FACTivity – Under Where?
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In this FACTivity, you will use the knowledge you have gained from the reading “Under Where?” and other articles in this journal, as well as other sources of information about groundwater flow. You will answer the following question: What is one pathway a water droplet may follow as it moves through the water cycle?
Materials:
- Water cycle cube (template to make your own included)
- Paper
- Pencils
- Scissors
- Tape or glue
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Standards addressed in this Activity:
The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
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MS-ESS2-4
Develop a model to describe the cycling of water through Earths systems driven by energy from the sun and the force of gravity.
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MS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
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Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
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Use appropriate transitions to clarify the relationships among ideas and concepts.
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Use precise language and domain-specific vocabulary to inform about or explain the topic.
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Establish and maintain a formal style.
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Provide a concluding statement or section that follows from the information or explanation presented.
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Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
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Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
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Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
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Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
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Provide a conclusion that follows from the narrated experiences or events.
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
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With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
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Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
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Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
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Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
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Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
-
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
-
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
-
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
-
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
-
Use precise language and domain-specific vocabulary to inform about or explain the topic.
-
Establish and maintain a formal style.
-
Provide a concluding statement or section that follows from and supports the information or explanation presented.
-
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
-
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
-
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
-
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
-
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
-
Provide a conclusion that follows from and reflects on the narrated experiences or events.
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
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With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)
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Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
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Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
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Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
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Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
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People, Places, and Environments