Begin this learning experience by bridging the end of the last Learning Experience to this one with some review.

Begin by showing this video: Sesame Street: Absorb (Word on the Street Podcast)

Discussion: Ask students: When it rains, where does the water go?
What words can we use to describe how where water goes? Slide #2

Now let’s think about all the places that rain falls on.

• How does it move when it falls the sidewalk?
• Does it move or go into the ground in the  same way when it lands on the soil under a tree?
• What words can we use to describe what happens to the rain water under a tree? or on a lawn or field?  On our sidewalk or parking lot when it flows?

Connection: Connect back to the first lesson on the water cycle—  Slide #5 is a recall of the water cycle. Have students identify where in the water cycle  water is flowing falls downhill and eventually finds its way to the river.

Activity 1: Instruction (10 minutes)

Introduce the vocabulary: Absorb and Runoff

Slide 2 provides a definition of the word absorb.
Slide 3 provides a short Sesame Street Word on the Street video of the word Absorb. Stop at 1:52.

Ask students what is something that we think does NOT absorb water?
What words can we use to describe what happens to the water when it isn’t absorbed?
Slide 4 provides an example of the word Runoff.  Ask students of places they have seen/observed water running off of a surface. This may be a roof, curb, rocks, or other ideas they may have.

T-Chart
Slide 6 shows a graphic to compare Infiltration vs Runoff.
Collaborate with students to create a large Absorption vs Runoff T-Chart. In the water cycle, we call the phase where water is absorbed Infiltration.
Brainstorm some ideas of what things absorb and what does not.

Activity 2: Prediction (10 minutes). Slide 7 defines the word prediction.

For this activity , use the  Prediction: Runoff or Absorb worksheet in the Materials menu.

When sharing this sheet and the next one, consider explaining the activity while they are on the rug or at their seats so they can focus on their predictions first.

They will look at the materials in the center column of the worksheet and make predictions about the following surfaces:

• concrete
• plastic
• soil
• an umbrella
• wood
• playground surface
• sponge
• metal
• gravel

They predict what will happen to these surface in a rainstorm in the left hand column, circling   “Runoff” or “Absorb”

Now test out the surfaces and ask students to mark their results.  Were their predictions correct?  Discuss why or why not or offer some reasons for them.

Activity 3: Outdoor Experiment or Classroom Stations/Demonstration (30 minutes)

Slide 8 introduces an activity  that can be done in the classroom or can be done outside to observe infiltration/absorption and runoff.

Use the Field Notes handout in the Materials Section.

Note: The 💧 and 🌊 icons help non-readers or early readers identify the concepts of “In” vs. “On Top” quickly while they are busy observing.

Surface testing ideas: Sponge, Concrete/Sidewalk, Soil/Grass, Plastic Slide or other playground surfaces , Metal Pole, Wood Chips, Umbrella,  Rock/Gravel

• Indoor Observation : Students may test these objects indoors by creating stations with a small table and shallow plastic tote during whole group instruction. Students can predict, observe and record results from their seats.

Clipboards recommended for outdoor experiment.

• Outdoor Observation: Head outside with water jugs. Pour water on surfaces that absorb and those that runoff (pre-plan this part) .
• Recording: Students watch the water’s behavior and record whether it is absorbed or creates runoff.
• Real-World Connection: Find the storm drain near the playground fence, in the schoolyard or near the sidewalk corner. Discuss where the runoff goes (into the drain and into an underground pipe).
• Optional: If time permits back inside, show an interactive map of local storm drains.

Making their predictions on the data collection sheet:

Have students look at each of the images in the center column, titled Surface.

When prompted, students circle their prediction in the Predication column on the left. Thinking of the surface material in the center, do they think it will Runoff or Absorb?  Give students a couple of minutes to complete their predictions. As a class, compare their predictions. Then give students the answers.

Ask how many were correct in their predictions?

Activity 1: Draw the Path of Water

Students draw the path of water through their homes.

Instead of drawing a person like the previous lesson, they draw a house.

Students complete the sentence:

“Water comes to my house through ______.”

Encourage students to include:

• river
• pipes
• sink
• drain

Activity 2: Water Journey Stations

Students rotate through hands-on stations to model the journey water takes to reach our homes.

Station 1: River

A clear container represents the Delaware or Schuylkill River.

Students:

• Drop blue beads (rainwater) into the river.
• Add other colored beads to show the water is not clean yet. Explain that these multi-colored beads represent contaminants like oil, bacteria, parasites (bad bugs) etc. that can make us sick.

Station 2: Drinking Water Filtration Plant

Students pour the bead mixture through a funnel. Explain the funnel represents sand, gravel and charcoal used in actual waste water treatment plants to clean the waste water.

Only the blue beads (clean water) pass through.

Explain that this represents the water treatment plant cleaning the water.

Station 3: Distribution Pipes

Use large tubes or straws under a table to represent underground pipes.

Students pour the clean blue beads through the pipes.

Station 4: House Sink

A cardboard sink model represents the sink in a home.

Students:

• Turn the faucet “on”
• Pour the clean beads through the faucet.

Station 5: Drain to Wastewater Plant and back to the River 

The sink model includes a drain hole and pipe.

Students pour a mixture of blue beads and multi-colored beads representing our waste water into the drain to show where water goes after we use it.

Review and Conclusion (10 minutes)

• Review: Return to the classroom and finalize the T-chart together to ensure accuracy. Have students suggest the surfaces where they observed infiltration or runoff.
• Video: If needed, rewatch the Sesame Street Video on Slide 3 about the word ABSORB Sesame Street ABSORB video (starting at 0:30).
• The “Why”: Close by discussing why this matters.

 

Conclusion:

If we have too many impermeable surfaces (like concrete), the water can’t go into the ground, what do you think would happen?

Possible student responses:

Ponding. Puddles, Flooding

We need permeable surfaces (like grass and soil) to help the Earth “drink” the rain.