news station will have to close down! Oh No! Well, the good news is that kids like you can help! You will develop weather forecasts for the next week and record a video of your group reporting the weather in your own designed town (similar to Chewandswallow) and also what the local people should prepare! Aside from the weather, you also need to report the global news! The recent trend is on water scarcity and water pollution so make sure you look up some countries and have things to report about how they are doing.