Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lesson

3. • This will be the big concept in ecology that will be addressed in this portion of the unit. – or artificial.

4. • This will be the big concept in ecology that will be addressed in this portion of the unit. – or artificial.

5. • This will be the big concept in ecology that will be addressed in this portion of the unit. – Note: The cycles that we will learn move between the living and non-living world. r artificial.

25. Hydrosphere interacts with atmosphere (Water cycle)

26. Hydrosphere interacts with atmosphere (Water cycle) The atmosphere interacts with the ecosphere. (Plants and animals breath -Carbon Cycle and nitrogen cycle

27. Hydrosphere interacts with atmosphere (Water cycle) The atmosphere interacts with the ecosphere. (Plants and animals breath -Carbon Cycle and nitrogen cycle Living things change the lithosphere, become rock, erode the land. (Phosphorus Cycle)

28. Hydrosphere interacts with atmosphere (Water cycle) The atmosphere interacts with the ecosphere. (Plants and animals breath -Carbon Cycle and nitrogen cycle Living things change the lithosphere, become rock, erode the land. (Phosphorus Cycle) The Hydrosphere, Atmosphere, Ecosphere and Lithosphere all interact within the biosphere.

45. • Compare the importance of water commonly existing in all three states of matter.

46. • Compare the importance of water commonly existing in all three states of matter. Water commonly exists in all three states of matter

47. • Compare the importance of water commonly existing in all three states of matter. Water commonly exists in all three states of matter Water exists commonly in its solid state

48. • Compare the importance of water commonly existing in all three states of matter. Water commonly exists in all three states of matter Water exists commonly in its solid state

49. • Compare the importance of water commonly existing in all three states of matter. Water exists commonly in its solid state

50. • Compare the importance of water commonly existing in all three states of matter. Water exists commonly in its solid state

51. • Compare the importance of water commonly existing in all three states of matter.

52. • On Mars, we can see that water is most abundant in its solid form of ice.

53. Planet that was believed to have no water at all

59. This next part helps when we study the water cycle

63. Molecules form a crystal lattice.

64. Molecules form a crystal lattice.

78. • Video! Simulation of water in a liquid form turning into a solid (ice). – How are the molecules behaving in a liquid state and solid state? – http://www.youtube.com/watch?v=SVR7tfsjPO0 Copyright © 2010 Ryan P. Murphy

79. • Activity! State your Matter – Teacher to give each group of students a solid block (Maybe ice), glass of water, and balloon filled with gas.

90. • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing and singing fast person with gas poster must wave it around quickly. • When zebra is dancing normal wave the liquid poster at a normal speed. • When zebra is dancing slowly wave the solid poster extremely slow.

91. • Activity / video link (Extremely Optional) – http://www.youtube.com/watch?v=p440QWpHui8 – Assign three students to each hold a poster with the three states of matter. (Solid, Liquid, Gas) • When Zebra is dancing at a fast pace the person with gas poster must wave it around quickly / dance. • When zebra is dancing normal wave the liquid poster at a normal speed / slower dance. • When zebra is dancing slowly wave the solid poster extremely slow / slow dance.

92. • Based on the video, which is a solid, liquid, and gas.

110. • Video Link! (Optional) TMBG States of Matter – http://www.youtube.com/watch?v=btGu9FWSPtc

119. Water is being continually created by many biophysicochemical processes. As such, water can be viewed as being constantly “refreshed” or “rejuvenated.”

120. Water is being continually created by many biophysicochemical processes. As such, water can be viewed as being constantly “refreshed” or “rejuvenated.” The water in dinosaur pee is not the same water that we drink. The H’s and O’s that make up H2O are the same ones present when the dinosaurs roamed the Earth.

136. • Which of the other terms are we unsure of.. – Condensation – Evaporation – Precipitation – Percolation – Transpiration – Sublimation – Infiltration – Ocean Storage – Ground Water Storage – Freshwater discharge – Surface run-off Copyright © 2010 Ryan P. Murphy

144. • Water Cycle Available Sheet

146. • Step by step drawing of the water cycle.

208. • Activity! Condensation – Teacher provides ice cold can of soda to table groups and students record temperature. – Students should observe each can for evidence of condensation.

209. • Activity! Condensation Questions. – Why did condensation droplets form on the cold soda can? • Where did the water come from?

210. • Activity! Condensation Questions. – Why did condensation droplets form on the cold soda can? • Where did the water come from? – Condensation formed on the cold soda can because water vapor near the soda can turned from a gas to a liquid.

216. • Link! Water Cycle Flash Animation Tour – http://www.epa.gov/safewater/kids/flash/flash_ watercycle.html

217. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 10 cm from the top. • (Have teacher cut in advance) – Fill bottle with very warm water about 10 cm. • Add food coloring if you wish. – Slide cup into the bottle to just above the warm water with cap on. – Fill top bottle (cup) with ice cubes. • Do not overfill. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) – Visual on next slide.

218. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation)

219. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher,

220. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher,

221. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, Next fill bottle with very warm water and food coloring.

222. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, Next fill bottle with very warm water and food coloring.

223. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, then flipped, Next fill bottle with very warm water and food coloring.

224. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, then flipped, and filled with ice cubes by students. Next fill bottle with very warm water and food coloring.

225. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, then flipped, and filled with ice cubes by students. Next fill bottle with very warm water and food coloring.

226. • Activity! Water Cycle in a Bottle. – Each group needs a standard 2 liter clear soda bottle cut in half about 4 inches from the top. • (Have teacher cut in advance) – Fill bottle with very warm water. – Invert top of bottle with cap and fill with ice cubes. – Slide cup with ice into the bottle to just above the warm water. – Watch for evaporation, condensation, and the droplets falling back down to the warm water (precipitation) Soda bottle cut by teacher, then flipped, and filled with ice cubes by students. Next fill bottle with very warm water and food coloring. Strange kind of creepy video of water molecules in the hydrologic cycle as we wait (Optional 2 min) https://www.youtube.com/watch?v=StPobH5ODTw

227. • Activity! Stranded on a Desert Island.

228. • Activity! Stranded on a Desert Island. – You and your group must use the materials provided (and the water cycle) to turn salt water into freshwater over the next several days in order to survive. Use the sun as the energy source. – Each group gets a clear plastic box, glass cup, plastic wrap, marbles / pebbles, salt water mixed with sand, and a bungee cord / large elastic. – Visual of materials on next slide. – Video Link of set-up. – https://www.youtube.com/watch?v=4sqRvUzqDCE

229. • Materials for the set-up. Saltwater and Sand Cup Marbles Elastic Plastic wrap

230. • Materials for the set-up. Saltwater and Sand Cup Marbles Elastic Plastic wrap

231. • Below is the correct set-up to use the water cycle to turn salt water into freshwater.

232. • Below is the correct set-up to use the water cycle to turn salt water into freshwater.

233. • Below is the correct set-up to use the water cycle to turn salt water into freshwater. Saltwater evaporates from sun energy into vapor.

236. • Below is the correct set-up to use the water cycle to turn salt water into freshwater. Saltwater evaporates from sun energy into vapor Leaves salt behind.

237. • Below is the correct set-up to use the water cycle to turn salt water into freshwater. Colder temperatures on edge of container cause…

238. • Below is the correct set-up to use the water cycle to turn salt water into freshwater. Colder temperatures on edge of container cause… Condensation

239. • Below is the correct set-up to use the water cycle to turn salt water into freshwater. Water adheres to the plastic wrap, travels down and falls into the cup as freshwater…

240. • Below is the correct set-up to use the water cycle to turn salt water into freshwater. Water adheres to the plastic wrap, travels down and falls into the cup as freshwater… Precipitation

241. • Below is the correct set-up to use the water cycle to turn salt water into freshwater. Water adheres to the plastic wrap, travels down and falls into the cup as freshwater… Precipitation

243. • Sublimation: Solid state turns directly to a gas state skipping liquid phase. Copyright © 2010 Ryan P. Murphy See neat dry Ice Bubble: Sublimation (solid to gas) at… https://www.youtube.com/watch?v=76CNkxizQuc 2 min

254. • Evapotranspiration is a vital component to the rainforest ecosystem. – Evapotranspiration describes water that is turned into a gas by evaporation, and water vapor released by plants (transpiration). Copyright © 2010 Ryan P. Murphy

255. • Activity! Transpiration. – Place a clear plastic bag over a section of plant. – Secure bag at base of stem so it is relatively tight. – Water plant and set in the sun. – Observe water droplets / evidence of transpiration the next day.

256. • Activity! Transpiration. – Place a clear plastic bag over a section of plant. – Secure bag at base of stem so it is relatively tight. – Water plant and set in the sun. – Observe water droplets / evidence of transpiration the next day.

257. • Activity! Transpiration. – Place a clear plastic bag over a section of plant. – Secure bag at base of stem so it’s relatively tight. – Water plant and set in the sun. – Observe water droplets / evidence of transpiration the next day.

261. Alternative method / extension at… http://gcuonline.georgian.edu/wootton/transpiration.htm

264.  Surface run-off: The water flow which occurs when soil is full to capacity and excess water travels over the land. Copyright © 2010 Ryan P. Murphy Capacity: The maximum amount that can be obtained in a body.

269. • Storage of water in vegetation. – Plants soak up and hold water. They are very good flood preventers. Copyright © 2010 Ryan P. Murphy Trees help control flooding by holding water in their tissues.

271. Filtering Water Activity / Infiltration

272. Soda bottle cut by teacher or parent, Filtering Water Activity / Infiltration

273. Soda bottle cut by teacher or parent, invert the top like so. Filtering Water Activity / Infiltration

274. Soda bottle cut by teacher or parent, invert the top like so. Add cap Filtering Water Activity / Infiltration

275. Soda bottle cut by teacher or parent, invert the top like so. Add cap Filtering Water Activity / Infiltration Teacher is going to create nasty water with coffee grounds, garlic powder, and vegetable oil, and salt.

276. Soda bottle cut by teacher or parent, invert the top like so. Add cap Your group must brainstorm methods to filter water, bring in the materials as a group and assemble tomorrow. Filtering Water Activity / Infiltration Teacher is going to create nasty water with coffee grounds, garlic powder, and vegetable oil, and salt.

277. Soda bottle cut by teacher or parent, invert the top like so. Add cap Your group must brainstorm methods to filter water, bring in the materials as a group and assemble tomorrow. Filtering Water Activity / Infiltration Teacher is going to create nasty water with coffee grounds, garlic powder, and vegetable oil, and salt. Teacher will add dirty water to the top.

278. Soda bottle cut by teacher or parent, invert the top like so. Add cap Your group must brainstorm methods to filter water, bring in the materials as a group and assemble tomorrow. Filtering Water Activity / Infiltration Teacher is going to create nasty water with coffee grounds, garlic powder, and vegetable oil, and salt. Teacher will add dirty water to the top. Filtering Materials

279. Soda bottle cut by teacher or parent, invert the top like so. Add cap Your group must brainstorm methods to filter water, bring in the materials as a group and assemble tomorrow. Filtering Water Activity / Infiltration Teacher is going to create nasty water with coffee grounds, garlic powder, and vegetable oil, and salt. Teacher will add dirty water to the top. Filtering Materials How clear can your group get the water?

280. • Answer: Percolation trapped the larger particles as the water moves through the soil.

281. • Answer: Percolation trapped the larger particles as the water moves through the soil.

293. • Activity! Not Smart Board. – Teacher on next slide to minimize out of slideshow. – Students should drag the terms to the correct position on the picture. – Answer revealed after.

299. Possible Answer

300. • Video Song! (Optional) The Water Cycle. – Very strange but extremely catchy. – Teacher should preview prior as it contains some strange parts. – http://www.youtube.com/watch?v=Zejk_iNFfPA Copyright © 2010 Ryan P. Murphy

320. • Answers1-8 The hydrologic cycle. 7. Evaporation Transpiration Condensation Precipitation Surface RunoffPercolation Ground Water Copyright © 2010 Ryan P. Murphy What terms was missing that we learned?

323. “For those who haven’t contributed yet…”

339. • Answers1-8 The hydrologic cycle. 7. Evaporation Transpiration Condensation Precipitation Surface Run-offPercolation Ground Water Copyright © 2010 Ryan P. Murphy What terms was missing that we learned?

342. “There are a few who still haven’t gone.”…

357. • Answers1-8 The hydrologic cycle. 7. Evaporation Transpiration Condensation Precipitation Surface RunoffPercolation Ground Water Copyright © 2010 Ryan P. Murphy What terms was missing that we learned?

359. • Answers1-8 The hydrologic cycle. 7. Evaporation Transpiration Condensation Precipitation Surface Run-offPercolation Ground Water Copyright © 2010 Ryan P. Murphy Sublimation #8 Sublimation Learn more about the hydrologic cycle at… http://ga.water.usgs.gov/edu/watercycle.html

369. • You can now complete this question on the bundled homework package on page 6

370. • You can now complete this question on the bundled homework package on page 6

372. • Please label the picture below. – Just in case on page 7.

373. • Please label the picture below. – Just in case on page 7.

417. • Video Link! Water and Carbon Cycle Crash Course. – Advanced and Optional – http://www.youtube.com/watch?v=2D7hZpIYlCA&l ist=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4WxbX

419. • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and The Human Body Systems and Health Topics Unit. Copyright © 2011 www.sciencepowerpoint.com LLC.

420. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet

421. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p=1 • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst

422. • This PowerPoint is one small part of my Ecology Abiotic Factors Unit. This unit includes… • A 4 Part 2,400+ Slide PowerPoint • 14 page bundled homework packaged that chronologically follows PowerPoint, + modified version • 16 pages of unit notes with visuals • 2 PowerPoint review games • Rubrics, Answer Keys, games, and much more. • http://sciencepowerpoint.com/Ecology_Abiotic_F actors_Unit.html

424. Areas of Focus within The Ecology: Abiotic Factors Unit Abiotic Factors, Biotic Factors, The Big 7 Abiotic Factors, Organisms Range of Tolerance, Light, How light affects Organisms, Photosynthesis, Factors in the Environment that Affect the Amount of Light, How Organisms Movements are affected by light, Bioluminescence, How temperature affects organisms, Thermoregulation, Physiological Regulation, Behavioral Regulation, Adaptation, Hypothermia, Hyperthermia, Warm-Bloodedness (endothermy), Cold-Bloodedness, Hibernation / Torpor, Advantages of Warm-Bloodedness, Disadvantages of Warm-Bloodedness, Advantages of Cold-Bloodedness, Disadvantages of Cold- Bloodedness, Water, Water Requirements and Plants, Adaptations of Plants and Water, Adaptations of Animals and Water, Wind, Positives and Negatives of Wind to Organisms, How animals use Wind, How Plants use Wind, Wind Dispersal, Water Dispersal, McArthur- Wilson Island Biogeography Theory, Animal Seed Dispersal, Fire Ecology, Fire Dependence, Biogeochemical Cycles, Water Cycle, Carbon Cycle, Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance, Nitrogen Cycle, Phosphorus Cycle, Importance of Phosphorus, Nutrients, Nutrient Pollution and Aquatic Systems, Eutrophification. Full Unit can be found at… http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

430. • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and The Human Body Systems and Health Topics Unit. Copyright © 2011 www.sciencepowerpoint.com LLC.

431. • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade

432. Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

433. • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

434. • Thank you for your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • ryemurf@gmail.com

Water Cycle Lesson PowerPoint, Hydrological Cycle, Biogeochemical Cycles Lesson

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