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Human Water Cycle: Water, Food & Energy

Subject Science — Earth and Space Science
Grade Level Grades 3-12
Resource Type
Standards Alignment
Achieve, NGA Center/CCSSO
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Attribution Non-commercial NoDerivative

CC (BY-NC-ND)

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Scientists and engineers, including Greg Characklis at the University of North Carolina at Chapel Hill, are studying the connections between water, food and energy in the human water cycle to develop new, sustainable ways of meeting our water needs.

Provided by the National Science Foundation and NBC Learn

Runtime: 5:46

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Human Water Cycle: Water, Food, & Energy
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Standards

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Reviews

5.0
1 Review
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martinez.angelina_3414042
December 17, 2019