The Incredible Journey
Industry: Agriculture, Food & Natural Resources
Optional resources for this activity are available here.
Materials:
9 large pieces of paper
Copies of Water Cycle Table (optional)
Marking pens
9 boxes, about 6 inches (15 cm) on a side Boxes are used to make dice for the game. Gift boxes used for coffee mugs are a good size or inquire at your local mailing outlet. There will be one die [or box] per station of the water cycle. [To increase the pace of the game, use more boxes at each station, especially at the clouds and ocean stations.]
The labels for the sides of the die are located in the Water Cycle Table. These labels represent the options for path- ways that water can follow. Explana- tions for the labels are provided. For younger students, use pictures. An- other option is to use a spinner—see the activity “A Drop in the Bucket” for spinner design. It is necessary to design a spinner for each station.
A bell, whistle, buzzer, or some sound maker
Instruction Overview (Download PDF for full instructions):
1. Tell students that they are going to become water molecules moving through the water cycle.
2. Categorize the places water can move through into nine stations: Clouds, Plants, Animals, Rivers, Oceans, Lakes, Ground Water, Soil, and Glaciers. Write these names on large pieces of paper and put themi n locations around the room or yard. (Students may illustrate sta- tion labels.)
3. Assign an even number of stu- dents to each station. (The cloud station can have an uneven num- ber.) Have students identify the different places water can go from their station in the water cycle. Dis- cuss the conditions that cause the water to move. Explain that water movement depends on energy from the sun, electromagnetic energy, and gravity. Sometimes water will not go anywhere. After students have come up with lists, have each group share their work. The die for each station can be handed to that group and they can check to see if they covered all the places water can go. The Water Cycle Table provides an explanation of water movements from each sta- tion.
4. Students should discuss the form in which water moves from one location to another. Most of the movement from one station to another will take place when water is in its liquid form. However, any time water moves to the clouds, it is in the form of water vapor, with molecules moving rapidly and apart from each other.
5. Tell students they will be dem- onstrating water’s movement from one location to another. When they move as liquid water, they will move in pairs, representing many water molecules together in a water drop. When they move to the clouds (evap- orate), they will separate from their partners and move alone as indi- vidual water molecules. When water rains from the clouds (condenses), the students will grab a partner and move to the next location.
6. In this game, a roll of the die determines where water will go. Students line up behind the die at their station. (At the cloud station they will line up in single file; at the rest of the stations they should line up in pairs.) Students roll the die and go to the location indicated by the label facing up. If they roll stay, they move to the back of the line.
When students arrive at the next station, they get in line. When they reach the front of the line, they roll the die and move to the next station (or proceed to the back of the line if they roll stay).
In the clouds, students roll the die individually, but if they leave the clouds they grab a partner (the per- son immediately behind them) and move to the next station; the partner does not roll the die.
7. Students should keep track of their movements. This can be done by having them keep a journal or notepad to record each move they make, including stays. Students may record their journeys by leaving behind personalized stickers at each station. Another approach has half the class play the game while the other half watches. Onlookers can be assigned to track the movements of their classmates. In the next round the onlookers will play the game, and the other half of the class can record their movements.
8. Tell students the game will begin and end with the sound of a bell (or buzzer or whistle). Begin the game!
Developed By:
Project Wet
Grade Range(s):
3rd-5th; 6th-8th
Time: Preparation time: 50 minutes
Activity Time: two 50-minute periods
Synopsis:
With a roll of the die, students simulate the movement of water within the water cycle.
Students Will:
• describe the movement of water within the water cycle.
• identify the states of water as it moves through the water cycle.