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6.3.1

Water Cycle Storyboard

Teacher instruction and hints are included within the speaker notes section

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Teacher Overview: Episode 1

Phenomenon:� Scientists say that the water dinosaurs drank millions of years ago is the same water we drink today.

Student Learning Expectation:� Students will make sense of the different places water is found on Earth and discover patterns in how water is stored and moves within the system.

CCCs:

Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Patterns: Students identify and sort water sources by common features such as location, state of matter, and movement.
Systems and System Models: Students begin to see Earth as a system with components (land, water, atmosphere) that interact and store or move water.

SEPs:

SEPs are actions that students complete to interact with the phenomena.

Gather information by brainstorming a list of places where water is found in Earth’s systems.
Analyze and interpret data by sorting and classifying examples into categories based on observable patterns.
Communicate findings by sharing and discussing ideas about where water is found and how it behaves in different locations.

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Episode 1

I can communicate about the pattern of water in Earth’s systems.

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Phenomenon Observation

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Gather

Places Water is Found	Patterns

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Reason

Use the patterns you have observed to categorize and group your locations.

Can you do it with less groups?

Reason

2. Students will evaluate information based on patterns and classify their lists into groups.

Teacher Suggestions: Have students work in small groups or as a class to sort their ideas. If they used sticky notes or a shared chart, ask them to begin grouping their examples by what they notice. Encourage them to describe their reasoning for placing ideas together.

Suggested Patterns for Sorting:

Where the water is (e.g., in the sky, on the ground, underground)
What form the water is in (solid, liquid, or gas)
Whether the water is moving or staying in one place
Whether people or animals can use the water (drinkable or not)

Encourage students to continue revising their categories until they notice a key pattern: some places store water and some places show water moving. Once these categories are clear, help them connect this to the state of matter (solid, liquid, gas) found in those places.

Guiding Questions for Discussion:

What do you notice about the water in each location?
Is the water staying in one place or is it moving?
What form is the water in — is it solid, liquid, or gas?
Do you see any similarities between where the water is or what it’s doing?
Can we group any of these places together? Why?
What makes some water useful for animals or people?
Why do you think water is found in that place?

Hold off on introducing terms like reservoir and transfer just yet. Let students build a strong foundation of their own ideas. These terms will be introduced later to help them deepen their understanding of how water moves through Earth’s systems in the next lesson.

See Student Science Journal Page 2

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Communicate

Write about the pattern of water in Earth’s systems. What is the pattern? Where is it located? How would you explain it to someone else?

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Teacher Overview: Episode 2

Episode 2: Where Water Goes

Phenomenon: I was told that the water dinosaurs drank is the same water we drink today.

Student Learning Expectation: Students will make sense of how water moves and is stored in Earth’s systems by classifying each part of a model as a reservoir or a transfer.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Energy and Matter: Water in Earth’s systems is either stored in one place or moves between places.
Systems and System Models: Models can be used to represent parts of Earth’s systems and the way water cycles through them.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Obtain information by observing and interpreting a model of the water cycle.
Construct explanations by identifying and defining reservoirs and transfers in the model.
Engage in argument from evidence by justifying classifications of parts of the water cycle as reservoirs or transfers.

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Episode 2

I can communicate my understanding by arguing from evidence whether the matter in the images are a reservoir or a transfer.

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Phenomenon Observation

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Gather

Students will gather information using a model of water cycling through Earth’s systems by viewing a diagram of the water cycle.

Teacher suggestions: Begin by having students describe what they see. This will look like “ I see arrows”, “I see words”, “I see an ocean”, “I see mountains”, etc. Then ask them what they notice. This looks like “Ocean water turns into clouds”, “There is water underground”,

Have students discuss what the arrows mean and help them notice the relationship between the pattern of where water is stored and where water moves. Ask students if they would classify the different parts of this model the same as in episode 1 or would they use another group’s system of classification. Have students in pairs or groups, write their own explanation/definition of reservoir and transfer and have them share and discuss their explanations.

See Student Science Journal Page 4

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Reason

Reservoir	Transfer

Reason

2. Students will use a model to argue from evidence about the classification of energy and matter as either a transfer or a reservoir.

Teacher suggestions: Water in the model is either being stored (reservoir) or is moving (transfer). Ask students to identify the components in the model and their function in the water cycle and record it in their student journal. Transfer and reservoir language will help students make sense of Earth’s systems and develop a deeper model of the water cycle. It is important that students realize that water from earth doesn’t float into space, but stays within Earth’s systems.

Reservoir: Lakes, glaciers, ponds, aquifers, plants, etc.

Transfer: Precipitation, rivers, streams, evaporation, runoff, etc.

**Clouds could be used as a discussion point where students argue if it’s a form of transfer or a reservoir.

Allow students to argue about their classification and explain why they classified it as such. This could be done in pairs, groups or as a class.

See Student Science Journal Page 5

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Reason

Read “Water's Journey Through Earth's Systems” in your student journal.

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Communicate

Quiz each other.

Looking at the image on the next slide, one partner will name the water location. The other partner will state the water source as a reservoir or transfer and justify their answer with evidence while the first partner listens. Be sure to use states of matter language.

Switch roles for each image.

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Communicate

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Teacher Overview: Episode 3

Phenomenon: When transferring, water falls and rises.

Student Learning Expectation: Students will make sense of how energy from the Sun, gravity, and differences in density cause water to transfer between reservoirs in Earth’s systems.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Energy and Matter – Energy drives the movement of water through Earth’s systems, changing its state and location.
Cause and Effect – Certain forces like gravity and thermal energy cause observable patterns in water movement.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Ask questions to investigate the causes of water transfer in Earth’s systems.
Obtain, evaluate, and communicate information about how energy affects the movement of water.
Develop and use a model to explain how the Sun, gravity, and density influence water transfer.

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Episode 3

I can develop a model to describe the role energy plays in transfers.

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Phenomenon Observation

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Gather

What causes water to transfer?

Gather

Students will ask questions to help them determine the cause of the transfer of water.

Teacher suggestions: Students should have already identified that the arrows represent a transfer. Guide students to ask questions that will help them understand the cause of the transfer. Students should have background knowledge about gravity and density from previous 6th grade strands to support their ability to question. Asking good questions is critical to making sense of the world. Help students stay focused with their questions by questioning their questions. Ie: “If we ask that question what type of information do you expect to gather? How will that information help us make sense of what is causing water to move?”

Some questions that might be helpful:

What causes the water to move up towards the sky?
What causes the water to fall towards the earth?
What is the difference between the two?
What is happening at the molecular level?
How does the molecular level help us make sense on a larger scale?

See Student Science Journal Page 7

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Reason

Read “How Water Moves: The Role of Thermal Energy, Density, and Gravity” in your student journal.

Reason

2. Students will obtain information about the role energy plays in transfers.

Teacher suggestions: Have students read an article to support their understanding of the role the Sun, gravity and density plays in Earth’s systems. This can be done individually, in pairs or as a class. Discuss as a class the role energy plays in transfers.

What do you already know or think about what causes water to move through Earth’s systems?
When you think about the Sun, gravity, and water—how do you think they might be connected?
What does the article say about how thermal energy affects water in different places (like the ocean, clouds, or rain)?
What patterns do you notice in how warm or cold water moves compared to other water?
How did your thinking change after reading about the roles of gravity and density in moving water?
What evidence do you have that energy from the Sun causes water to change or move?
How do density differences help explain where water moves in the model or in nature?
What ideas do you agree or disagree with from other groups, and what makes you think that?

See Student Science Journal Page 8

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Communicate

Write and/or draw how energy from the sun (thermal energy), density, and gravitational forces cause the transfer of water from reservoir to reservoir.

Explanations should describe what is happening at the molecular level and describe the energy and forces causing the transfer.

Communicate

3. Students will develop a model to describe the role energy plays in transfers.

Teacher suggestions: Have students create a model to describe the role the Sun, density and gravity play in transfers. Students will use this information to explain the different transfers that are observed in the USGS model of the water cycle.

See Student Science Journal page 9

Formative Assessment

Students need to clearly identify the source of the transfer as energy from the sun, density, and gravitational forces. They should communicate that gravity is constantly pulling matter to Earth and how thermal energy impacts density, allowing molecules to rise, cool, condense, etc. Using vocabulary terms, like evaporation or condensation, are not enough. They need to explain that as thermal energy is added from the sun the molecules of water begin to move faster, becoming less dense, and rise into the air. This language will help students make sense of Earth’s systems and develop a deeper understanding of the water cycle.

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Teacher Overview: Episode 4

Phenomenon: Living organisms play a role in the transfer of water.

� Student Learning Expectation:� Students will make sense of how living organisms, such as plants, contribute to the cycling of water through Earth’s systems using energy from the Sun.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Energy and Matter: Energy drives the movement of matter, such as how solar energy powers transpiration in plants.
Systems and System Models: The water cycle can be understood as a system of reservoirs and transfers, with living organisms playing a critical role in one of those transfers.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Ask questions about the role plants play in the movement of water in a model of the water cycle.
Obtain and evaluate information from a video or article to explain how energy drives water transfer through living organisms.
Develop and revise a model to show the role of plants in water movement through the environment.

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Episode 4

I can revise my model further to include the role of living organisms in transfers driven by energy.

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Phenomenon Observation

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Gather

Water Cycle Animation

Questions

Gather

Students will obtain information from an animated video to make sense of the role living organisms play in transfers driven by energy.

Teacher suggestions: Play the video for the students and have them record questions they have about what they are observing. Students should notice a variety of water transfers and be curious about the role the plant plays.

What do you notice happening to water as it moves through the environment in the video?
What role do you think the plant plays in this cycle?
Where do you see energy being involved in the water movement?
What in the video makes you think the plant is involved in energy transfer?
Can you describe what you saw happening to the water near or in the plant?
What clues does the animation give about where the water is going and how it changes?
How does this relate to what we’ve already learned about evaporation or condensation?
Have you heard of transpiration before? How might it relate to what we just saw?
How might the Sun’s energy be connected to what happens in or around the plant?
What do you think causes the water in the plant to move into the air?
How might energy from the Sun be helping the plant move water?
How does the water leaving the plant affect the rest of the water cycle?

Water Cycle Animation

See Student Science Journal page 10

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Reason

Answers

Reason

2. Students will obtain information about the role living organisms play in transfers driven by energy.

Teacher suggestions: Students should use the information from the video or the article to answer questions they had from the water cycle animation video. The article is written at a level above 6th grade so it would be good to read through the article as a class and discuss the information and how it helps answer their questions for the role living organisms play in transfers. If you use the video, you may want to pause the video and discuss the information as well and how it supports their understanding of the role living organisms play.

What new information did you learn about plants and how they move water?
How does the article or video explain what causes water to move out of plants?
What questions from the animation are starting to make more sense now?
What evidence in the article or video helps explain how energy is involved in transpiration?
How do you know the plant isn’t just storing water instead of releasing it?
What role does the Sun’s energy play in how the plant moves water?
How is transpiration similar to or different from evaporation?
Why do you think transpiration matters for the water cycle?
Can you connect what you learned here to what we’ve studied about energy and matter?
What’s happening at the molecular level when water leaves a leaf?
How do plants "move" water against gravity, and what role does energy play in that?
How do living organisms like plants help move water from one reservoir to another?

Transpiration article

Transpiration Video

See Student Science Journal page 10

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Communicate

What role do living organisms play in the transfer of water?

Write an explanation and draw a picture with labels or add to your model from the previous episode.

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Teacher Overview: Episode 5

Phenomenon: Water the dinosaurs drank millions of years ago is the same water we drink today.

Student Learning Expectation:� Students will make sense of how water is continuously cycled through Earth’s systems, allowing the same water to be reused over millions of years.

CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.

Energy and Matter: The cycling of water is powered by energy from the Sun and influenced by gravity and density.
Stability and Change: The water cycle represents a stable system that has operated for millions of years, allowing the same water to be used again and again.

SEPs:� SEPs are actions that students complete to interact with the phenomena.

Construct explanations for how water is cycled through Earth’s systems using scientific vocabulary.
Develop a graphical model to explain how water has been reused on Earth since the time of the dinosaurs.
Revise and finalize a model to clearly communicate how the cycling of water, driven by energy, connects the past and present use of water.

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Episode 5

I can revise and finalize my model to clarify my understanding of how the cycling of water, driven by energy, explains how the water drunk today is the same as dinosaurs.

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Phenomenon Observation

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Gather

In your student journal, briefly explain how water is cycled through Earth’s systems.

Then explain how the cycling of water, driven by energy, through Earth’s systems makes it possible for us to drink the same water as the dinosaurs.

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Reason

Create a graphical model to communicate how the cycling of matter, driven by energy, through Earth’s systems explains how water drunk by dinosaurs is the same water drunk today.

Hold off on the artistic part of your model until you have had a chance to observe the models of others and made revisions.

Reason

2. Students will model their understanding of how the cycling of water, driven by energy, explains how the water drunk today is the same as dinosaurs.

Teacher suggestions: Have students create a graphical model to communicate how water that dinosaur’s drank a million years ago is the same water they drink today. This can be done individually or in pairs. They should explain/listen to each other as they collectively create their model. Remind students to include the cycling of water through Earth’s systems, energy, molecular understanding, transfers and reservoirs, etc. Students do have an understanding of the conservation of matter from 5th grade that may come up. It will be important for students to know that they will be revising their model so they should save the artistic detail for after they have looked at others. Students tend to be frustrated when they have spent time artistically and then have to make changes.

See Student Science Journal page 12

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Communicate

When you have finished a gallery walk where you have gathered information and provided feedback, revise and finalize your model.

Communicate

3. Students will revise and finalize their models to clarify their understanding of how the cycling of water, driven by energy, explains how the water drunk today is the same as dinosaurs.

Teacher suggestions: Allow students to do a gallery walk and gather ideas or provide feedback to their peers. This would also be a great time for you to walk around and provide feedback. Students should then take the time to finalize their understanding of how the cycling of matter, driven by energy, through Earth’s systems explains how water drunk by dinosaurs is the same water drunk today. This model will be used again in 6.3.3.

See Student Science Journal Page 12

Formative Assessment

Models should include explanations of Earth’s systems and how energy from the sun, density, and gravitational forces are the driving factors of the cycling of water. Since water is cycled, it is the same same water that has been in Earth’s systems since the dinosaurs.

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Assessment