# CTE Resource Center - Verso - Introduction to Agriscience Task 2043946805

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explain the water cycle.

Definition

Explanation should include
  • defining water cycle: the repeated circulation of water from the atmosphere to the earth and back to the atmosphere
  • understanding that the amount of water does not change but its location does
  • listing the steps in the cycle
    • Water is heated by the sun.
    • The heated water evaporates into the atmosphere.
    • Clouds form in the atmosphere.
    • Clouds move over land and moisture condenses.
    • Moisture is released as rain, snow, sleet, or hail.
    • Water falls to land and (1) runs off to streams, rivers, groundwater, and oceans, or (2) is absorbed by plants and released into the atmosphere by transpiration, or (3) is used by animals and humans.

Process/Skill Questions

  • What are the steps in the water cycle?
  • How does the water cycle influence your life?
  • What role does water play in agriculture?
  • What is the importance of the sun in the water cycle?
  • Why would the water level of a pond vary throughout the year?
  • How does the water cycle impact the environment?
  • How does water change as it moves through the water cycle?
  • How do all the parts of the water cycle fit together?
  • Where does water come from? Where does it go?
  • Where does the water on the ground come from? How does precipitation form?

Related Standards of Learning

English

6.4

The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
  1. Identify word origins and derivations.
  2. Use roots, affixes, synonyms, and antonyms to expand vocabulary.
  3. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
  4. Identify and analyze the construction and impact of figurative language.
  5. Use word-reference materials.
  6. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

6.5

The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
  1. Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
  2. Describe cause and effect relationships and their impact on plot.
  3. Explain how an author uses character development to drive conflict and resolution.
  4. Differentiate between first and third person point-of-view.
  5. Describe how word choice and imagery contribute to the meaning of a text.
  6. Draw conclusions and make inferences using the text for support.
  7. Identify the characteristics of a variety of genres.
  8. Identify and analyze the author’s use of figurative language.
  9. Compare/contrast details in literary and informational nonfiction texts.
  10. Identify transitional words and phrases that signal an author’s organizational pattern.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features such as type, headings, and graphics to predict and categorize information.
  2. Identify main idea.
  3. Summarize supporting details.
  4. Create an objective summary including main idea and supporting details.
  5. Draw conclusions and make inferences based on explicit and implied information.
  6. Identify the author’s organizational pattern(s).
  7. Identify transitional words and phrases that signal an author’s organizational pattern.
  8. Differentiate between fact and opinion.
  9. Identify cause and effect relationships.
  10. Analyze ideas within and between selections providing textual evidence.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.7

The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
  1. Engage in writing as a recursive process.
  2. Choose audience and purpose.
  3. Use a variety of prewriting strategies to generate and organize ideas.
  4. Organize writing to fit mode or topic.
  5. Write narratives to include characters, plot, setting, and point of view.
  6. Establish a central idea incorporating evidence and maintaining an organized structure.
  7. Compose a thesis statement for expository and persuasive writing.
  8. Write multiparagraph compositions with elaboration and unity.
  9. Use transition words and phrases.
  10. Select vocabulary and information to enhance the central idea, tone, and voice.
  11. Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  12. Revise writing for clarity of content including specific vocabulary and information.

Science

ES.6

The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
  1. fossil fuels, minerals, rocks, water, and vegetation;
  2. advantages and disadvantages of various energy sources;
  3. resources found in Virginia; and
  4. environmental costs and benefits.

ES.8

The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts include
  1. processes of soil development;
  2. development of karst topography;
  3. relationships between groundwater zones, including saturated and unsaturated zones, and the water table;
  4. identification of sources of fresh water, including rivers, springs, and aquifers, with reference to the hydrologic cycle;
  5. dependence on freshwater resources and the effects of human usage on water quality; and
  6. identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.