Getting to know the Water Cycle in your area

-Activity-

Name(s): ______Class/Period: ______Date: ______

Directions: Using the internet, your own knowledge of the area, and what you have learned in class, identify what role your local region plays in the Water Cycle.

Answer the following questions:

  1. What are some of the ways water can be found in your region throughout the year?
  1. What things affect the water cycle in your region?
  1. What are the bodies of water in your region, be sure to think of all sources of water such as groundwater, lakes, rivers, streams, oceans?
  1. Where can water from your region end up as it goes through the water cycle?
  1. Where does the energy come from that powers the water cycle in your region?

Getting to know the Water Cycle in your area

-Project Rubric-

Directions: Using the supplied materials, create a model of the Water Cycle in your region. Be sure to show the energy that powers the Water Cycle, water in its many states, the effects of gravity, the atmosphere, Landforms, and plants and other living things.

Water Cycle Mini-Project
4 / 3 / 2 / 1
Concept Understanding / The students’ work demonstrated a full understanding of how a water molecule can move through the water cycle. It included the role of the Sun, water in its many states, the effects of gravity, the atmosphere, Landforms, and plants and other living things. / The students’ work demonstrated a good understanding of how a water molecule can move through the water cycle. It included the role of the Sun, water in its many states, the effects of gravity, the atmosphere, Landforms, and plants and other living things. / The students’ work demonstrated some understanding of how a water molecule can move through the water cycle. It included most of the following: the role of the Sun, water in its many states, the effects of gravity, the atmosphere, Landforms, and plants and other living things. / The students’ work demonstrated little understanding of how a water molecule can move through the water cycle. It did not include the majority of the following: the role of the Sun, water in its many states, the effects of gravity, the atmosphere, Landforms, and plants and other living things.
Proper Use of Terminology / The students’ work properly used all the key terms associated with the water cycle. / The students’ work properly used most of the key terms associated with the water cycle. / The students’ work properly used some key terms associated with the water cycle. / The students’ work properly used two or fewer key terms associated with the water cycle.
Writing Skills / The students’ work fully communicated the concepts in the water cycle with few grammar and/or spelling errors. / The students’ work communicated well the concepts in the water cycle with few grammar and/or spelling errors. / The students’ work somewhat communicated the concepts in the water cycle with many grammar and/or spelling errors. / The students’ work poorly communicated the concepts in the water cycle with many grammar and/or spelling errors.
Neatness and Legibility / All of the following are true:
The project is neat.
All writing is legible.
The sequence is easily followed.
The project is colorful. / Three of the following are true:
The project is neat.
All writing is legible.
The sequence is easily followed.
The project is colorful. / Two of the following are true:
The project is neat.
All writing is legible.
The sequence is easily followed.
The project is colorful. / One of the following is true:
The project is neat.
All writing is legible.
The sequence is easily followed.
The project is colorful.

***Rubric modified from NASA/GPM rubric included in the Water Cycle Presentation found at 2016