Engineering Rain Harvesting Systems

In this unit, students build on their scientific knowledge about matter, energy, and heat transfer to explore the phenomena of weather and climate. They investigate how the sun powers the global water cycle, which in turn has very local impacts that affect the phenomena of regional climates around the world. They then use that knowledge to figure out and design a technology that solves the problem of drought-related water shortages.

Science Background for Teachers:

The science background section gives teachers more in-depth information on the phenomena students explore in this unit on climate and human activity. 

Arctic Ice

Data show that the thickness and extent of Arctic summer sea ice have both decreased dramatically in the last 30 years. Scientists are measuring these changes in the Arctic to better understand their causes, how the melting ice is affecting ocean currents, and how these changes affect global climate.

Determining cause-and-effect relationships is not easy when it comes to climate. To understand this, it’s important to understand the difference between causation and correlation. Correlation means that there is a relationship between two variables, but it does not necessarily mean that a change to one variable is caused by the other variable. For example, scientists measuring changes in sea ice might also notice a change in the speed at which a particular ocean current is moving. These two variables—changing sea ice thickness and changing ocean current speed— are correlated. However, scientists would need to do more research to prove that the melting sea ice actually caused the ocean current’s speed to change.

There are so many factors that influence climate, as well as complicated feedback loops, that it can be difficult to establish which changes are causing other changes. In addition, scientists know that there are natural fluctuations in Earth’s climate over time. For example, scientists know there have been several ice ages— global climates marked by long periods of cold temperatures that cause glacial formation and expansion.

However, there is broad scientific consensus that human activities are causing Earth’s climate to change more quickly than it has in the past. Scientists believe that in recent decades, the most dramatic influence on Earth’s climate has been human activities, primarily the burning of fossil fuels for energy. As fuels are burned, carbon dioxide is released back into the environment. Carbon dioxide is a molecule made of one carbon atom and two oxygen atoms (CO2).

Greenhouse Gasses

The reason that carbon dioxide affects Earth’s climate is that carbon dioxide is a greenhouse gas. Greenhouse gasses are molecules in the atmosphere that absorb thermal energy from the sun and warm Earth’s surface and atmosphere. Most of Earth’s atmosphere is made up of just two gasses: nitrogen (78 percent) and oxygen (21 percent). A third gas, argon, makes up about 1 percent of the atmosphere. These gasses are not greenhouse gasses because they don’t absorb thermal energy.

Carbon dioxide, water vapor, and methane are greenhouse gasses, and they are found in the atmosphere in such small quantities they are called trace gasses. Even though trace gasses make up such a small percentage of the atmosphere, they have a major impact on warming Earth because they act in a similar way to the glass walls of a greenhouse, trapping thermal energy from the sun. The trapped thermal energy from the greenhouse gasses is what makes the Earth a livable 14 degrees Celsius (57 degrees Fahrenheit). Without greenhouse gasses, scientists estimate that Earth’s surface would be too cold for life at -19 degrees Celsius (-2 degrees Fahrenheit).

There are natural causes that influence the amount of carbon dioxide in the atmosphere. For example, water in clouds holds in some of the heat from Earth's surface because water vapor is the most common greenhouse gas, accounting for more than half of all greenhouse gasses. But the bright white tops of clouds also reflect some of the sunlight back to space, helping to cool Earth's surface. Scientists are still trying to figure out how much clouds affect the warming or cooling of Earth's surface.

Sudden events, such as a volcanic eruption or a forest fire, can also impact the climate. Volcanic eruptions send ash particles into the environment, blocking sunlight from reaching Earth’s surface. This contributes to Earth’s cooling. However, volcanoes also release carbon dioxide, which over millions of years causes warming.

Relationship Between Carbon Dioxide and Warming

Even though carbon dioxide is not the only greenhouse gas, many scientists are concerned about it because humans release so much carbon dioxide into the atmosphere. There are many factors that influence how much carbon dioxide people put into the atmosphere. One such factor is geography. Developed countries such as the United States tend to burn more fossil fuels than less-developed countries such as India. Other factors include population growth, economic growth, new technologies such as renewable fuels, changing behaviors, and seasonal temperatures.

Scientists know that Earth has warmed by 0.6 degrees Celsius (1 degree Fahrenheit) in the last hundred years. They don’t know exactly why, but many believe that the increasing amounts of carbon dioxide in the atmosphere are largely responsible. The more carbon dioxide molecules there are in the atmosphere, the more energy from the sun is trapped, warming Earth’s surface and atmosphere.

Rising global temperatures, called global warming, lead to other changes, such as stronger hurricanes, melting glaciers, and the loss of wildlife habitats. These changes are all part of climate change, and they happen because the Earth's air, water, and land are all related to one another and to the climate. A change in one place can lead to other changes in other places. For example, as Earth gets warmer, more water evaporates from the surface, becoming water vapor, a greenhouse gas. More water vapor in the atmosphere leads to even more warming, which will lead to more evaporation, which will lead to more warming. Scientists are still trying to understand how this feedback loop impacts global warming.

Supports Grade 6

Science Lesson: Engineering Rain Harvesting Systems

In this lesson, students apply their scientific knowledge about the water cycle and Earth’s changing climate to design a rainwater harvesting system for a city that needs to conserve water reservoirs during periods of drought-related water shortages. 

Science Big Ideas

  • Sea ice covers 7 percent of Earth’s surface, so it is an important part of the global water cycle. The thickness of sea ice is an important piece of climate data. 
  • Scientists believe human activities have caused the rise in global temperatures over the past century.
  • Earth’s atmosphere is made up of gasses, including greenhouse gasses, which are molecules in the atmosphere that absorb thermal energy from the sun and warm Earth’s surface and atmosphere.
  • Climate change is a global phenomenon, but it has very local impacts because of its impact on weather systems around the planet.
  • Some societies are more likely to be affected by climate change because of their location.
  • Engineers use scientific knowledge to address problems of human activities on the environment.

Sample Unit CTA-2
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Science Essential Questions

  • How does sea ice influence Earth’s climate? What causes sea ice to melt?
  • Why are carbon dioxide, water vapor, and methane gas called greenhouse gasses?
  • Why are greenhouse gasses important for Earth and human life?
  • Why do scientists think human activities are responsible for the rise in global average temperatures near Earth’s surface, called global warming?
  • Why does it matter that Earth is experiencing global warming?
  • Why does climate change cause sea levels to rise?
  • How do scientists expect climate change to influence the water cycle?
  • How can engineers design solutions to minimize the effect of a drought?
  • How do rainwater harvesting systems reduce the impacts of humans on the environment?
  • What are some challenges that face engineers designing a rainwater harvesting system?

Common Science Misconceptions

Misconception: Individual weather events can be used as evidence for or against climate change.
Fact: Weather events last a short amount of time, but climate is the average weather for a region. No individual weather event can “prove” that climate change is or is not happening.

Science Vocabulary

Climate Change :  a significant change in the average weather in a location over 30 years, including changes in temperature, precipitation, or wind patterns

Global Warming : the rise in global average temperatures near Earth’s surface

Greenhouse Gas : molecules in the atmosphere that absorb thermal energy from the sun and warm Earth’s surface and atmosphere; include carbon dioxide, water vapor, and methane

Lexile(R) Certified Non-Fiction Science Reading (Excerpt)

Earth’s Changing Climate

Earth’s climate has been changing for millions of years. There are complex variables that influence the climate at any given time. It depends on how much solar radiation is reflected back out to space and how much is absorbed.

If Earth’s climate cools, more snow and ice will form. This will cause more solar radiation to be reflected back out to space. This will make the climate even cooler. When the planet begins to warm, snow and ice will melt. This will expose darker-colored surfaces and ocean. As a result, less solar energy will be reflected out to space. This causes the warming to increase. These are called feedback loops. A feedback loop is a change in the climate that causes an impact that changes the climate further.

This feedback loop is one reason scientists are particularly interested in changes in the Arctic sea ice. Sea ice has a bright, reflective surface, which means it has a high albedo. As a result, 80 percent of the sun’s energy is reflected back into space. As the sea ice melts in the summer, the ocean absorbs 90 percent of the sun’s energy. This causes oceans to heat up, which causes temperatures to rise even more.

When sea ice melts, it also affects ocean salinity because it provides an input of fresh water into the ocean. This affects global ocean currents, making it harder for warm water from the equator to move north, which in turn affects regional climates.

Melting sea ice also affects heat transfer around the Arctic. During the winter, the atmosphere in the Arctic is very cold, while the ocean is warmer because of the ocean’s heat capacity. Sea ice separates the atmosphere from the ocean, preventing heat transfer from occurring. However, when sea ice is thin or fragmented, heat can escape from the ocean. This causes the atmosphere to warm, which in turn affects the global movement of air currents.

Climate change is a global phenomenon, but it has very local impacts because of its impact on weather systems around the planet. For example, thousands of miles away from the Arctic sits the Maldives, a country made up of more than 1,100 islands west of India in the Indian Ocean. The Maldives is the world’s lowest-lying country, and therefore at risk of rising sea levels. Rising sea levels are an effect of climate change, and a sea level rise of just 0.9 meters (three feet) would cover the Maldives and make it impossible for people to continue living there. Rising sea levels are a result of both the expansion of water with heat and melting sea ice and glaciers.

The leader of the Maldives has turned to engineering solutions to try to reduce the impact of climate change on his country. Remember that engineers use scientific knowledge to design technologies that solve problems. The first engineering solution tried by the Maldives was a seawall that surrounds the country’s capital to keep the rising ocean from flooding the land.

Minimizing Human Impacts with Engineering

Other engineering solutions seek to minimize human effects on the environment. For example, many scientists think that Earth’s increasing temperature will have a dramatic effect on the water cycle. Data show that the amount, frequency, and intensity of precipitation are changing around the planet. Many climate models show that precipitation will increase at high latitudes and decrease at lower latitudes. This means that many locations that are used to large amounts of precipitation may experience more drought. A drought is a period of time when rainfall is less than expected. This dry spell can last for a few weeks, months, or years.

In response, some local communities have turned to different solutions for conserving water. One example is rainwater harvesting, which involves capturing and storing rainwater. People can then use that stored water for future uses, including irrigation, washing, and flushing toilets. With proper filtration, it can even be turned into drinking water. Filtration is the process of separating solid matter from a fluid by having the fluid pass through the pores of another substance, called a filter.

Picture a coffee pot. Hot water is poured into the pot, where it mixes with coffee grounds. A coffee filter then traps the coffee grounds and allows liquid coffee to flow through. Coffee filters are semi-permeable (pronounced sem-eepuhr-mee-uh-buhl). This means that these materials have pores that are large enough for some substances such as water molecules to travel through, but the pores are small enough that coffee grounds cannot move through them and so are trapped in the filter. Water filtration works in the same way. Engineers use different kinds of material to filter out contaminants as water moves through them.

People have been harvesting rainwater for thousands of years, but it is becoming more popular today in areas that are suffering from years-long drought. For example, in the southwest part of the United States, local communities are encouraging everyone to harvest rainwater.

There are several benefits to rainwater harvesting. It can reduce the amount of water needed to draw from public drinking sources such as reservoirs. It can also help to decrease flooding by reducing stormwater runoff.

There are also some drawbacks that engineers need to consider. If too much water is collected through rainwater harvesting, there will be less water to collect in natural reservoirs, which could further impact the water cycle. There are also design challenges to any rainwater harvesting system. For example, any system needs to allow rainwater to enter, but somehow also prevent evaporation.

 
 

climate-human-activity-book

Hands-on Science Activity

For the hands-on activity of this lesson, students figure out how to design and build a rainwater harvesting system for a city that needs to solve the problem of conserving water reservoirs during periods of drought-related water shortages. Students design their own prototypes before they develop a method for testing the ability of their rain harvester to collect rainwater from the sky, filter large debris out of the water, and store the water to prevent it from evaporating. Students collect and analyze data to determine the effectiveness of their prototype, focusing on the amount of rain it collects.

Science Assessments

KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning.

  • Vocabulary Check
  • Lab Checkpoints
  • Concept Check Assessment 
  • Concept Map Assessment 
  • And More...

climate-human-activity-map

Science Standards

See How KnowAtom Aligns to NGSS Science Standards

Discover hands-on screens-off core science curriculum for student centered K-8 classrooms. KnowAtom supports classrooms with all hands-on materials, curriculum, and professional development to support mastery of the standards.

Download the Alignment to NGSS
Standards Tags: MS-ESS3-3 , MS-ESS3-5 , MS-ETS1-1 , MS-ETS1-2 , MS-ETS1-3 , MS-ETS1-4 , 7-MS-ESS3-5 , 8-MS-ESS3-3 , 6.MS-ETS1-1 , 6.MS-ETS1-5 (MA) , 6.MS-ETS1-6 (MA) , 6.MS-ETS2-2 (MA) , 6.MS-ETS2-3 (MA) , 7.MS-ESS3-4 , 8.MS-ESS3-5 , 7.MS-ETS1-2 , 7.MS-ETS1-4 , 7.MS-ETS1-7 (MA) , 6-ESS2-5 , 7-ESS3-3 , 7-ESS3-5 , MS-ETS1-1 , MS-ETS1-2 , MS-ETS1-3 , MS-ETS1-4 , MS-ESS3-4 , MS-ESS3-2 , MS-ESS2-5 , 6.3.2 , 7.2.3 , 8.1.7 , 8.4.2 , 8.4.3 , 6.ESS2.4 , 6.ESS3.1 , 6.ESS3.2 , 6.ESS3.3 , 6.ETS1.2 , 7.ESS3.2 , S6E3 , S6E4 , S6E6 , 6.E1U1.6 , 7.E1U2.7 , 7.E1U1.5 , 6E.3.1.1.3 , 6-8.ESS2.C.3 , 6-8.ESS3.C.1 , 6-8.ETS1.A.1 , 6-8.ETS1.B.1 , 6-8.ETS1.B.2 , 6-8.ETS1.B.3 , MS-ESS2-4 , 3.3.6-8.H , 3.3.6-8.M , 3.5.6-8.A , 3.5.6-8.B , 3.5.6-8.C , 3.5.6-8.D , 3.5.6-8.E , 3.5.6-8.F , 3.5.6-8.G , 3.5.6-8.H , 3.5.6-8.I , 3.5.6-8.J , 3.5.6-8.K , 3.5.6-8.L , 3.5.6-8.M(ETS) , 3.5.6-8.N(ETS) , 3.5.6-8.O , 3.5.6-8.P(ETS) , 3.5.6-8.Q , 3.5.6-8.R , 3.5.6-8.S , 3.5.6-8.T , 3.5.6-8.U , 3.5.6-8.V , 3.5.6-8.W(ETS) , 3.5.6-8.X , 3.5.6-8.Y , 3.5.6-8.Z , 3.5.6-8.AA , 3.5.6-8.X , 3.5.6-8.Y , 3.5.6-8.Z , 3.5.6-8.AA , 3.56-8.CC , 3.5.6-8.DD , 3.5.6-8.EE , 3.5.6-8.FF , 3.5.6-8.GG , 3.5.6-8.HH , 3.5.6-8.II , 3.5.6-8.JJ , 3.5.6-8.KK , 3.5.6-8.LL , 7.ESS.1 , Asking questions and defining problems , Developing and using models , Planning and carrying out investigations , Analyzing and interpreting data , Using mathematics and computational thinking , Constructing explanations and designing solutions , Engaging in argument from evidence , Obtaining evaluating and communicating information , Human Impacts on Earth Systems , Global Climate Change , Defining and Delimiting Engineering Problems , Developing Possible Solutions , Optimizing the Design Solution , Cause and Effect , Stability and Change , Influence of Science Engineering and Technology on Society and the Natural World , Interdependence of Science Engineering and Technology , Earth’s Systems 13 , Earth and Human Activity 16 ,

Supports Grade 6

Science Standards

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Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.