Lab 17 – Water Cycle Model
GRADE-LEVEL adjustments. Some variation of this activity is often performed in lower grades. Even so, with an elevated context this otherwise lower-grade activity can be adjusted to – and applicable to – high school students. This activity is especially relevant to several important cross-cutting concepts: Cause and effect; System models; Flows, cycles and conservation; Stability and change.
Example 1 of high-school modification
- Rather than a “generalized” water cycle model, assign teams to craft a specific “local/community/region” model to emphasize aspects of available fresh water. Imagine and describe ways to address societal issues associated with these circumstances (example circumstances include rural, suburban, urban, desert, island communities, snow-bound communities).
- Include math-model calculations of water needs of the community for a variety of uses (examples include human consumption, animal and farming requirements, industrial needs, sewage and waste disposal, and native wildlife).
- Two suggestions for this are provided at the bottom of this page: California and South Africa.
Example 2 of high-school modification
- Design and craft a “working model” beyond the simpler, more commonly constructed 3D illustration. Include moving water through pumps, gravity or other means – especially related to terrestrial water.
Overview
The water cycle describes the continuous movement of water on, above and below the surface of the Earth. The mass of water on Earth remains fairly constant over time. Scientific modeling aims to make a particular part or feature of the world easier to understand, define, quantify, or visualize. It requires selecting and identifying relevant aspects of a situation in the real world and then using different types of models for different aims. Modeling is an essential and inseparable part of many scientific disciplines, each of which have their own ideas about specific types of modeling. This lab activity provides students an opportunity to select relevant aspects of the water cycle for the purpose of defining, quantifying and visualize water as a vital resource – to sustain life, in particular.
Pre-Work
Identification of a “model-type” along with itemizing the component parts may take some thought and effort. For high school students, avoid making decisions as to the type, form, and function of their model. Rather, provide a budget for component parts along with an opportunity to create a “supplies request list” itemized with prices and quantities. Assign students responsibility for filling out and completing a DRAFT P.O. as required by school policy.
Lesson 1 (or “Day 1”) Material
Lesson 2 (or “Day 2”) Group/Team Lab Material
- 3D Model – example of static, visual depiction in 3D of water cycle
- Oceans Alive – uses water, water vapor, jars, and rocks
- Looking at the Sea – zip-lock bags, masking tape, thermometer
- Making Rain – uses heat source and ice
2:26 Water Cycle
3:00 Water Cycle | Biology | Ecology
3:27 Patterns of Soil and Water
Water Cycle Math Models (options)
California. Research, discuss, then hypothesize ways to address water availability issues in California. Identify relevant data, calculations, and estimates per person.
Agriculture plays an important part in California’s economy and irrigation water is an essential factor in agriculture’s success. However, California faces serious water supply issues, in which agricultural uses must compete with environmental uses and the demands of a growing population. Several options are open to policymakers regarding the state’s supply, demand and transport of water. California’s primary source for water is precipitation – rain and snowfall. In a normal precipitation year, the state will receive about 200 million-acre-feet (maf) in precipitation and imports from Colorado, Oregon and Mexico. Of the total supply, about 60 percent is used directly by vegetation or cropland or flows to salt sinks like saline aquifers or the Salton Sea. The remaining 40 percent, or about 80 maf, enters stream flows or wells and is distributed among agricultural, urban and environmental uses . About 30 maf is used for agricultural irrigation and about 9 maf enters urban and industrial uses. (reference)
South Africa. Research, discuss, then hypothesize ways to address water availability issues in South Africa. Identify relevant data, calculations, and estimates per person.
South Africa is a country located at the Southern Tip of Africa. About twice the size of Texas it is home to 49 million people. This country has been stricken by affects from the long standing apartheid to the devastation that diseases such as HIV/AIDS and TB have caused. Now another crisis looms in the distance: Water. As more and more people migrate into cities from rural villages the pressure for the city to meet the water demands is ever increasing.
There are many reasons that attribute to this growing water crisis in South Africa. Climate change has affected water supplies within the region. Rains that usually come and supply the country’s water has come infrequently. For example in Durban the Dams are 20 percent lower than at the start of 2010. Due to this fact cities are looking to impose water restrictions on communities. (reference)
Suggested Related Topics
This activity is a recommended topic enhancer for the following topics:
- 15 Earth Science (Types of Models)
- 19 Earth Science (Resources and Energy)
- 38 Physical Science (Using Natural Resources I)
- 43 Biology (Ecosystems)
Instructor Emphasis:
- Lab emphasis: Data Gathering (if local models are crafted)
- Science and engineering practices: Develop and use models
- Crosscutting Concepts: Cause and effect; System models; Flows, cycles and conservation; Stability and change