Their knowledge of the water cycle will likely lead them to say that the water evaporates, but remind them that some of the water will also seep through the bottom of the puddle. Be sure to ask them to think about where the water will go, since it has to go somewhere. The puddle is disappearing, but not the water. Do not let them use the word “disappear” for what is happening to the water. Suggest that they choose the 2 puddles that they think will disappear the quickest and the slowest. By looking at the slope and surface of the schoolyard, this inventory can lead to interesting discussions about why some puddles are in some places, why some puddles are large or small, or why some have clear water and others have brown water.Īfter doing an inventory of puddles in the schoolyard, ask students to choose puddles to compare the rate of “puddle disappearance”. If you choose not to have the students do a map, you can ask them to tally the number, size and type of puddles in the schoolyard. They can use a different color for large puddles and small puddles, or maybe for puddles on pavement or grass/mud. Then, give the students a copy of the map, head outside and ask them to mark where they find puddles. You can make a very simple map of a schoolyard by tracing an aerial photo (which can be found easily on GoogleEarth). While most students typically know where puddles are in their schoolyard, it is still a helpful introductory exercise to conduct some sort of “puddle inventory”. Simple line map of school building and schoolyard.Clipboards, pencil per pair of students.Microscopes for viewing puddle microbes, along with slides and eye dropper (if available).Turkey baster (if available) or paper cup.
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