Where Does All the Water Go?
Duration: Three 1-hour sessions and a 2-hour field trip to the lower San Lorenzo River or local tributary.
Location: Classroom, Schoolyard and field trip to San Lorenzo River
Materials, transportation and teaching provided free by the Coastal Watershed Council
Supported by generous funding from the County of Santa Cruz Green Schools Program, City of Santa Cruz, the Joseph and Vera Long Foundation.
Supports Next Generation Science Standards:
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
K–2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Complements FOSS Kit
Grade 2: Pebbles, Sand, and Silt
Lesson Series Overview
During the recent droughts in Santa Cruz County, flooding was observed around the San Lorenzo River. It had not rained, so where did the water come from? Students will obtain information about groundwater as a source of water on earth and collect/analyze data on how water moves through different earth materials (soil, silt, sand) to eventually enter the groundwater. Students will apply this knowledge to determine how flooding at the San Lorenzo River occurred during the drought and develop solutions for helping water get into the groundwater.
Session #1 (Schoolyard): Make observations of how water behaves on different surfaces and obtain information about groundwater as a source of water on earth.
Session #2 (Schoolyard): Investigate the movement of water through three earth materials (sand, soil, pebbles). Field trip option available upon request.
Session #3 (Classroom): Analyze data from investigations to classify the earth materials based upon its ability to store and move water. Use evidence to explain how groundwater could infiltrate through the ground to enter the San Lorenzo River.
Session #4(Classroom): Use the observable properties of the earth materials and knowledge gained from the investigation to develop a simple sketch, drawing, or cartoon to illustrate how the shape and spacing of the earth materials support the movement and storage of water.
Schedule “Where Does the Water Go?”
If you are interested in scheduling the “Where Does the Water Go?” lesson series, please use the below registration form. Please contact Mollie Behn, Education Manager, with any questions at email@example.com.