Cover Image
close this bookEnvironmental Education in the Schools (Peace Corps, 1993)
close this folderActivities, activities and more activities
View the document(introduction...)
View the documentUsing the senses
View the documentAdopt-a-tree
View the documentDuplication
View the documentMusic/rap/dance/drama
View the documentGarbage shuffle
View the documentThe rain forest revue
View the documentThe all new water review
View the documentOriginal skit
View the documentBotswana adaptation
View the documentA conservation drama - Trouble in Tikonkowo
View the documentThe awful eight
View the documentRole plays and other simulations
View the documentThe commons dilemma
View the documentKey mangrove: A system in conflict
View the documentChange in a mangrove ecosystem
View the documentKey mangrove: A conflict of interests
View the documentPoints of view
View the documentMining on the moon
View the documentMining on the moon: Part 1
View the documentMining on the moon: Part 2
View the documentThe reading and writing connection
View the documentFolk stories
View the documentSelected quotes
View the documentA heated controversy
View the documentA heated controversy: Part 1
View the documentA heated controversy: Part 2
View the documentAn environmental education tool - The creative journal
View the documentCubatao: New life in the Valley of Death
View the documentA letter from the village health worker - Clean water for elemit
View the documentLife without oil
View the documentPoetry
View the documentAway with waste!
View the documentAway on the bay
View the documentPicture poetry
View the documentShades of meaning
View the documentPoetry trail
View the documentPoetry trail activity sheet
View the documentCartoons, fantasy, and creative
View the documentThe rare scare
View the documentCartoons and headlines
View the documentHoley ozone!
View the documentGuided imagery
View the documentFlight of fantasy
View the documentRiparian retreat
View the documentWater wings
View the documentDemonstrations
View the documentOur watery world
View the documentKeep on truckin'
View the documentHow do polyps build reefs?
View the documentInvestigations and experiments
View the documentAcid tests
View the documentAcid demonstrations: Part I
View the documentAcid demonstrations: Part II
View the documentAcid test follow-up
View the documentHow can an oil spill be cleaned up?
View the documentThe case for case studies
View the documentAre we creating deserts? - The Sahel famine
View the documentStudent information - Famine in the Sahel: A case study
View the documentDesertification
View the documentSustainable development
View the documentDefining sustainable development: Part 1
View the documentDefining sustainable development: Part 2
View the documentCase study: United States: Part 3
View the documentCase study: Thailand: Part 4
View the documentCase study: Tanzania: Part 5
View the documentMoral dilemmas
View the documentThe flying foxes of Samoa
View the documentHarry Carter's grain company
View the documentScenario: Harry Carter's grain company: Part 1
View the documentScenario: Harry Carter's grain company: Part 2
View the documentScenario: Harry Carter's grain company: Part 3
View the documentHard choices
View the documentStarving nation
View the documentConcept mapping and webbing
View the documentAqua words
View the documentInfusion activity for environmental health
View the documentIssue webbing
View the documentField trips
View the documentAt the dump and postcards from the field
View the documentThe garbage dump field trip worksheet
View the documentSeaside adventure
View the documentDebates
View the documentTough choices
View the documentThe issues
View the documentSurveys
View the documentGlass and metal waste questionnaire
View the documentModel questionnaire
View the documentData summary sheet
View the documentRivers through time
View the documentWhat do people think?
View the documentGames
View the documentPollution bingo
View the documentMammal know-it-all
View the documentMammal questions
View the documentBat and moth
View the documentBranching out: Bat math
View the documentThe urban explosion
View the documentFour urban activities
View the documentVandalism: Disordered communications
View the documentFlooded streets
View the documentGetting outside
View the documentExpanding sensory perception
View the documentWeather scavenger hunt
View the documentInsect bingo
View the documentResearch/guest speakers
View the documentDesert quest
View the documentValues and attitudes
View the documentRare bird eggs for sale
View the documentWhat would you do?
View the documentAgricultural practices (A)
View the documentAgricultural practices (B)
View the documentWhy save rain forests?
View the documentThinking about thinking skills
View the documentThe great swamp debate
View the documentGo with the flow
View the documentDragonfly pond
View the documentCooperative learning activities
View the documentJungle sleuths
View the documentAnswers to scenarios
View the documentSuper-sleuth scenarios: Part 1
View the documentSuper-sleuth scenarios: Part 2
View the documentWe can all be experts
View the documentExpert cards: Part 1
View the documentExpert cards: Part 2
View the documentRaters of the planet ECO
View the documentLiven up your classroom
View the documentA web on the wall
View the documentBuilding the bulletin board
View the documentMembers of the web
View the documentA look at four food chains
View the documentThe interdisciplinary connection
View the documentPollution pathways
View the documentTracking the radiation (day 2- day 10)
View the documentPollution pathways (A)
View the documentPollution pathways (B)
View the documentSizing up reserves
View the documentSizing up reserves (A)
View the documentScience/technology/society
View the documentChallenge technology
View the documentTechnology challenges
View the documentAdditional challenges (developed for the South Pacific)
View the documentThe ''good'' bacteria controversy
View the documentTaking action for the planet

Our watery world

OBJECTIVES:
Diagram the water cycle. Explain why the supply of water on earth is finite. Describe the breakdown of fresh and salt water on earth.

AGES:
All

SUBJECT:
Science

MATERIALS:
Diagram of the water cycle, one clear gallon container and two small clear jars.

Photographs of Earth taken from the perspective of outer space reveal a watery world. This image coincides with a commonly held conception of water abundance. Ours is a water-rich planet. Problems we encounter with water shortages arise due to unequal distribution breakdown of fresh and salt water on earth, and unwise use of this life-sustaining resource. This investigation begins with a study of the water cycle. Students will see that the water we use on Earth today is the same water that filled the water jugs of the ancient Egyptians. Water moves in a closed system with no additional inputs from the atmosphere. We will never have more water on Earth than we have today

THE WATER CYCLE

Start this activity by discussing the cycling of water on earth. The immensity of the cycle is illustrated in the following figures. (Help your students visualize the size of a cubic mile before discussing these figures. For example, eight city blocks equal one mile. Students could try visualizing a cube eight city blocks in length, width, and height.)

* At any given moment, an average of 3,100 cubic miles of water droplets and water vapor is distributed throughout the atmosphere.

* Once every 12 days all of the moisture in the air falls as precipitation and is subsequently replaced.

* Ninety-five thousand cubic miles of water are evaporated into the atmosphere annually: 80,000 from oceans and 15,000 from land.

* This is balanced by 95,000 cubic miles of precipitation that fall back to the Earth.

After reviewing the diagram of the water cycle on page 216 and discussing these figures, ask your students to diagram the global water cycle using arrows and labels to explain how the cycle flows.

WHERE THE WATER IS

In the face of such water abundance, why are there water shortages? The breakdown of fresh and salt water on the planet is outlined on the top of the next page.

DISTRIBUTION OF EARTH'S WATER

LOCATION

PERCENTAGE

Ocean

97.3

Fresh

2.7

Distribution of fresh water:


ice caps and glaciers

77.2

ground water and soil moisture

22.4

Lakes and wetlands

0.35

atmosphere

0.04

stream channels

0.01

Source: Water Management for Arid Lands In Developing Countries, A. K Biswas et al, p. 10

The following demonstration could be used to help your students conceptualize the breakdown of fresh and salt water. Fill a large, clear container with 100 ounces or 12½ cups of water. This represents 100% of the Earth's water. Pour 3 ounces into a small, clear container to roughly the percentage of fresh water on the planet. From the three- ounce container, pour 2¼ ounces into a third container. This represents the amount of water in ice caps and glaciers. The water remaining in the second container represents the percentage of water available for our use. You might want to label the containers beforehand so students can refer to the labels as you demonstrate.

If you wish to use metric units in the demonstration, begin with three liters of water to represent the Earth's total water. Then pour 90 milliliters into a second container to represent the percentage of fresh water. From the 90 milliliters, pour off 67½ milliliters into a third container to represent the amount of water in ice caps and glaciers. The amount remaining in the second container represents the amount available to us for fresh water uses.