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SANCHEZ Slide 2: The Precious WATER Cycle DESCRIPTION : DESCRIPTION Discussed about the importance of water, the different sources of water and the different processes involve in the water cycle. Proceeding activities are given with their objectives and additional enrichment activities. Designed for high school students especially to second year and first year students. General Objectives: : General Objectives: At the end of this module, students are expected to: Understand the importance of water. Know the continuous cycle flow of water. Develop awareness in conserving water and preventing water pollution. Specific Objectives: : Specific Objectives: At the end of the discussion, students should be able to: Enumerate and explain the uses of water. Identify natural water resources. Discuss the process involve in water cycle. Motivational Activity : Motivational Activity Show a picture of biogeochemical cycles in the class. Let the students give the information’s they get in the pictures given. Ask the following questions: What information you get from the pictures? Can you name the different cycles? How will you explain each cycle? Tell the class that the lesson will focus only about “Water Cycle” Key Ideas : Key Ideas Almost three-fourths of the earth’s surface is covered with water. Due to its unusual properties, water is considered a unique liquid. It is also a suitable habitat for aquatic plants and animals. Water is essential to life. Few persons can survive longer that live days without water. Water help equalized body temperature. Waters used for drinking and cooking as well as for washing and cleaning. The types of natural water are in rain water, ground or shallow water, well water, spring or deep well water, river water and sea water. River water has the most amount of suspended matter while sea water has the greatest quantity of dissolve substance. Ground water includes springs and wells. Surface water includes lakes, streams, rivers and swamp. All water on earth is constantly through a cycle of evaporation, condensation, runoff, precipitation and storage. This is known as the water cycle or the hydrologic cycle. The hydrologic cycle involves the continuous circulation of water from the oceans to the atmosphere, to the land and then back to the oceans. The different processes are: Condensation – the process in which water vapor (a gas) in the air turns into liquid water. Condensing water from clouds in the sky. Water drops that form on the outside of a glass of icy water are condensed water. Evaporation – the process in which liquid water becomes water vapor (a gas). Water vaporizes from the surfaces of oceans and lakes, from the surface of the land, and from melts in snow fields. Precipitation – the process in which water (in the form of rain, snow, sleet, or hail) falls from clouds in the sky. IntroductionWater Forms and Uses : IntroductionWater Forms and Uses Natural Water Resources : Natural Water Resources Next to air, the most common substance in world is water. About three-fourths of the earth’s surface is covered by seas, lakes, and rivers with an average depth of 4.18 kilometers. The atmosphere contains plenty of water vapor. Some rocks that are crystalline also contain water of crystallization. A great amount of water is present as ice in the Polar Regions. Any significant increase in the earth’s temperature can melt these large quantities of ice and raise the level of oceans. Animals and plants have about 60 to 95 percent water in their bodies. Our body weight is about 70 percent water. The amount of water on earth has not changed much since the earth was formed. What has only changed is the continual movement of water from one place to another. Slide 12: Precipitation: Precipitation occurs when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow. Slide 13: Water Cycle Slide 15: Water Cycle Activity I-ALiving things thriving in Aquatic Habitats : Activity I-ALiving things thriving in Aquatic Habitats Problem: What you need: Fishnets Bottle with cover Procedure: The class will be divided into four groups. Each group will visit a nearby pond, stream or creek. Catch the animals in the water with your fishnets and put them inside the bottle. Make sure that there are some holes in the cover so that air will circulate in the bottle. Observe the living conditions in the body of water and its surroundings. Questions: Describe the physical conditions that exists in the pond or stream. Describe the vicinity around the bodies of water. What is the relation between the immediate environment and life in the pond? What kind of water is found in the pond or stream? Where does this water come from? Identify all the living organisms found in the pond, stream or creek. Conclusion: Application: Explain the adaptations of these organisms in a water habitat. Explain the possible causes that could affect the physical conditions that exist in the bodies of water. Suggested Additional Activities: Relate this activity to a field trip to a nearby pond, stream or creek. Make sure that the handles of the fishnets used in the activity are stiff and turdy in order to facilitate the catching of aquatic animals Ask students to do further investigation on the living organisms found in the bodies of water by examining them under a microscope. Discuss the adaptations of theses organisms in a water habitat. Discuss how these organisms may cause water pollution. Activity IBWater in Plants and Animals : Activity IBWater in Plants and Animals Problem: What you need: eggplant piece of meat potato cabbage tomato platform balance . Procedure Set A: Weigh an eggplant and leave it to dry for three days. Weigh again the eggplant and calculate Set B: Repeat this experience with slices of potato, tomato, cabbage, and meat. Questions: Find the loss in weight of each substance using this formats. percentage in loss in weight = loss in weight of eggplant x 100% 2. What does this prove? 3. What is the importance of water in plants and animals? Conclusion: Applications: What first aid treatment should you take if you are suffering from diarrhea? Why why shoul you take this treatment? Suggested Additional Activities: Ask students to describe what happens when a person loses water through dehydration. Let them relate experiences, if any, which shows the importance of water to the body. Explain that the effects of dehydration very among organisms. Activity I-CThe Effects of polluted water to Living Organisms : Activity I-CThe Effects of polluted water to Living Organisms Problem: What you need: balance aquariums saw dust oil Procedure: 1 Prepare a balance aquarium with sufficient plants and animals inside. 2.Place some pollutants like oil and sawdust in the water. 3.Observe daily for three days. Figure 9.3 Laboratory setup Questions: 1 How would the same conditions affect life in bigger bodies of water? 2 What are the other sources of pollutants? Conclusion: Application: 1 Give some examples of bodies of water that are heavily polluted. 2 Why are they polluted? Suggested Additional Activities: Show illustrations of polluted bodies o water. Compare the bodies of water in urban and rural areas. Explain the reasons that cause the difference. Acitvity I-DConserving Water : Acitvity I-DConserving Water Problem: What you need: pail or can Procedure: 1 Examine the pipes and faucets in your house and around the yard and see if they are in good condition. 2 Collect the drops of water from any leaking faucet or pipe. Determine the amount of water wasted for a day. 3 Examine the water sources in your school where there is water shortage. 4 Observe the Sources of public water in your barangay. Find out how the residents obtain water from the artesian wells and other sources. Fig. 9.4 Laboratory setup Questions: 1 Describe the condition of the pipes and faucets in your house. 2 How much water is wasted in your house? 3 How can these waste be prevented? 4 Explain how water is wasted in your school and barangay. 5 What are the causes of this water wastage? Conclusion: Application: 1 Explain in detail the latest water conservation campaign by the MWSS. 2 Explain your role in the campaign for water conservation. 3 Discuss how students can help in the campaign for water conservation. 4 Ask students to count the number of leaking faucets and pipes in their homes and discuss this in class. Ask what they should do about it. Slide 20: Drinking Water and Health Basics Frequently Asked Questions Local Drinking Water Information Drinking Water Standards List of Contaminants & MCLs Regulations & Guidance Public Drinking Water Systems Source Water Protection Underground Injection Control Data & Databases Drinking Water Academy Safe Drinking Water Act National Drinking Water Advisory Council Water Infrastructure Security APPLICATIONS and UPDATES Slide 23: New Rule Boosts Protection of Underground Drinking Lead In Drinking Water - Lead, a metal found in natural deposits, is commonly used in household plumbing materials and water service lines. 2006 Proposed Revisions to the Lead and Copper RuleLead in Schools and Child Care FacilitiesLead in the District of Columbia's Drinking WaterLead In Drinking Water You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.