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Addresses NGSSLevel of Difficulty: 2Grade Range: K-2

OVERVIEWIn this activity, students will experiment with ice and water and evaluate how both can carry materials andchange the formation of Earth’s surface. About 71% of the Earth’s surface is covered by water. Water existson Earth in liquid, solid, and vapor states and shapes the land as it moves. In the Arctic and sub-Arctic, glacial erosion has shaped much of the landscape. Rivers and streams continually change the land it runsthrough all over the world.

Topic: Water as ice and liquid

Real-World Science Topics• An evaluation of Earth as a water planet.

• A comparison of the liquid and solid water on Earth and how they shape the land.

ObjectiveAfter completing this activity, students should be able to explain that both liquid and solid states of waterimpact our landscape and examine how Earth is a dynamic and ever-changing planet.

NGSS Three-Dimensions

WATER SLIDE (1 Hour)

Obtaining, Evaluating, andCommunicating Information

• Obtaining, evaluating, andcommunicating information inK–2 builds on prior experiencesand uses observations andtexts to communicate newinformation.

Science and Engineering Practices

ESS2.C: The Roles of Waterin Earth’s Surface Processes

• Water is found in the ocean,rivers, lakes, and ponds.Water exists as solid ice andin liquid form. (2-ESS2-3)

Disciplinary Core Ideas

Patterns• Patterns in the natural worldcan be observed.

Crosscutting Concepts

Background Information

What is the hydrosphere?

The hydrosphere is made up of all the liquid water on Earth and the water frozen in ice and snow. It includesclouds in the sky, groundwater, oceans, streams, rivers, ponds, and lakes.

How does water behave in the hydrosphere?

Water is constantly moving. Water enters the atmosphere when it evaporates; when it falls on land it entersthe ocean or rivers that flow toward the ocean, and can condense into tiny particles forming clouds.

How does water shape our land?

Waves and currents can pick up sediments and move them to a new place. Glaciers are frozen water in largelayers of ice. Glaciers pick up sediment, like sand and mud, as they move. As these glaciers melt, they leavethe sediment they were carrying behind creating moraines. These accumulations of sediment create uniquelandscapes.

Key Vocabulary

Glacier-large, moving sheet of iceLiquid-one of four fundamental states of matter and the only state that has a definite volume but no shapeSediment-tiny pieces of rockSolid-one of four fundamental states of matter; does not flow to take the shape of its container

Materials Needed for Activity

• Image(s) of Earth

• Claim Cards

• Station directions- printed out

• Venn diagrams- one per student

• “Landforms Made From Ice” images

For experiment (enough for each group)

• Soil

• Sand

• Clay

• Ice cubes

• Water

• 2 pans

• Pipettes or container with spout

Teacher Preparation

• Print out or project an image of Earth from multiple angles. A rotating visual image works best.

• Copy and cut out claim cards for liquids and solids.

• Provide an example of water as an ice cube and liquid in a container.

• Set up the solid water station: Create a block of modeling clay in a deep pan. Provide ice cubes

and sand at that station.

• Set up the liquid water station: Put a layer of soil 2 inches deep in a pan. Provide pipettes or a container

with a spout.

• Print out station directions.

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WATER SLIDE

1. Warm-up Activity: Show students an image of Earth in color. Share with students that, when viewedfrom space, our planet looks blue and is referred to as the “Blue Planet”. Ask them what they think thismeans. It is anticipated that students will notice that most of Earth’s surface is covered with water,making it appear blue. They might point out that most of the water in is in the ocean and glaciers.There is also water in streams and lakes.

2. Show an example of ice and water, and share information with students about liquids, “A liquid takes theshape of its container and does not have a shape of its own.” Distribute one claim card to each student.The claim cards show objects and materials that illustrate examples of solids and liquids.

3. One at a time, ask students to share the images on their cards and state their claim if the picture isan example of a liquid or not. After students have stated their claims, ask if there were any cards withwhich they disagreed, and why. Work with students to reach a consensus.

4. Ask students what the remaining cards have in common. The teacher will share information aboutsolids, “A solid has its own shape and takes up space.”

5. Ask students how solids and liquids are different from each other. Guide students to list different typesof solids and liquid water on Earth using a T-chart. Students may respond that ice, glaciers, and snoware examples of solid water, and streams, rivers, lakes, and oceans are liquid.

6. Next, explain to students that liquid water and solid water help shape our Earth. Today they will explorehow. Direct the students’ attention to the two stations; explain that one will model how liquid water canshape the land, and the other will model how solid water can shape the land.

7. Guide students to visit each station. They can do this as a class or in smaller groups. After they observethe modeling, invite them to complete the Venn diagram. Review answers as a class.

8. Finally, display images of landforms created by liquid water and ice. Ask students to apply what theylearned to identify which landforms were created by each and how.

Extension Activity

Now that the students have identified ways that solid and liquid water can shape the land, they will identifywhat types of landforms were created. At this level it is appropriate to identify simple landforms such as hillsand valleys. Students can also begin to discuss the variety of life forms that can live in these locations.

Sources

http://water.usgs.gov/edu/earthriverslandscape.html

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STEPS FOR WATER SLIDE

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WATER SLIDESOLIDS AND LIQUIDS CARDS

Milk

Water

Gum

Butter

Soap

Dirt

Plastic

Apple

Cotton Ball

Sand

Shampoo

Ketchup

Nail

Scissors

Blood

Toothpaste

Book

Juice

Honey

Crayon

Pencil

Oil

Ice

Chair

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WATER SLIDESTUDENT HANDOUT

Name:

Date:

Station Directions

Solid Water

Press an ice cube on the flat surface of the modeling clay and move it back and forth.What happened to the clay?

Observe the ice cube melting at the bottom of the clay mound. What do you notice about the tiny pieces of sand (sediment) that were in the ice cube?

Place a small pile of sand on the clay, then place the ice cube on the sand and leave it there for two minutes.Remove the ice cube. What happened to the ice cube after it sat on the sand?

Capture your work on your Venn diagram.

Liquid Water

Use your pipette or water container to run water down the soil. What do you notice about the soil?Did it stay in one place or move? What happened at the bottom of the pan?

Capture your work on your Venn diagram.

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WATER SLIDESTUDENT HANDOUT

How do Liquid and Solid water sh

ape our la

nd?

SOLID

Water

LIQUID

Water

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WATER SLIDESTUDENT HANDOUT

Landforms Made From Ice

Landforms Made From Liquid Water

Moraine Lake, Banff National Park, Alberta, Canada Moraines in Upper Engadin, as seen from Fuorcla Surlej

Stream erosion Alluvial meanders