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By now, learners should understand the water cycle
and why multiple sources of data are needed to study Earth Systems.
Learners will take part in the following activities to apply their knowledge.
The first activity engages students in understanding condensation.
The materials needed are a large empty metal can, enough ice to fill the can,
a clear pitcher or beaker, water, food coloring, and a white paper towel or napkin.
Put food coloring and water into the clear pitcher and ice into the metal can.
Have students make predictions for what they think
will happen when the colored water is poured into the ice-filled can.
Once predictions are made, pour the colored water into the can.
Wait for a few minutes and make observations.
Ask students to consider why moisture is on the outside of the can.
They can use a paper towel or a napkin to wipe some condensation off the can.
Where did the source of this water come from?
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In the second activity, students will measure, record, and graph the size of raindrops.
The materials needed are white copy paper or light colored cardstock, a ruler, and a pencil.
On a rainy day, learners should hold their paper flat outside and collect a few raindrops.
After returning to a dry area, they should trace the raindrops shapes and measure their diameters.
A color key based on sizes can be used, and students can color in their raindrops.
What is the best type of graph that can display this data?
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While students are collecting and tracing raindrops,
educators can use a pan of flour to collect raindrops.
Have learners pour the flour through a sieve to separate lumps.
These lumps model 3D raindrops.
Let students compare the 3D raindrops to their drawings.
How is it beneficial to collect data in different ways?
By taking part in these activities, learners demonstrate a thorough understanding of the
water cycle and why multiple data sources are useful when studying Earth Systems.
For more guidance, please refer to the NASA eClips™ Real World:
Measuring Raindrops Educator Guide.
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