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Main Curriculum Tie:
Background For Teachers:
Part of the water cycle occurs in locations where water passes after falling to earth as precipitation. Water that has fallen into the ground and is not evaporated is called ground water. It filters through the spaces or pores in the rock and soil of the Earth's crust. Water moves downward until it reaches rocks that it cannot permeate. When this happens, the water begins to fill up the pores and spaces in the rocks. This water is stored or passes through the ground until it can find a way to the surface. Often this water is filled with things that are not safe for humans. Nature has designed ways to purify, or clean the water as it travels.
This investigation can be messy with all the dirt and water, so it might be wise to do it outside.
Student Prior Knowledge:
Intended Learning Outcomes:
Step 2. As each step of this investigation is done, discuss what each part represents in nature. Have each group place the filter or piece of paper towel in the bottom of the pot or carton. Then fill the bottom of the pot with gravel or small stones about 2 inches (5cm) deep. Pour sand into the container until it is about three-quarters full.
Step 3. Next have them pour about 1 cup of dirt into the soda bottle and fill it most of the way with water. Screw the lid on and shake up to make some really dirty water. Have students discuss what might make water in the water cycle this dirty. (This will be the time to discuss the path of water through the earth and its journey back to the surface.)
Step 4. Have them pour some of the muddy water from the bottle into one of their shallow containers and observe what the water looks like without any kind of change being done to it. This will be their "control" or test container to compare to the filtered water. Then have them place their filter system (the pot or wax carton) into the other shallow container and pour some muddy water into the top of it.
Step 5. As the water trickles through all the layers, have groups discuss together what is happening. Have them watch as the water filters through. Compare it to the first container. Is there a difference? Have them state two observations from the investigation so far. If there is little change, is there anything they could do to the water they have filtered to get better results?
Step 6. Ask them if they repeat the process more than once, what are their predictions about the water? Will it be cleaner? Why? Have them repeat this procedure several times until the water comes through fairly clear. Continue to compare the two pans after each run through. Do they think that the water is "clean" enough?
Step 7. Gather the class back together. Discuss the investigation and answer any questions. Pose the following questions:
Step 8. Have students investigate if there are any environments in nature that use this process to clean water as it travels through the water cycle. (This would be an excellent way to tie the water cycle into the wetlands and their environmental importance.)Provide research and hands-on materials in a center that allows students to investigate ground water and its travels. (Stormwater would be a part of this area and allow for more investigations.)
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