¿Cuánta agua hay en nuestro planeta?

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¿Cuánta agua hay en nuestro planeta?
Lesson narration:
English Spanish
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CONVERSEMOS (1 de 2):

Imagínate que quedas a la deriva en un barco en el mar sin nada ¿Qué problemas tendrías? ¿Qué necesitarías para poder sobrevivir?

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CONVERSEMOS (2 de 2):

Me imagino que se te ocurrieron muchos ejemplos de problemas que surgirían. Por ejemplo, has de haber pesando que necesitarías comida para poder sobrevivir. ¿Pero pensaste sobre el agua que bebes? ¿Acaso el agua sería un problema? ¿Por qué sí o por qué no?

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CONVERSEMOS (1 de 2):

Haz una lista de todas las maneras en las que tu y tu familia utilizan el agua. Imagínate cómo sería tu vida si no tuvieras agua. ¿Cómo cambiaría tu vida?

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CONVERSEMOS (2 de 2):

¿Cuánta agua crees que tu familia usa en un solo día?

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CONVERSEMOS (1 de 2): Haz una suposición

¿Crees que la cantidad de agua dulce en la Tierra es igual a la cantidad de agua salada? ¿O crees que hay más de un tipo de agua? Si sí crees que hay cantidades diferentes, ¿cuánta más crees que hay? ¿Lo doble? ¿Cinco veces la cantidad del otro tipo? ¿U otra cantidad?

Acuérdate de tu suposición. Hablaremos de esto más adelante.

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CONVERSEMOS (2 de 2):

¿Crees que hay alguna manera de averiguar que parte de la Tierra está cubierta de agua salada y cuánta está cubierta de agua dulce?

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Paso
01/18
Encuentra un compañero o compañera con quien trabajar.
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Paso
02/18
Obtén estos materiales.
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Paso
03/18
Mira tu mapa. Usa la leyenda en la página para encontrar zonas
de agua dulce, agua dulce congelada, agua salada y de tierra.
¿Tienes los cuatro tipos de agua en tu mapa?
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Paso
04/18
¿Se te ocurre un truco matemático que puedas usar para
contar con rapidez? Platica con tu compañero/a.
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Paso
05/18
Este es el truco que usamos aquí en Mystery Science. Después de
verlo, contesta las preguntas 1, 2, y 3.
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Si necesitas hacer una pausa...

If you need a natural stopping point!

Mensaje para los maestros y las maestras: Teachers: If you are short on time, this is a good stopping point. Your students can make their graph in a future session.

Si vas a continuar la actividad, ve a la siguiente página.

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Paso
06/18
Utilizaremos calcomanías para hacer una gráfica de barras.
Conversemos:
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Paso
07/18
A nosotros se nos ocurrió esto. Decidimos que cada calcomanía
representa 50 cuadritos de agua.
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Paso
08/18
Contesta las preguntas número cuatro, cinco y seis para
determinar cuántas calcomanías vas a necesitar para cada tipo
de agua.
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Paso
09/18
Mira la pregunta número cuatro en tu hoja de trabajo. ¿Obtuviste
el mismo número que Pat?
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10/18
Haz que alguien, que haya contado cada mapa, vaya a la gráfica
y ponga el número correcto de calcomanías en la categoría de
agua salada.
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Paso
11/18
¿Te faltan los cuadritos de agua salada de algún mapa? Agrega
las calcomanías necesarias para esos mapas también.
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Paso
12/18
Voy a sumar los restantes para que puedas descifrar el número
de calcomanías que tienes que agregar. Pongan estas calcomanías
en la gráfica.
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13/18
Mira la pregunta #5 en tu hoja de trabajo. ¿Tu respuesta coincide
con la de Pat? Pon las calcomanías para cada mapa. Maestro:
coloque calcomanías para los mapas que faltan.
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Paso
14/18
Voy a sumar todos los números restantes para que sepas
cuántas calcomanías más agregar. Que alguien agregue
estas calcomanías a la gráfica.
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Paso
15/18
Veamos la pregunta número seis. ¿Tienes suficientes cuadritos
para poner una calcomanía en la gráfica que represente la
cantidad de agua dulce? Levanta la mano si los tienes.
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Paso
16/18
Aquí están los cuadritos de agua dulce que contó Pat. Súmalos.
¿Tienes suficientes cuadritos para poner una calcomanía?
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Paso
17/18
Estimamos que los lagos y ríos pequeños en el mundo ocupan
al menos nueve cuadrados de agua dulce.
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Paso
18/18
Conversemos, y luego haz clic en la flecha a la derecha
para ver el último video.
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agua salada


1 de 11

agua que contiene mucha sal, como el océano
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agua dulce


2 de 11

agua que no es salada; por ejemplo, el agua en la mayoría de los lagos y ríos
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lago


3 de 11

un área grande de agua rodeada de tierra por todos lados
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océano


4 de 11

un área de agua salada en la Tierra
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casquete glaciar


5 de 11

un área grande de agua congelada en la superficie de la Tierra
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hidrosfera


6 de 11

toda el agua (sólida, líquida, y gaseosa) en y alrededor del planeta Tierra
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datos


7 de 11

medidas u observaciones que han sido anotadas
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gráfica


8 de 11

una imagen que nos ayuda a entender cierta información
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estimación


9 de 11

una conjetura bien fundada sobre un número
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área


10 de 11

medida de la superficie de algo
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volumen


11 de 11

el espacio que ocupa una cosa
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Image & Video Credits

Mystery Science respects the intellectual property rights of the owners of visual assets. We make every effort to use images and videos under appropriate licenses from the owner or by reaching out to the owner to get explicit permission. If you are the owner of a visual and believe we are using it without permission, please contact us—we will reply promptly and make things right.

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goldfish in fishbowl by Image used under license from Shutterstock.com: r.classen
seawater blue by Pexels , used under Public Domain
washing hands in sink by Image used under license from Shutterstock.com: Thanakorn Hongphan
girl drinking water by Image used under license from Shutterstock.com: picturepartners
groceries by Pixabay , used under Public Domain
planet earth by NASA , used under Public Domain
pouring orange juice into bottle by Image used under license from Shutterstock.com: somsak suwanput
caught fish in wooden crates by Image used under license from Shutterstock.com: dzorikto
cup of tea by Image used under license from Shutterstock.com: Africa Studio
fisherman by Image used under license from Shutterstock.com: somsak suwanput
jellyfish held in hand by Image used under license from Shutterstock.com: Valeriia Serykh
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great white shark by Image used under license from Shutterstock.com: Elsa Hoffmann
interior blue bathroom by Image used under license from Shutterstock.com: Artazum
great white shark fin above water by Image used under license from Shutterstock.com: Sergey Uryadnikov
running shower head by Image used under license from Shutterstock.com: Telekhovskyi
hand scooping water by Image used under license from Shutterstock.com: Janis Smits
toothbrush under running water by Image used under license from Shutterstock.com: rodimov
flushing toilet by Image used under license from Shutterstock.com: Timin
video of vast ocean by OG Pyro
salt and salt shaker by Image used under license from Shutterstock.com: Yulia Furman
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irrigation of farmland by Image used under license from Shutterstock.com: Rudy Umans
gray map of the united states by Image used under license from Shutterstock.com: Miceking
hand scooping water by Image used under license from Shutterstock.com: hidesy
salt shaker by Image used under license from Shutterstock.com: Nature Art
buckets of water by Image used under license from Shutterstock.com: Sutichak
crystal geiser bottle by Webstaurant Store , used under Public Domain
rain cloud by Image used under license from Shutterstock.com: Sergey Nivens
faucet by Image used under license from Shutterstock.com: ILYA AKINSHIN
water bottle by Image used under license from Shutterstock.com: Bluskystudio
running faucet by Image used under license from Shutterstock.com: Saran Jantraurai
blurry man holding umbrella by Image used under license from Shutterstock.com: CHOKCHAI POOMICHAIYA
grand teton national park by Image used under license from Shutterstock.com: Pung
icebergs by Image used under license from Shutterstock.com: leospek
Credits
Lesson narration:
English Spanish

Activity Prep

Print Prep

In this lesson, students use estimation and graphing to discover the surprising difference in the amounts of fresh and salt water on Earth. In the activity, Map the World's Water, students count squares on maps and record the amount of fresh, frozen, and salt water found in their assigned area of the world. Then students calculate and graph how much of each type of water is present on the planet.

Preview activity
Number of students:

I have a Mystery Pack

Bar Graph Labels printout 1 per class
Map Checklist & Answer Key teacher-only resource 1 per class
Where In The World Is My Map? worksheet 1 per class
World Maps worksheet
We recommend having a few extra pages of the map on hand for students whose first tries don’t work out. 		1 per 16 students
Blank Paper (8.5 x 11")
Recycled is fine.
Details
1 sheet per student
Markers
You can also use crayons or colored pencils.
Details
1 marker per student
Scotch Tape
1 roll per class
Post-Its (1/2")
Used to make a bar graph. You can also use dot stickers.
Details
3 pads per class
Prep Instructions

We suggest students work in pairs. Each student will work on a separate portion of the World Map, but students in pairs can help check each other’s work. Homeschool students can work on their own, completing a few pieces of the map if they’d like. But we provide a key so solo students don’t need to complete all 18 maps.

You will need enough space on a wall or door to accommodate a graph that’s 76 stickers high and 3 bars wide. See below for details.

Plan Your Time

If you have limited time, you can divide this lesson into two sessions.

Part 1 (counting and recording squares on a map) takes 10 to 15 minutes.

Part 2 (making the graph) takes another 15-20 minutes. Part 2 begins at Step 6.

Prepare the Bar Graph

Find a good spot for your graph. Cut out the “Bar Graph Labels” and place them on the wall or door. See the photo for the way we did our graph. If you use 1/2” strips for your stickers, as we did, your graph will be 56” high and 30” wide.

sample water graph

Organize the World Maps

Post the “Where In The World Is My Map?” printout so students can see the map sections they’ll be working with during the activity.

Each student will need at least 1 of the 18 different maps we’ve provided. If you have a large class, it’s fine for more than one student to have the same map. If you have a small class, distribute at least one map to each student and use the “Map Checklist & Answer Key” to find the rest of the information you’ll need. We’d also suggest printing out an extra of each map used, if possible, in case a student has trouble counting and needs an extra copy.

Teacher Tip

Be aware that counting lots of little squares can be tricky, and counts may vary, even among students working on the same maps. We suggest you remind students that their work should be as accurate as possible, but a few squares off here or there won’t change the graph. Any answer that’s close to the count on the “Map Checklist & Answer Key” will work out fine.

Exploration

25 mins

Hands-On Activity

25 mins

Wrap-Up

5 mins

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Transcripts

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