GRADE: ESAM: K-2

CONTENT STANDARD:Earth and Space Science

CONTENT TOPIC: Oceanography

CONCEPT: Different bodies of water provide important resources.

CONTENT OBJECTIVE: D1.00 To identify different bodies of water

INSTRUCTIONAL OBJECTIVES: The learner will:

1.01 describe characteristics of pathways of water: streams and rivers.
1.02 identify characteristics of bodies of water: lakes, ponds, and oceans.

I. Pathways of Water
A. Streams
B. Rivers
II. Bodies of water
A. Ponds
B. Lakes
C. Oceans

TN COMPONENT OF SCIENCE: Unifying Concepts of Science

TN GOAL:

To enable students to acquire scientific knowledge by applying concepts, theories, principles and laws from life/environmental, physical, and earth/space science.

2.1 SCALE AND MODEL - The development of models provides a conceptual bridge between the concrete and the abstract, while the use of scales allows for a comparison of differences in magnitude between the model and the desired form.

2.1a A model is a representation used to simplify complex phenomena.

BENCHMARK: A model is a representation of a real item or concept. Toys serve as models assisting with the understanding of complex ideas.

2.1b Different models can be used to represent the same thing. The kind of model and its complicity depends on its purpose.

BENCHMARK: Various models may be constructed to represent a given item or concept.

2.1c Models are often used to study processes that happen too slowly, too quickly, or on too small or too large a scale to observe directly.

BENCHMARK: Models can be used to demonstrate time progression or visual enhancements.

2.1d The scale chosen for a model determines its effectiveness.

BENCHMARK: The model's effectiveness is dependent on choice of materials, size, weight, age and speed.

TIME REQUIRED:

Two 45-minute class periods

Small bowl, large bowl, large pan, water, to boxes of soil or sand, clay, poster-board, markers

Tell your neighbor a place where you could go fishing. Tell your neighbor your favorite place to go fishing. (Discuss responses.) All of you mentioned a body of water. Some said lakes, some said ponds, some rivers, some said streams, some said oceans. These bodies of water can all contain fish, but they are different in some ways. Today you will learn some characteristics of lakes, ponds, rivers, streams, and oceans.

We learned earlier that the world is mostly water. Approximately 70% of the earth's surface is covered by oceans. There are other bodies of water on the earth also.

Much of the water that falls on land runs down hill. Streams often begin in the mountains, and flow through valleys. Water from melting snow and rain trickle together. Streams may be dry in the drought season and overflow in the rainy season.

When many small streams come together, a river forms. A river is moving water that generally moves toward the ocean.

Streams and rivers are known as pathways because they flow.

A pond is a small body of water surrounded by land. Ponds can be made by man. Beavers can dam a stream to form a pond. Water trapped in a low area of land that cannot drain away will form a pond. Some ponds are fed by underground water.

A lake is similar to a pond, except that it is larger. Lakes can also be man-made or natural. Lakes do not always stay the same. Streams may empty into lakes. The lake may lose its water and dry up.

Lakes, ponds, rivers and streams are fresh water. Rivers empty into the largest body of water, oceans. Oceans contain salt water.

(Divide the class into groups to build the different bodies of water. Then each group shares their project and explains to the rest of the class:

Ponds - Press a wide shallow bowl into a box of loose soil or sand. Fill the bowl with water. Have the students write a story about how the pond was formed.

Lakes - Press a bigger bowl into a box of loose soil or sand. Fill the bowl with water. Have the students write a story about how the lake was formed.

Streams - Make a clay model of a stream. Have several streams run together to form a river.

Rivers - Make a map showing several streams running together to form a river. The map should resemble the branches of a tree coming together into the main river. The river should run into the ocean on the map.

Oceans - Cut a shape of North America from poster board. Fill a large pan (such as a roasting pan) with water. Lay the cut out in the pan, showing how the oceans surround the land.)

Looking at models, tell your neighbor what is the main difference between a lake and a pond (pond is smaller); the difference in the river and stream; and the difference in the ocean and lake.

Students divide poster board into five sections, labeling each section with the name of one body of water. Draw a picture of each, showing its unique characteristics. Then write a sentence about each picture.

(The following activities are suggested:

1. Students use crayons to draw pictures of water scenes. Make a thin mixture of blue tempera paint. Students "paint" this over their picture. This wash gives a water effect for the background.

2. Use a map of Tennessee to find three bodies of water and three pathways of water.

3. Make a papier-m‰chŽ' model of the earth's surface showing lakes, ponds, streams, and rivers.)

This is the time this file has been accessed since 03/01/2004.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

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