Hururmnau - Water cycle

AIM: TO LOOK AT THE WATER CYCLE AND HOW CLIMATE CHANGE IS AFFECTING IT.

Definition:

Scientific words:

• Evaporation. When water is heated by radiant energy it turns into water vapor.
• Transpiration. Evaporation from plants.
• Condensation. When water vapor cools, molecules join together and form clouds.
• Precipitation. When clouds get heavy the waters falls as rain, sleet, hail, or snow.
• Acidification: the action or process of making or becoming acidic.

We will be conducting an experiment that looks at the different ways that climate change is affecting the water cycle.

THE WATER CYCLE EXPERIMENT

Bag 1: Normal Water cycle

Bag 2: Water cycle with CO2 added: like Oceans in climate change

Bag 3: Water cycle with ice added: like Antarctica in climate change

Material:

1.  water\soda water 
2. bag 
3. food coloring 
4. litmus paper
5. maker
6. sand

Steps:

1.  get the maker and bag from teacher.
2.  draw the water cycle.
3.  one cup of water and put it in  the bag. 
4.  put two drops if you food coloring in the bag. 
5. hag the bag up on the window. 
6. bag two add litmus paper.

Two Images:

Findings:

	The Water Cycle: Bag 1	CO2 Water Cycle: Bag 2 Acid	Desert Water Cycle Bag 3
Does it cycle?	yes	yes	yes
Amount of Water	two	two	two
Acidity	one	three	onem

Key: Water and acidity amount: 1 = none 

2 = small 

3 = large 

Other comments:

1.bag one cycled.

2.bag on had a small amount of water. 

3.bag one had none acidity..

4.bag two cycled.

5.bag two had a small amount of water. 

6.bag two had large amount of acdity.

7.bag three cycled.

8.bag three had an small amount of water.

9.bag three had no acidity.

Conclusion:

bag one had cycled and had not much water and it had no acidity.bag two had cycled too and it had an small amount of water and it had a lager amount of acidity.bag three had cycled to it had an small amount of water it had no acidity.

Draw a labelled diagram of the Water Cycle

Water cycle words:

1. Precipitation
2. Hurricanes
3. Acid rain
4. Evaporation
5. Carbon Dioxide
6. Water
7. Defirestation
8. Water vapour
9. Transpiration
10. Flooding

SOLO Hexagons Activity

TODAY YOU WILL BE INVESTIGATING THE EFFECTS THAT CLIMATE CHANGE HAS ON THE WATER CYCLE.

1. Using your SOLO hexagons poster write a paragraph about the different aspects of climate change.
2. Write about the following Climate Change concepts:

You can do these by powerpoint, embedding a movie , on your blog, on a doc or any other form of presentation. It is up to you.

ACIDIFICATION: HOW DOES CLIMATE CHANGE CONTRIBUTE TO THE ACIDIFICATION OF OUR OCEANS?

Picture:

Diagram of how it affects the water cycle.

DEFORESTATION AND CLIMATE CHANGE

DEFORESTATION: HOW DOES DEFORESTATION AFFECT CLIMATE CHANGE?

Picture:

Diagram of how it affects the water cycle.

ICE CAP MELT: HOW DOES ICE CAP MELT AFFECT CLIMATE CHANGE?

Picture:

Diagram of how it affects the water cycle.

WATER VAPOUR: HOW DOES CLIMATE CHANGE CONTRIBUTE TO WATER VAPOUR AND EVAPORATION?

Picture:

Diagram of how it affects the water cycle.

WEDNESDAY, JULY 3, 2019

Hurumanu - Recycling

Aim: To learn practical ways of recycling so that we can make our world a better place.

The Zero Waste Climate Solution movie

How can we prevent climate change though recycling these products?

Plastics:
Cycling or walking:
Paper:
Steel: 

Video questions:

What is Zero Waste?

What can we do on the planet?

1.   
2.   
3.  
4.  

What do we need to recycle?

What does recycling do?

How much of our rubbish is food scraps?

What does soil do to carbon dioxide in the atmosphere?

What do we need to do?

1. Make P_________s. 
2. Have Zero ___________

What is a carbon footprint?

How can you make your Carbon Footprint smaller?

EXPERIMENT

Decomposing Landfill

Purpose: To understand how trash decomposes and to understand the importance of the 3 R's: recycle, reduce, and reuse.

• Bottle with top cut off
• Soil
• Various trash objects
• Water
• Spoon or small spade
• Newspaper

Procedure

1.  
2.  
3.  
4.  
5.  

Findings:

Conclusion:

Questions to answer in your conclusion.

1. Which items biodegraded or decomposed the most? 
2. Why?
3. If you were to continue your landfill, how long would it take for all items to biodegrade or decompose?
4. Why would it be important to reduce the amount of trash in a landfill?

Energy Saving tips film

Name some of the tips.

1.   
2.   
3.   
4. 
   

INVESTIGATION:

At what rates do different items decompose?

Choose 5 items from the list and investigate them.

How long do they take to decompose?

What are they made from?

How will recycling this object help prevent climate change?

Hurumanu: Weather / Wind

Weather and Climate Change 

Extreme weather

Measuring weather.

Wind

Beaufort Wind Scale

Beaufort Force	Wind Speed (KPH)	Spins	Indicators	Terms Used in NWS Forecasts
0	0-2	0	Calm; smoke rises vertically.	Calm
1	2-5	10	Shown by direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	Wind felt on face, leaves rustle; ordinary vanes moved by wind.	Light
3	13-20	80	Leaves and small twigs in constant motion; wind extends light flag.	Gentle
4	21-29	130	Raises dust and loose paper; small branches are moved.	Moderate
5	30-39	190	Small trees in leaf begin to sway; crested wavelets form on inland waters.	Fresh
6	40-50	250	Large branches in motion; whistling heard in telephone wires; umbrellas used with difficulty.	Strong
7	51-61	320	Whole trees in motion; inconvenience felt walking against the wind.	Strong
8	62-74	390	Breaks twigs off trees; generally impedes progress.	Gale
9	75-87	470	Slight structural damage.	Gale
10	88-101	550	Seldom experienced inland; trees uprooted; considerable structural damage occurs.	Whole gale
11	102-116	640	Very rarely experienced inland; accompanied by widespread damage.	Whole gale
12	117 or more	730+	Very rarely experienced; accompanied by widespread damage.	Hurricane

Wind speed - Making an anemometer.

rMATERIALS

1. x4 straw 
2.   x4 cups 
3. 1 pin  
4. pencil  
5. tape  

STEPS

1.   you put the straw together with the tape
2.   you put the cups one the strew 
3.   you put tape next to the cup
4. you put the pencil with the rubbyer side up 
5.   you put tape on the pencil and the straws
6.   you put the pin in it

Once you have made an anemometer we are going to record the wind speed.

Group size: 5

You will need:

Anemometer (above) 

Roles:

• Timekeeper
• Counter
• Recorder
• Anemometer Manager
• Wind generator

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the time keeper says "Go", the counter in each group will count how many times the marked cup passes them in one minute and write it down.
3. If possible, repeat the above step four (4) times and record the average number of spins on the chart.

FINDINGS

• Record how many times it spins using the table below.

You will need to create the wind yourself by blowing. Get 4 different wind speeds by blowing.

You will need to time them and count the number of spins.

	Time Interval	Number of Spins
1.		5
2.		4
3.		5
4.		1

• Can you make a statement connecting the number of spins of your anemometer and the speed of the wind? 

CONCLUSION:

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What are some things we talked about in our group discussion?
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