Didactic Sequence

Educational institution: Continuing Teacher Training Institute

Name of the future teacher: Rosa, Ángela Noelia

Subject: Natural Sciences

Course: 5th grade – Second cycle

Thematic unit: The Earth, the Universe and its changes

Topic: Hydrosphere

Contents:

- The importance of the Hydrosphere

- Water as a resource
- The states of water
- The water cycle
- Caring for water

Sequence duration : 5 classes of approximately 80 min.

Foundation:

Learning the topic “Hydrosphere” in primary school is important because it makes it possible to
raise students' awareness, as future citizens, about the importance of water as part of an earthly
subsystem, taking into account its interaction with other subsystems and its influence on the life
of all living beings, particularly people.

By teaching this topic, the student will be able to identify the different presentations of water in
the Earth's landscape and take into account the actions that are required to value and care for this
scarce natural resource so important for the development of life.
Class 1
Problem: Why is the Hydrosphere important as a subsystem?

Objectives: (what is expected of students)

- Identify the different Earth subsystems and understand how they connect to each other.

- Sharpen your observation capacity by knowing how to classify the different subsystems
and the elements that characterize them in the same landscape.

Activities:

 Start:

- The class will begin trying to bring students closer to understanding what an earth
subsystem is:
- What do you think is a system?

- Could we say that the Earth is a great system, why? Explain the different parts or
subsystems into which the Earth can be divided.

 Development:

- Place a series of images of different ecosystems or landscapes on the board. Propose

students to observe these images and identify the different elements of each landscape,
connecting it with a subsequent conceptual explanation by the teacher about the different
terrestrial subsystems (Atmosphere, Hydrosphere, Biosphere and Geosphere) and how
they relate or connect to each other.

- After having acquired the new concepts, students will be invited to close their eyes and
imagine that they are astronauts. Meanwhile, the teacher will place a poster with a
satellite photo of planet Earth. When they open their eyes, the students will observe the
image and the teacher will ask a series of oral questions:

- What do you see there? What subsystems can we see in this photograph?
(identification of clouds (atmosphere), land (geosphere) and water
(hydrosphere))

- Why does the planet look blue, why is it? Identify the abundance of water
on the earth's surface.
 - How much water do you think there is in the world?
- Is there water that cannot be seen in this photo? According to what the
students answer, connect with: Is the Hydrosphere only liquid water on
the surface? Can there be water in the other terrestrial subsystems?

- Clarify students' doubts with theory about the presence of water in other terrestrial
subsystems due to the connection with the Hydrosphere. (clouds, ice and snow,
underground channels, sea, etc.)

 Closing:

- On a physical or political physical planisphere map, students should highlight with a color
the surface of the earth covered with water, including rivers and lakes.

- Make a drawing of a landscape where you can see the different ways in which water can
be found on earth.

Class 2
Problem: Why is water an important resource?

Goals:

- Recognize the different uses given to water as a natural resource

- Understand the need of living beings to consume water and its importance for the
development of life

- Identify other sources of water in addition to those found in liquid form on the Earth's
surface.

Activities:
  Start:

- What is water useful for us? Make a drawing about the different uses of water that the
students previously know.

- Why do you think water is important?

 Development:

- Tell the students, as a story or story, the origin of the Earth, the emergence of water and
the origin of life thanks to the appearance of water.

- Based on this narrative, discuss with the students:

- Could we live without water?
- What would happen if the water ran out?

- On a physical or political map of South America, locate cities that are located near lakes,
rivers or seas. Why does this happen? Why do living beings need to drink water? Introduce
children to the importance of living near a water source.

- How do people or animals in the desert or far from rivers and seas get water? Encourage
students to think about other organisms from which water can be obtained (plants, fruits,
etc.)

 Closing:

- Students should investigate whether there is a special day dedicated to water and why it
was established. This will help students understand a little more about the importance of
water.

Class 3
Problem: What are the different states of water due to?

Goals:

- Analyze the landscape that surrounds them or any other landscape, being able to identify
the different states in which the water can be found.
- Experiment with different temperatures to obtain water in its different states.
Activities:

 Start:

- Show the students different photographs with glaciers, snowy mountains, clouds, lakes
and seas.
- What do you see in these photographs? Return to what we saw previously about
the different presentations of water on the earth's surface.

- Why does water look different, and isn't it just liquid?

 Development:

- The teacher will show the students a spatial diagram of the distance between the Earth
and the Sun and the heat waves that reach different parts of the Earth's surface.

- Why do you think there is ice at the poles and it is always hot at the equator?

- What would happen if we were very close to the sun and it was very hot? What
would water be like on earth? (Identification of water vapor at high
temperatures)

- What if, on the contrary, we were very far away and the sun's rays did not reach
the earth's surface? What would the water be like in that case? (ice identification
at low temperatures)

- According to the above, explain to the students that due to the distance between the
Earth and the Sun, the different temperatures on the Earth's surface allow us to find water
in different states: solid, liquid and gaseous.

- Invite students to imagine or remember a glass in winter, with heating inside their house
and a very cold day outside. Why does glass fog up and sweat? Bring students closer to the
idea of “humidity” and the presence of water in the environment and the “gaseous” state.

- Returning to the concepts of the states of water, take the students to the school kitchen in
order to carry out a demonstration:

- Put an ice cube in a small pot of hot water and invite the kids to watch what
happens. As the ice melts and the water continues to heat, it will begin to boil
and emit steam.
 - What happened?

- What were the different forms or states in which the water was found?

 Closing:

- Ask the students to look for different photographs on the internet of different landscapes
in Argentina where there is water, print the images and paste them in their notebooks,
classifying them according to the different states of the water.

Class 4
Problem: How do you differentiate fresh and salt water? What happens to these types of water in
the hydrological cycle?

Goals:

- Recognize and approach understanding the changes of state that water goes through
within the hydrological cycle.

- Differentiate the different types of water and their transformation in the hydrological
cycle.

- Understand the concept of cycle and relate it to daily activities for them.

Activities:

 Start:

- Do a short review, remembering what you learned about the states of water.
- What happens to ice when it melts?

- Or with liquid water when it's very hot? And when it's very cold?
- Explain to students the continuous movement of water in the environment to go from one
state to another. Make a comparison with the daily activities that they continually do, such
as leaving home, going to school, playing at recess, and then returning home. Relate it to
the concept of “cycle”.

 Development:

- Place a poster on the board with the different states of water and the cycle they carry out.
Place small posters after the students observe and identify the different subsystems found
in the drawing. And return to what we saw at the beginning of class:
- So what happens when the ice melts?

- What do you say when water gets very hot and steam forms?

- What happens to the vapor accumulated in the atmosphere in the form of

clouds?

- Place posters according to what the students answered and explain the different moments
of the hydrological cycle. (Evaporation, Precipitation, Condensation)

- To relate it to the different types of water, some questions will be asked to discuss in class:

- Can you drink sea water? Why do you think seawater can harm us?
(explain the salinity of the earth and the difference with fresh water)

- What happens then if seawater evaporates in the water cycle and falls into
rivers? Is rainwater fresh or salty? Explain how the hydrological cycle
works like a great salt water distiller.

- With materials provided by the teacher, carry out a simulation of the water cycle to
stimulate the students' observation so that they can recognize in person the different
moments of the hydrological cycle.

 Closing:

- Ask students to investigate at home: What happens to the transpiration of different living
beings (animals, people and plants) with respect to the water cycle?
Class 5

Problem: How can proper care of water as a resource be achieved?

Goals:

- Raise students' awareness about the actions required to care for water.

- Recognize its contaminating sources and how drinking water is characterized.

- Identify when your body is dehydrated and how important water consumption is for
health.

Activities:

 Start:

- Return to what we saw previously about the different uses of water, but this time,
classifying according to the students' knowledge the way to use water correctly and the
times when water is usually wasted.

 Development:

- Return to the idea of the importance of water for life and productive development, such
as food production, irrigation of crops and the growth of livestock.

- What would happen if we didn't have water? Invite students to write a short story about
what would happen in a world without water.

- Watch the following video in class, projected by the teacher:

https://www.animeflv.net/ver/50137/hataraku-saibou-tv-11

- Discuss what happens in the human body if we did not have water. How do
we feel about the lack of water? What happens to bacteria? What happens
when the body is well hydrated?

- Relate it to the importance of water for health.

- What would happen if the water we drank was dirty? Bring students closer to the idea of
how important drinking water is for health. How do you know if the water is drinkable or
not? Explain the concepts of colorless, odorless and tasteless water.

- Ask students if they know of any sources that contaminate water, and how it could be
avoided.

 Closing:

- Watch the following video in class:

- https://www.facebook.com/story/graphql_permalink/?
graphql_id=UzpfSTMxOTk5NzU0
- Discuss in class, as a conclusion, why the girl in the video acts the way she does,
and the value that children (especially children as future inhabitants of this planet)
must have to take care of a resource as valuable as water.

- Finally, ask the students to prepare a “brochure” with drawings or posters, to take to their
families, that indicate the good and bad uses of water and the importance of taking care
of it.