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Investigation NotebookInvestigation Notebook

The Earth System:Investigating Water Shortages

© 2018 by The Regents of the University of California. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

Teachers purchasing this Investigation Notebook as part of a kit may reproduce the book herein in sufficient quantities for classroom use only and not for resale.

These materials are based upon work partially supported by the National Science Foundation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272, ESI-0822119. The Federal Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

These materials are based upon work partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of the University of California. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Developed by the Learning Design Group at the University of California, Berkeley’s Lawrence Hall of Science.

Amplify Science Elementary is based on the Seeds of Science/Roots of Reading® approach, which is a collaboration between a science team led by Jacqueline Barber and a literacy team led by P. David Pearson.

www.scienceandliteracy.org

Amplify. 55 Washington Street, Suite 800 Brooklyn, NY 11201 1-800-823-1969 www.amplify.com

The Earth System: Investigating Water ShortagesISBN: 978-1-945192-92-0 AMP.NA18

Safety Guidelines for Science Investigations 1

What Is a Scientific Explanation? 2

Chapter 1

Getting Ready to Read: Water Shortages, Water Solutions 3

Synthesizing Ideas About Water Shortages 4

Reading Reflection: Water Shortages, Water Solutions 5

Daily Written Reflection 6

Ferris Island Diagram 7

Scientific Explanation of the Water Shortage 8–9

Chapter 1: Check Your Understanding 10–11

Chapter 2


Water Drop Formation Investigation 14–15


Synthesizing Ideas About How Water Drops Form 17

Where the Water Drops Come From: Investigation 2 18


Reading About Phases of Water 20–21

Investigating Condensation 22


Investigating Where Water Vapor Comes From 24


Getting Ready to Read: Drinking Cleopatra's Tears 26

Multiple Meaning Words: Drinking Cleopatra's Tears 27

Synthesizing Ideas About Water on Earth 28

Reading Reflection: Drinking Cleopatra's Tears 29

Table of Contents


Roundtable Discussion: Condensation and Evaporation 31

Scientific Explanation of How Raindrops Form 32–33


Science Ideas for Designing Freshwater Collection Systems 36

Freshwater Collection System Plan 37


Getting Ready to Read: Engineering Clean Water 39

Multiple Meaning Words: Engineering Clean Water 40

Reading About Design Solutions 41

Reading Reflection: Engineering Clean Water 42


Chapter 3


Rereading Drinking Cleopatra's Tears: Condensation Examples 48–49

Condensation in the Atmosphere Models 50


Investigating Where Water Vapor Condenses 52

Analyzing Data About Where Water Vapor Condenses 53


Word Relationships 55

Scientific Explanation of Why It Rains in West Ferris 56–57


Evaluating Freshwater Collection Systems 59

Iterating on Freshwater Collection System Designs 60–61


Table of Contents (continued)

Chapter 4


Investigating the Movement of Water Vapor 65

Redirecting Air Investigation 66–67


Investigating Rain 69

Reflecting on the Rain Shadow Model 70


Round Table Discussion: The Rain Shadow Effect 72

Ideas for East Ferris 73


Getting Ready to Read: How the Earth System Explains Dinosaur Extinction 75

Multiple Meaning Words: How the Earth System Explains Dinosaur Extinction 76

Synthesizing Ideas About the Earth System 78–79

Reading Reflection: How the Earth System Explains Dinosaur Extinction 80



Evaluating Redesigned Freshwater Collection Systems 83

Iterating on Freshwater Collection System Designs 84–85



Chapter 5


Observing Substances 89

Mixing Substances Investigation 90


Getting Ready to Read: Chemical Reactions Everywhere 92

Multiple Meaning Words: Chemical Reactions Everywhere 93

Evidence of Chemical Reactions 94

Synthesizing Ideas About Chemical Reactions 96

Reading Reflection: Chemical Reactions Everywhere 97


Did a Chemical Reaction Happen? 100–102

Modeling Chemical Reactions 103

Reflecting on Chemical Reactions 104


Investigating the HYG Reaction 106–107




Preparing for the Town Hall Meeting 112–113

Questions for the Town Hall Meeting 114


Glossary 119–120


Safety Guidelines for Science Investigations

1. Follow instructions. Listen carefully to your teacher’s instructions. Ask questions if you don’t know what to do.

2. Don’t taste things. No tasting anything or putting it near your mouth unless your teacher says it is safe to do so.

3. Smell substances like a chemist. When you smell a substance, don’t put your nose near it. Instead, gently move the air from above the substance to your nose. This is how chemists smell substances.

4. Protect your eyes. Wear safety goggles if something wet could splash into your eyes, if powder or dust might get in your eyes, or if something sharp could fly into your eyes.

5. Protect your hands. Wear gloves if you are working with materials or chemicals that could irritate your skin.

6. Keep your hands away from your face. Do not touch your face, mouth, ears, eyes, or nose while working with chemicals, plants, or animals.

7. Tell your teacher if you have allergies. This will keep you safe and comfortable during science class.

8. Be calm and careful. Move carefully and slowly around the classroom. Save your outdoor behavior for recess.

9. Report all spills, accidents, and injuries to your teacher. Tell your teacher if something spills, if there is an accident, or if someone gets injured.

10. Avoid anything that could cause a burn. Allow your teacher to work with hot water or hot equipment.

11. Wash your hands after class. Make sure to wash your hands thoroughly with soap and water after handling plants, animals, or science materials.

1© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

2

What Is a Scientific Explanation?

1. It answers a question about how or why something happens.

2. It is based on the ideas you have learned from investigations and text.

3. It is written for an audience.

4. It describes things that are not easy to observe.

5. It uses scientific language.

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

The Earth System—Lesson 1.2 (optional) 3

Name: _______________________________________ Date: ________________

1. Before reading Water Shortages, Water Solutions, read the sentences below.

2. If you agree with the sentence, write an “A” on the line before the sentence.

3. If you disagree with the sentence, write a “D” on the line before the sentence.

4. After you read the book, see if your ideas have changed. Be ready to explain your thinking.

________ Many places on Earth have water shortages.

________ People can affect the amount of freshwater that is available.

________ Places with a lot of rain never have water shortages.

________ The amount of water in lakes and rivers stays the same over time.

________ If a place does not have water shortage right now, that means itwill never have a water shortage.

Getting Ready to Read: Water Shortages, Water Solutions


The Earth System—Lesson 1.24

Name: _______________________________________ Date: ________________

Synthesizing Ideas About Water Shortages

1. Read the question below.2. Recall big ideas from Water Encyclopedia that help you answer the

question, and record them in the first box.3. Read pages 4–7 of Water Shortages, Water Solutions and record big

ideas that help you answer the question in the second box.4. Connect ideas together to come up with a new understanding that

answers the question. 5. Record your new understanding in the box below the arrow.

Question: How can people affect how much freshwater is available?

Source: Water Encyclopedia

Ideas:

Source: Water Shortages, Water Solutions

Ideas:

New understanding:



Name: _______________________________________ Date: ________________

Reading Reflection: Water Shortages, Water Solutions

Are there problems with water where you live? If so, what do you think is causing those problems?

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What does it mean to “conserve” water?

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How could you conserve more water in your everyday life?

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The Earth System—Lesson 1.3 (optional)6

Name: _______________________________________ Date: ________________

Daily Written Reflection

Do you think it is a good idea to conserve water? Why or why not?

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Make a drawing if it helps you explain your thinking. Label your drawing.


The Earth System—Lesson 1.3 7

Name: _______________________________________ Date: ________________

Ferris Island Diagram

1. Add drawings and labels to the diagram below to show where East Ferris and West Ferris get their water.

2. Add drawings and labels to the diagram to show why East Ferris is running out of water.



Name: _______________________________________ Date: ________________

Scientific Explanation of the Water Shortage

1. In the box below, write scientific words that you will use in your explanation.

2. Your audience is the people of East Ferris.3. Write an explanation that answers Question 1 on the next page.4. Refer to your Ferris Island Diagram (on page 7 on the Investigation

Notebook) to help you write your explanation.5. After you have written your explanation for Question 1, answer

Question 2 on the next page following the same steps.

Scientific language



Name: _______________________________________ Date: ________________

Scientific Explanation of the Water Shortage (continued)

Question 1: Why is East Ferris running out of water?

East Ferris is running out of water because _____________________________

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Question 2: Why is West Ferris not running out of water?

West Ferris is not running out of water because _________________________

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Name: _______________________________________ Date: ________________

Chapter 1: Check Your Understanding

This is a chance for you to reflect on your learning so far. This is not a test. Be open and truthful when you respond.

Scientists and engineers investigate in order to explain how or why something happens. Am I getting closer to figuring out why East Ferris gets very little rain even though West Ferris gets a lot of rain?

I understand why East Ferris is having a watershortage. ____ Yes ____ Not yet

I understand where water molecules in theatmosphere come from. ____ Yes ____ Not yet

I understand what happens to water molecules when they form raindrops above Ferris Island. ____ Yes ____ Not yet

I understand why raindrops are most likely to form in certain parts of the atmosphere above West Ferris. ____ Yes ____ Not yet

I understand how water molecules get to thepart of the atmosphere where raindrops form above West Ferris. ____ Yes ____ Not yet

I understand that most scientists and engineers work in teams. ____ Yes ____ Not yet



Name: _______________________________________ Date: ________________

Chapter 1: Check Your Understanding (continued)

I think I understand or don’t yet understand these ideas because

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What are you still wondering about Ferris Island and the Earth system?

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Name: _______________________________________ Date: ________________

You can use this page to record notes or create drawings.



Name: _______________________________________ Date: ________________


How do you think raindrops form?

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Name: _______________________________________ Date: ________________

Water Drop Formation Investigation

1. Use a hand lens to observe the outside of the cup with water in it.2. Answer Question 1.3. Add ice to your cup. Use a hand lens to observe the outside of the cup

again and discuss what you observe with your partner.4. Answer Question 2.5. Observe the cup for a few more minutes and discuss any changes that

you notice with your partner. 6. Answer Question 3.7. Label the image to show what you observed on the outside of the cup.

Question 1: What does the outside of the cup look and feel like?

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Question 2: What did you observe on the outside of the cup right after ice was added?

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Question 3: What did you observe on the outside of the cup several minutes after ice was added?

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Label this image to show what you observed after the ice was in the cup for several minutes.


Name: _______________________________________ Date: ________________

Water Drop Formation Investigation (continued)



Name: _______________________________________ Date: ________________


You observed water drops forming on the outside of a cup of ice water. Describe another time that you saw water drops form on something cold.

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Name: _______________________________________ Date: ________________

Synthesizing Ideas About How Water Drops Form

1. Read the question below.2. In the first four boxes, record big ideas from each source that help you

answer the question.3. Connect ideas together to come up with a new understanding that

answers the question.4. Record your new understanding in the box below the arrow.

Question: How do drops of water form?

Source: Water Drop Formation Investigation (ice water in a cup)

Ideas:

Source: Where the Water Drops Come From 1 (frozen empty cup)

Ideas:

Source: Atmosphere Diagram

Ideas:

Source: Where the Water Drops Come From 2 (ice water in a cup in a bag)

Ideas:

New understanding:



Name: _______________________________________ Date: ________________

1. Carefully place one cup into a plastic bag without spilling any water.2. After the teacher places ice cubes in the cups, get as much air as possible

out of the plastic bag and seal it.3. Carefully place the cups back on the tray.4. At the end of the lesson, use a hand lens to observe the cups.5. Answer the questions below.

What is different about the two cups?

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Label this image to show what you observed about the two cups.

cup that was not in a bag cup that was in a bag

Why do you think the bag affected how many water drops formed?

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Where the Water Drops Come From: Investigation 2



Name: _______________________________________ Date: ________________


If you wanted to convince someone that the air is something and not nothing, what could you do?

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Name: _______________________________________ Date: ________________

Reading About Phases of Water

1. Read “Phases of Water” in Water Encyclopedia (pages 28–29).2. Answer the two questions below. 3. Draw what is happening at the nanoscale in the diagram on the next

page.

Describe water molecules when they are in water vapor.

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Describe water molecules when they are in liquid water.

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Name: _______________________________________ Date: ________________

Reading About Phases of Water (continued)

In the nanoscale zoom-in on this diagram:

• Draw and label the molecules of liquid water in the cup.

• Draw and label the molecules of water vapor outside the cup.

• Draw and label the molecules of water that condensed on the cup.



Name: _______________________________________ Date: ________________

Investigating Condensation

Use the Sim to investigate condensation, then answer the questions below.1. Choose any landscape.2. In RUN, check that Wind is OFF and the Water Molecules toggle is ON.3. Observe the movement of the water molecules.4. Press ANALYZE, then replay to make further observations.

• Select a water molecule that has formed part of a raindrop. Observe the path of the molecule as you use the slider to scroll back and forth in time. Pay close attention to what happens as the molecules condense to form raindrops.

• Find a place where a lot of liquid water is forming in the atmosphere. Use the Atmosphere Window to zoom in on the molecules and see what happens when water vapor turns to liquid water.

Describe the water molecules in water vapor before they condense into liquid water.

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What happens at the nanoscale when water vapor condenses into liquid water?

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Does all of the liquid water in the atmosphere fall as rain? Why or why not?

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Name: _______________________________________ Date: ________________


Are liquid water and ice made up of the same stuff or different stuff? Explain.

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Name: _______________________________________ Date: ________________

Investigating Where Water Vapor Comes From

Use the Sim to investigate where water vapor in air comes from, then answer the questions below.1. Choose any landscape. 2. In RUN, check that Wind is OFF and the Water Molecules toggle is ON.3. Observe the movement of the water molecules.4. Press ANALYZE, then replay to make further observations.5. In ANALYZE, press on a water vapor molecule to track its path. Do this for

several molecules.

Describe the path that the water molecules followed.

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Based on what you observed in the Sim, where do you think water vapor in air comes from?

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Make a drawing if it helps you explain your thinking.



Name: _______________________________________ Date: ________________


Where do you think the water you drink today might end up in a hundred years?

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Name: _______________________________________ Date: ________________

Getting Ready to Read: Drinking Cleopatra’s Tears

1. Before reading the book Drinking Cleopatra’s Tears, read each sentence below.




________ New water forms on Earth every few years.

________ Dinosaurs may have drunk the same water you bathe in.

________ If all the water vapor in the atmosphere condensed, it would cover the whole Earth.

________ Air is always dry.

________ Your body is made of water.



Name: _______________________________________ Date: ________________

Multiple Meaning Words: Drinking Cleopatra's Tears

Some words can mean more than one thing. For each word in the table:

1. Read the sentence from Drinking Cleopatra’s Tears that uses the word.2. Read the two meanings the word can have. 3. Decide which meaning the word has in the sentence from the book and

circle that meaning.

Word Sentence from the book Meaning 1 Meaning 2

hard Did you know that water can be hard as rock?

not easily broken

difficult

rock Did you know that water can be hard as rock?

to swing back and forth

a stone

drops The drops of liquid water you see all over the grass condensed from water vapor in the air.

small round blobs of something

lets something fall

cool Condensation usually happens high off the ground, but every once in a while it gets cool enough near the ground for water vapor to condense, and fog is formed.

interesting a low temperature



Name: _______________________________________ Date: ________________

Synthesizing Ideas About Water on Earth

1. Read the question below.2. In the first four boxes, record big ideas from each source that help you

answer the question.3. Connect ideas together to come up with a new understanding that

answers the question.4. Record your new understanding in the box below the arrow.

How can water from Cleopatra’s tears be on Earth today?

Source: Drinking Cleopatra's Tears

Ideas:

Source: Freshwater and Saltwater Drops Investigation

Ideas:

Source: Condensation Investigations (ice water in a cup, frozen empty cup, ice water in a cup in a bag)

Ideas:

New understanding:



Name: _______________________________________ Date: ________________

How can a puddle turn into a cloud?

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How does water move around Earth?

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What in the book was interesting to you? Why?

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Reading Reflection: Drinking Cleopatra's Tears



Name: _______________________________________ Date: ________________


What did you read in Drinking Cleopatra's Tears that was surprising to you? Why was it surprising?

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Name: _______________________________________ Date: ________________

Roundtable Discussion: Condensation and Evaporation

1. Each person in your group will take a turn being a Discussion Leader. With your group, assign each person a number from 1 to 4.

2. Discussion Leader 1 will ask the first Discussion Question and lead the group’s discussion. The Discussion Leader may ask any of the Follow-up Questions to keep the discussion going.

3. Take turns asking questions until all four group members have had a turn leading the discussion.

4. Each Discussion Leader should be ready to share the group's thinking about their question with the class.

Discussion Questions:

Discussion Leader 1: What is condensation and how does it happen?

Discussion Leader 2: What is evaporation and how does it happen?

Discussion Leader 3: How is a drop forming on the outside of a cup similar to a raindrop forming in the sky?

Discussion Leader 4: Does the amount of water on Earth change over time? Why do you think so?

Follow-up Questions:

• What do you think?

• Why do you think so?

• Does anyone have a different idea?

• Do you agree or disagree? Why?



Name: _______________________________________ Date: ________________

Scientific Explanation of How Raindrops Form


2. Your audience is the people of East Ferris.3. Write an explanation that answers Question 1 below.4. Make sure you include what is happening at the nanoscale as part of

your explanation5. After you have written your explanation for Question 1, answer

Question 2 on the next page following the same steps.

Scientific language

Question 1: Why does a lot of rain form over West Ferris?

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Name: _______________________________________ Date: ________________

Scientific Explanation of How Raindrops Form (continued)

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Question 2: Why doesn’t much rain form over East Ferris?

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Make a diagram if it helps you explain your thinking. Label your diagram.



Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________


How do you think you can separate freshwater from salt water?

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Name: _______________________________________ Date: ________________

1. Read the design goal and the question.2. Discuss ideas about the question with a partner.3. Record your ideas below.

Design Goal: Get freshwater from a sample of salt water.

What ideas have you learned that can help you get freshwater from salt water?

• __________________________________________________________________

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• __________________________________________________________________

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• __________________________________________________________________

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Science Ideas for Designing Freshwater Collection Systems



Name: _______________________________________ Date: ________________

1. With your group, decide which parts your freshwater collection system will include.

2. You can use any of the materials listed below. You do not have to use all of them.

3. Check all the materials that your system will include.

F tiny cup F tall cup F wide container

F short cup F wide container F plastic wrap

F rock F tape F ice cube

4. Draw a diagram of what your freshwater collection system will look like. Label each part and write what it will be used for.

Freshwater Collection System Plan



Name: _______________________________________ Date: ________________


How will your freshwater collection system allow water to condense?

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Name: _______________________________________ Date: ________________

Getting Ready to Read: Engineering Clean Water

1. Before reading Engineering Clean Water, read the sentences below. 2. If you agree with the sentence, write an “A” on the line before the

sentence. 3. If you disagree with the sentence, write a “D” on the line before the

sentence.4. After you read the book, see if your ideas have changed. Be ready to

explain your thinking.

________ Wastewater can be cleaned and reused.

________ Everyone has access to water.

________ Bangladesh gets most of its surface water from rivers.

________ Drinking wastewater can make you very sick.

________ Engineers usually create one perfect design.

________ Chlorine can clean water.



Name: _______________________________________ Date: ________________

Multiple Meaning Words: Engineering Clean Water

Some words can mean more than one thing. For each word in the table:1. Read the sentence from Engineering Clean Water that uses the word.2. Read the two meanings the word can have. 3. Decide which meaning the word has in the sentence from the book and



plants Water from rivers and other sources is treated at water treatment plants and then sent through pipes to the rest of the city.

factories living organisms

point There would be no point in cleaning the water before it reached the pumps, since it could just become contaminated again through the cracks in the pipes.

a reason for something

the sharp end of something

test Their tests showed that the amount of chlorine in the water varied.

an exam in school

when an engineer tries something out

parts To make the solution, the engineers bought parts from the market in Dhaka.

moves things away from each other

pieces of something



Name: _______________________________________ Date: ________________

1. Read Engineering Clean Water. 2. Record ideas from the book that will help you answer the question below.

What do engineers do while designing solutions to problems?

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Make a drawing if it helps you explain your thinking.

Reading About Design Solutions



Name: _______________________________________ Date: ________________

Reading Reflection: Engineering Clean Water

What was the solution to the water problem in Bangladesh?

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How did the engineers design this solution?

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What solution would you have designed? Write and draw about your ideas.

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What were some constraints or limitations on the designs that the engineers

made?

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Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________



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Name: _______________________________________ Date: ________________


Why do you think is there often snow at the top of mountains, but not at the bottom?

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Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________

1. Read pages 10–13 in Drinking Cleopatra’s Tears.2. For each example, record where and why the water vapor condensed.3. Answer the questions on the next page.

Example of water vapor condensing

Where did the water vapor condense?

Why did it condense there?

Dewdrops (page 10)

Seeing your breath (page 11)

Fog (page 12)

Clouds (pages 12–13)

Rereading Drinking Cleopatra’s Tears: Condensation Examples



Name: _______________________________________ Date: ________________

What is similar about the examples of water vapor condensing?

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What is different about the examples of water vapor condensing?

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Where is water vapor most likely to condense? Why do you think so?

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Rereading Drinking Cleopatra’s Tears: Condensation Examples (continued)



Name: _______________________________________ Date: ________________

Condensation in the Atmosphere Models

Record your observations about the models. You can write or draw your observations.

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Name: _______________________________________ Date: ________________


How do models help scientists and engineers figure things out?

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Name: _______________________________________ Date: ________________

Investigating Where Water Vapor Condenses

Use the Sim to investigate where water vapor condenses, then complete the table below.

1. Choose any landscape. 2. In RUN, check that Wind is OFF and the Water Molecules toggle is ON. 3. Observe where condensation is happening in the atmosphere.4. Press ANALYZE, then replay to make further observations.

• Use the slider to scroll to just before rain begins to fall. • Place the Atmosphere Window at 2 km above the lake or ocean. • Record temperature and water molecule data in the table below.

5. Repeat Step 4 for each height listed in the table below.

Height in the atmosphere

Temperature Water vapor(# of molecules)

Liquid water(# of molecules)

2 km

3 km

4 km

5 km



Name: _______________________________________ Date: ________________

Analyzing Data About Where Water Vapor Condenses

Answer the following questions using the data table on the previous page.

How does temperature change as you get higher in the atmosphere?

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How do the amounts of molecules in water vapor and liquid water change as you move from 3.0 to 4.0 kilometers in the atmosphere?

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Where does water vapor condense most? Why do you think more condensation is happening there than in other areas of the atmosphere?

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Name: _______________________________________ Date: ________________


Do you think it is important for scientists and engineers to discuss ideas they are investigating or designing? Why or why not?

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Name: _______________________________________ Date: ________________

1. Work with your group to create sentences that use at least two of the word cards.

2. Create some sentences that explain what you have been learning. 3. Create some sentences that answer the question, Why is more water

vapor getting cold over West Ferris than East Ferris?4. Record a few of the sentences you created.5. With your group, choose one sentence to share with the class.

atmosphere condensation molecule water vapor

1. __________________________________________________________________

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2. __________________________________________________________________

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3. __________________________________________________________________

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Word Relationships



Name: _______________________________________ Date: ________________

Scientific Explanation of Why It Rains in West Ferris


2. Your audience is the people of East Ferris.3. Write an explanation that answers Question 1 below.4. Make sure you include what is happening at the nanoscale as part of

your explanation.5. After you have written your explanation for Question 1, answer

Question 2 on the next page.

Scientific language

Question 1: Why does a lot of rain form over West Ferris?

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Name: _______________________________________ Date: ________________

Scientific Explanation of Why It Rains in West Ferris (continued)

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Question 2: Why doesn’t much rain form over East Ferris?

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Make a diagram if it helps you explain your thinking. Label your diagram.


Why do engineers iterate on their designs?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________

Evaluating Freshwater Collection Systems

1. Measure and record the number of drops of freshwater your system collected.

2. Discuss with your group whether your design met the criteria in the table below. Consider each question, then write “Yes” or “No” in the second column.

3. During the jigsaw, listen to other students’ ideas. On the lines below, write notes about ideas that might help you improve your design.

How many drops of freshwater did your system collect? _____

Design criteria Yes or No

Does your system collect as much freshwater as possible?

Does your system collect freshwater in a container of some kind?

Does your system condense water vapor into liquid water?

Does your system keep water vapor from escaping?

Ideas from other groups that might help improve my design:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________

What will you keep the same in your design? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What will you change or add to improve your design? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Iterating on Freshwater Collection System Designs



Name: _______________________________________ Date: ________________

Iterating on Freshwater Collection System Designs (continued)

Draw a diagram of your new freshwater collection system. Label how it gets freshwater from salt water and where it will collect freshwater.



Name: _______________________________________ Date: ________________












Name: _______________________________________ Date: ________________



___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________

List all the factors that you think might cause more rain to fall on the West Ferris side of the island than on the East Ferris side.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Use the Sim to investigate how water vapor gets to different areas in the atmosphere, then answer the question below.

1. Choose Landscape 1, 2, 3, 4, 5, or 6.

2. In RUN, check that the Water Molecules toggle is ON.

3. Observe the movement of the water vapor.

4. Talk with your partner about which factors you might change to affect the movement of water vapor.

5. Press ANALYZE, then replay and press on a molecule of water vapor to more closely observe its movement.

6. Choose a different landscape and repeat steps 2–5.

Based on what you observed in the Sim, what factors affect how water vapor moves to different areas in the atmosphere?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


Name: _______________________________________ Date: ________________

Investigating the Movement of Water Vapor



Name: _______________________________________ Date: ________________

Redirecting Air Investigation

1. Hold your investigation notebook at a diagonal, as shown in the diagram below.

2. Use your tissue paper to figure out where the air moves when you blow at the bottom of the notebook.

3. Draw the tissue paper on the diagram to show how you positioned it to make it move. Draw arrows to show how the air moved.

4. Answer the question below.

What does your model show about how water molecules move when wind blows toward a mountain?

___________________________________________________________________

___________________________________________________________________

investigation notebook



Name: _______________________________________ Date: ________________

Draw arrows to show how air would move across this landscape. Label your diagram to explain what is happening.

Redirecting Air Investigation (continued)

wind



Name: _______________________________________ Date: ________________

How do you think the wind and mountains can affect rain?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________





Name: _______________________________________ Date: ________________

Investigating Rain

Use the Sim to gather data about where rain falls.

1. Choose Landscape 3. 2. In RUN, with Water Molecules ON, set Wind to blow RIGHT.3. Observe the movement of the water molecules.4. Press ANALYZE and use the slider to scroll backward in time.5. Press on a water molecule that has just evaporated from the ocean to

track its path, and scroll forward in time to observe its path.6. In the table, make a tally mark to record what happened to the molecule.7. Repeat steps 5–6 for at least 15 more molecules.8. Answer the questions below the table.

What happened to the molecule? Tally

It condensed on the left side and fell as rain.

It condensed on left side and went over the mountain.

It went over the mountain and never condensed.

It went over the mountain and condensed on the right side.

Describe what happened to most of the water vapor.

___________________________________________________________________

Where did most of the rain fall?

___________________________________________________________________

Why do you think more rain is falling on one side of the mountain?

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________

Reflecting on the Rain Shadow Model

Answer the following questions using your Rain Shadow Model.

1. What happens to water molecules when the wind blows toward a mountain?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Why does it rain a lot on one side of the mountain?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. What causes the rain shadow effect?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



Name: _______________________________________ Date: ________________

What are you still wondering about the water shortage in East Ferris?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________





Name: _______________________________________ Date: ________________

Roundtable Discussion: The Rain Shadow Effect

1. Each person in your group will take a turn being a Discussion Leader. With your group, assign each person a number from 1 to 4.

2. Discussion Leader 1 will ask the first Discussion Question and lead the group’s discussion. The Discussion Leader may ask any of the Follow-up Questions to keep the discussion going.

3. Take turns asking questions until all four group members have had a turn leading the discussion.

4. Each Discussion Leader should be ready to share the group's thinking about their question with the class.

Discussion Questions:

Discussion Leader 1: What happens to water molecules during evaporation and condensation?

Discussion Leader 2: In what area of the atmosphere does water vapor condense most often? Why?

Discussion Leader 3: When wind blows from a body of water toward a mountain, why does it rain a lot on one side of the mountain?

Discussion Leader 4: When wind blows from a body of water toward a mountain, why does it rain only a little on one side of the mountain?

Follow-up Questions:

• What do you think?

• Why do you think so?


• Do you agree or disagree? Why?



Name: _______________________________________ Date: ________________

Ideas for East Ferris

As a water resource engineer, what do you think the people of East Ferris should do to solve their water shortage problem?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________


How do the hydrosphere, biosphere, atmosphere, and geosphere interact?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Name: _______________________________________ Date: ________________

1. Before reading How the Earth System Explains Dinosaur Extinction, read the sentences below.




________ The atmosphere is one part of the Earth system.

________ An asteroid that hit Earth killed all the dinosaurs on Earth instantly.

________ Volcanoes erupted and caused the temperature to get warmer.

________ The biosphere includes all of the water on Earth.

________ Dinosaur species that lived on land went extinct, and species that lived in water also went extinct.

________ Living things depend on all parts of the Earth system to survive.

Getting Ready to Read: How the Earth System Explains Dinosaur Extinction



Name: _______________________________________ Date: ________________

Some words can mean more than one thing. For each word in the table:

1. Read the sentence from How the Earth System Explains Dinosaur Extinction that uses the word.

2. Read the two meanings the word can have.

3. Decide which meaning the word has in the sentence from the book and circle that meaning.


space This picture was taken from space.

a blank area the universe beyond Earth’s atmosphere

rocks In rocks like this one, scientists have found evidence that a huge asteroid hit Earth just before the dinosaurs went extinct.

moves from side to side

solid minerals found on Earth

spot The asteroid blasted a deep crater in the spot where it landed, and it also caused changes to other parts of Earth’s geosphere.

a particular place or point

to notice or see

carve Wind can carve rock into canyons and tower shapes.

shape a hard material, such as rock

cut pieces from something with a knife

Multiple Meaning Words: How the Earth System Explains Dinosaur Extinction



Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________

Synthesizing Ideas About the Earth System

1. Read the question on the next page.

2. Think about what you read about in How the Earth System Explains Dinosaur Extinction, and record big ideas that can help you answer this question in the first box.

3. Record big ideas from your investigations in The Earth System unit that can help you answer this question in the second box.

4. Connect ideas together to come up with a new understanding that answers the question.

5. Record your new understanding in the box below the arrow. Be sure to include all four parts of the Earth system (hydrosphere, biosphere, atmosphere, and geosphere) in your response.



Name: _______________________________________ Date: ________________

Synthesizing Ideas About the Earth System (continued)

How is the water shortage in East Ferris an example of the parts of the Earth system interacting?

Source: How the Earth System Explains Dinosaur Extinction

Ideas:

Source: Investigations in The Earth System Unit

Ideas:

New understanding:



Name: _______________________________________ Date: ________________

What are the four parts that make up the Earth system?

___________________________________________________________________

___________________________________________________________________

In the book, how did a change in one part cause a change in another part?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What was the most interesting thing you learned from this book?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Reading Reflection: How the Earth System Explains Dinosaur Extinction



Name: _______________________________________ Date: ________________


2. Create some sentences that explain what you have been learning.

3. Create some sentence that answer the question, What are some examples of how parts of the Earth system interact?

4. Record a few of the sentences you created.

5. With your group, choose one sentence to share with the class.

atmosphere biosphere condensation evaporation

geosphere hydrosphere molecule water vapor

1. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Word Relationships



Name: _______________________________________ Date: ________________


Are you part of the Earth system? Explain.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Name: _______________________________________ Date: ________________

Evaluating Redesigned Freshwater Collection Systems

1. Measure and record the amount of freshwater your system collected. 2. Discuss with your group whether your design met the criteria in the table

below. Consider each question, then write “Yes” or “No."3. Answer the question below the table.4. During the jigsaw, listen to other students’ ideas. On the lines below, write

notes about ideas that might help you improve your design.

How many drops of freshwater did your system collect? _____

Design criteria Yes or No

Does your system collect as much freshwater as possible?

Does your system collect freshwater in a container of some kind?

Does your system condense water vapor into liquid water?

Does your system keep water vapor from escaping?

Was your system more or less successful at collecting freshwater than your first design? Explain why you think it was more or less successful.

___________________________________________________________________

___________________________________________________________________

Ideas from other groups that might help improve my design:

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________

What will you keep the same in your design? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What will you change or add to improve your design? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Iterating on Freshwater Collection System Designs



Name: _______________________________________ Date: ________________

Iterating on Freshwater Collection System Designs (continued)

Draw a diagram of your new freshwater collection system. Label how it gets freshwater from salt water and where it will collect freshwater.



Name: _______________________________________ Date: ________________












Name: _______________________________________ Date: ________________



___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________


Imagine that a town is thinking about collecting water that contains harmful substances, treating the water, and then reusing it as drinking water. Do you support this idea? Why or why not?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Name: _______________________________________ Date: ________________

Observing Substances

Observe the baking soda, calcium chloride, and phenol red solution. Record your observations of each substance in the table below.

Substance Observations

Baking soda

Calcium chloride

Phenol red solution



Name: _______________________________________ Date: ________________

Mixing Substances Investigation

1. Measure 1 teaspoon of baking soda into the plastic bag.2. Measure 2 teaspoons of calcium chloride into the plastic bag.3. Measure 10 ml of phenol red into the graduated cylinder. (Do not pour it

into the plastic bag.)4. Seal the bag halfway across and remove the air. 5. Stop here and wait for the teacher.6. When the teacher gives the “Mix” signal, add the phenol red solution to

the plastic bag, seal the bag, and mix the substances.

What happened while the baking soda, calcium chloride, and phenol red solution were mixing?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What did you observe after the substances mixed?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________


What was surprising about the Mixing Substances Investigation?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Name: _______________________________________ Date: ________________

Getting Ready to Read: Chemical Reactions Everywhere

1. Before reading the book Chemical Reactions Everywhere, read the sentences below.




________ Everything in the world is made of chemical substances.

________ Color change is always evidence of a chemical reaction.

________ All chemical reactions give off heat.

________ Rust on a bike is evidence of a chemical reaction.

________ Chemical reactions happen to things you use and see every day.

________ An ice cube melting is a chemical reaction.



Name: _______________________________________ Date: ________________

Multiple Meaning Words: Chemical Reactions Everywhere

Some words can mean more than one thing. For each word in the table:1. Read the sentence from Chemical Reactions Everywhere that uses the

word.2. Read the two meanings the word can have. 3. Decide which meaning the word has in the sentence from the book and



form In chemical reactions, chemical substances change to form new substances.

a piece of paper you fill out

to make something

gas These two substances combine to produce bubbles of gas that puff up the muffins.

matter that doesn’t hold shape, such as air

a liquid used to power cars

light As they explode, fireworks produce flashes of light.

not heavy a glow that makes things visible

batter A baker mixes the batter for muffins.

a liquid mixture that can be made of flour, milk, and eggs

a baseball player who hits the ball



Name: _______________________________________ Date: ________________

Evidence of Chemical Reactions

1. Use what you read in Chemical Reactions Everywhere to help you complete the table below (continued on the next page).

2. With your class, write six ways you know that a chemical reaction has happened, one at the top of each column.

3. With your partner, write an “X” if the evidence described in each column is present in the chemical reaction listed in each row.

Evidence of a Chemical Reaction

Apples turn brown

Fireworks explode

Muffins rise

Candles burn

Bread becomes sweet

Light sticks glow

Air bags inflate

Bikes get rusty

Batteries produce electrical energy

Bread becomes toast

Cold packs get cold

The Statue of Liberty turns green



Name: _______________________________________ Date: ________________

Evidence of Chemical Reactions (continued)

Evidence of a Chemical Reaction

Apples turn brown

Fireworks explode

Muffins rise

Candles burn

Bread becomes sweet

Light sticks glow

Air bags inflate

Bikes get rusty

Batteries produce electrical energy

Bread becomes toast

Cold packs get cold

The Statue of Liberty turns green



Name: _______________________________________ Date: ________________

Synthesizing Ideas About Chemical Reactions

Put together what you read in Chemical Reactions Everywhere with what you observed during the Mixing Substances Investigation to answer the question below.

Is what happened in the Mixing Substances Investigation the result of a chemical reaction? Why do you think so?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________

1. Think of two chemical reactions you have observed that were not mentioned in the book. Write each reaction below.

2. For each reaction, describe what you observed and then use evidence from the book to explain why you think it is a chemical reaction.

Chemical Reaction #1: ________________________________________

Describe what you observed.

___________________________________________________________________

___________________________________________________________________

What is the evidence that this is a chemical reaction?

___________________________________________________________________

___________________________________________________________________

Chemical Reaction #2: ________________________________________

Describe what you observed.

___________________________________________________________________

___________________________________________________________________

What is the evidence that this is a chemical reaction?

___________________________________________________________________

___________________________________________________________________

Reading Reflection: Chemical Reactions Everywhere



Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________


Give an example of a chemical reaction that you have seen. What is the evidence that the chemical reaction happened?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



1. Work with a partner to analyze each diagram. Look carefully at both the observable scale and the nanoscale.

2. Talk with your partner about whether there is evidence that a chemical reaction happened.

3. Answer the questions below each diagram.

Ice Melting

When ice melts, the properties change. The temperature rises and the texture changes from a hard solid to a slippery liquid.

Is there evidence of a chemical reaction? ________

Why do you think this?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

ELSCI_5-ESB-C_CU_222

Ice Melting

solid water

liquid water

water molecule

Key


Name: _______________________________________ Date: ________________

Did a Chemical Reaction Happen?


Paint Mixing

When paint mixes, the properties change. In this example, the color changes from black and white to gray.



___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


Name: _______________________________________ Date: ________________

Did a Chemical Reaction Happen? (continued)

ELSCI_5-ESB-C_CU_223

black paint

grey paint

white paint

molecules:


Baking Soda and Vinegar Mixing

When baking and vinegar mix, the properties change. The baking soda was a solid white powder and the vinegar was a clear liquid. When they mix, they produce gas, which causes a foamy white substance to bubble over the cup.



___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


Name: _______________________________________ Date: ________________

Did a Chemical Reaction Happen? (continued)



Name: _______________________________________ Date: ________________

Modeling Chemical Reactions

Baking Soda and Vinegar1. Together with your class, use the Baking Soda and Vinegar Model to

show which atoms make up the molecules that form after baking soda and vinegar react.

2. Look at the molecule key to see which atoms are in each molecule.

Molecule Key

Molecule Atoms

sodium acetate 1 sodium atom, 2 carbon atoms, 2 oxygen atoms, 3 hydrogen atoms

water 1 oxygen atom, 2 hydrogen atoms

carbon dioxide 1 carbon atom, 2 oxygen atoms

Hot Yellow Gas3. With your partner, use the Hot Yellow Gas Model to show which atoms

make up the molecules that form after the hot yellow gas reaction. 4. Look at the molecule key to see which atoms are in each molecule.5. As you work, discuss these questions with your partner:

• How were new molecules made?• Where do the atoms that make up the new substances come from?

Molecule Key

Molecule Atoms

calcium carbonate 1 calcium atom, 1 carbon atom, 3 oxygen atoms

water 1 oxygen atom, 2 hydrogen atoms

sodium chloride 1 sodium atom, 1 chloride atom

carbon dioxide 1 carbon atom, 2 oxygen atoms



Name: _______________________________________ Date: ________________

Reflecting on Chemical Reactions

Discuss the reflection questions with your partner, then record your ideas.

Reflection Questions

What happens to the atoms that make up the molecules of substances during a chemical reaction?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Do any atoms appear or disappear during a chemical reaction? How do you know?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________


How can you tell if a chemical reaction happens when two substance are mixed?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Name: _______________________________________ Date: ________________

Investigating the HYG Reaction

Plan and carry out an investigation to figure out

• what causes the mixture to get cold

• what causes the mixture to get hot

• what causes the mixture to turn yellow

• what causes a gas to form

For each test, decide which of the following substances you will mix

• 10 mL phenol red solution

• 10 mL water

• 1 teaspoon of baking soda

• 2 teaspoons of calcium chloride

Use the data table on the next page to do the following:

• Record your plan. Circle the substances you plan to mix.

• Mix the substances and record observations. Write your observations about the results of each test.

• Record what you figured out. Write what you learned that might help you decide what to test next.

• Make a new plan. Discuss what happened and what you learned with your partner. Use what you figured out to plan the next test.



Name: _______________________________________ Date: ________________

Investigating the HYG Reaction (continued)

Test Plan for mixing Observations What did you figure out?

1

phenol red solutionwaterbaking soda calcium chloride

2


3


4


5


6


7




Name: _______________________________________ Date: ________________


Why do scientists and engineers investigate chemical reactions?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Name: _______________________________________ Date: ________________


2. Create some sentences that explain what you have been learning.

3. Create some sentences that answer the question, How can East Ferris turn wastewater into freshwater? Encourage creative thinking.

4. Record a few of the sentences you created.

5. With your group, choose one sentence that can be shared with the class.

chemical reaction matter molecule

property substance wastewater

1. __________________________________________________________________

__________________________________________________________________

2. __________________________________________________________________

__________________________________________________________________

3. __________________________________________________________________

__________________________________________________________________

Word Relationships



Name: _______________________________________ Date: ________________


What can determine how much water is available for human use?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________

Preparing for the Town Hall Meeting

During the Town Hall meeting, you will discuss solutions for the water shortage in East Ferris. To prepare for the meeting, complete the following:

1. With your group, review important ideas you’ve learned about causes of the water shortage in East Ferris. Discuss why East Ferris is running out of water while West Ferris is not.

2. You can use items on the classroom wall, your notebook, and the books you have read to gather information and remind you of important ideas.

3. Record notes about your ideas on the lines below.4. In the table on the next page, record three things that you think the

people of East Ferris could do to help solve the water shortage problem. Explain how each solution would help.

Important ideas about what is causing the water shortage in East Ferris:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Name: _______________________________________ Date: ________________

Preparing for the Town Hall Meeting (continued)

What could the people of East Ferris do to help solve the water shortage problem?

How would this help?



Name: _______________________________________ Date: ________________

Questions for the Town Hall Meeting

Question 1: Why is East Ferris experiencing a water shortage?

Follow-up questions:

• Why do you think this?

• What is your evidence?


• Does anyone agree or disagree? Why?

Question 2: What can the people of East Ferris do to solve the water shortage problem?

Follow-Up questions:

• How will this solution work?

• Why is this a good solution to the water shortage problem?

• Are there any reasons why this solution might not work very well?



Name: _______________________________________ Date: ________________




Name: _______________________________________ Date: ________________



Scientists and engineers investigate in order to explain how or why something happens. Am I getting closer to figuring out how East Ferris can

turn wastewater into clean freshwater?

I understand how engineers can identify a new substanceat the observable scale. ____ Yes ____ Not yet

I understand why new substances form after engineers addsubstances to wastewater. ____ Yes ____ Not yet

I understand what happens to water molecules when engineers add substances to wastewater. ____ Yes ____ Not yet






Name: _______________________________________ Date: ________________



___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What are you still wondering about Ferris Island and water treatment are you still wondering?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


118 The Earth System

Glossary

atmosphere: the air that surrounds Earthatmósfera: el aire que rodea a la Tierra

biosphere: all the living things on Earthbiosfera: todos los seres vivientes en la Tierra

chemical reaction: a process in which substances change into different substancesreacción química: un proceso en el cual las sustancias se transforman en sustancias diferentes

condensation: when a gas turns into a liquidcondensación: cuando un gas se convierte en un líquido

design: to try to make something new that solves a problemdiseñar: intentar crear algo nuevo que resuelva un problema

engineer: a person who uses science knowledge to design something in order to solve a problemingeniero/a: una persona que usa conocimientos científicos para diseñar algo que resuelva un problema

evaporation: when a liquid turns into a gasevaporación: cuando un líquido se convierte en un gas

explanation: a description of how something works or why something happensexplicación: una descripción de cómo algo funciona o por qué algo pasa

geosphere: the solid part of Earthgeosfera: la parte sólida de la Tierra

hydrosphere: all of the liquid water and ice on Earthhidrosfera: toda el agua líquida y el hielo de la Tierra

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

119The Earth System

Glossary (continued)

iterate: to try something again using what you learned the last time you tried ititerar: intentar algo otra vez usando lo que aprendiste la última vez que lo intentaste

matter: the stuff that things are made ofmateria: lo que constituye las cosas

molecule: a group of atoms joined together in a particular waymolécula: un grupo de átomos unidos de una manera particular

property: what you can observe or measure about something that helps you figure out what it ispropiedad: lo que puedes observar o medir acerca de algo que te ayuda a comprender qué es

resource: a supply of something that is usefulrecurso: una reserva de algo que es útil

substance: matter that is made of only one kind of atom or moleculesustancia: materia que está hecha de solo un tipo de átomo o molécula

synthesize: to put together multiple pieces of information in order to understand somethingsintetizar: juntar varias piezas de información con el fin de entender algo

system: a group of parts that work togethersistema: un grupo de partes que trabajan juntas

wastewater: water that has been used and now contains harmful substancesaguas residuales: agua que ha sido usada y ahora contiene sustancias dañinas

water vapor: water in the form of invisible gas vapor de agua: agua en forma de gas invisible

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Lawrence Hall of Science:Program Directors: Jacqueline Barber and P. David Pearson

Curriculum Director, Grades K–1: Alison K. Billman

Curriculum Director, Grades 2–5: Jennifer Tilson

Curriculum Director, Grades 6–8: Suzanna Loper

Assessment and Analytics Director: Eric Greenwald

Learning Progressions and Coherence Lead: Lauren Mayumi Brodsky

Operations and Project Director: Cameron Kate Yahr

Student Apps Director: Ari Krakowski

Student Content Director: Ashley Chase

Leadership Team: Jonathan Curley, Ania Driscoll-Lind, Andrew Falk, Megan Goss, Ryan Montgomery,

Padraig Nash, Kathryn Chong Quigley, Carissa Romano, Elizabeth Shafer, Traci K. Shields, Jane Strohm

The Earth System: Investigating Water Shortages Unit Team:

Amplify:

Credits: Photographs: Page 21: studiocasper/E+/Getty Images; Page 67: James Fenton/Noun Project via CC BY 3.0 US;

Page 100: Shutterstock; Page 101: © 2016 The Regents of the University of California; Page 102: Steve Dunphy

Ranem Atia

Stacy Au-yang

Candice Bradley

Meghan Comstock

Jacqueline Felipe

Juliana Tringali Golden

Alya Hameed

Tessaly Jen

Channon A. Jackson

Sophia Lambertsen

Deirdre MacMillan

Claire Spafford

Katie Van Amburg

Lauren Wielgus

Irene Chan

Samuel Crane

Shira Kronzon

Charvi Magdaong

Thomas Maher

Rick Martin

Matt Reed

Eve Silberman

Steven Zavari

Your Investigation Notebook

Scientists use notebooks to keep track of their investigations. They record things they learn from other scientists. Sometimes they draw or make diagrams. They record ideas and information they want to remember.

Your Investigation Notebook is a place for you to keep track of:

• investigations you do in class.

• what you learn from reading science books.

• your questions, predictions, and observations.

• your explanations and the evidence you find to support those explanations.

• your ideas!

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