The Water Cycle
Lesson plans based on a workshop by Gunndís Ýr Finnbogadóttir, artist and Marianna Tamayo, biologist
In this workshop, artistic and scientific thinking were intertwined as the participants looked at and experimented with the role of water. Water is found all around us and it accumulates in organic and inorganic substances and affects processes and life all around us. In the Reykjavik Botanic Garden and in its vicinity, bodies of water was examined and experienced in connection with biodiversity and art. Participants took advantage of traveling the valley at a slow pace outdoors.
Learning outcomes
By the end of this water cycles-focused artistic practice, participants will be able to:
Conceptualise water cycles, by understanding the fundamental processes of the water cycle, including evaporation, condensation, precipitation, collection, and transpiration, and how they interact within the natural world.
Interpret water cycles artistically, by developing the ability to visually or conceptually represent the water cycle through different artistic mediums.
Utilise symbolism, by reflecting artistically on the significance of the water cycle, its role in sustaining life on earth, and its impact on ecosystems, climate, and human society.
Environmental awareness by fostering a deeper appreciation for the environment, exploring the interconnectedness of water in the natural world.
Communicate a message by effectively communicating imformation message related to the water cycle's importance, sustainability, or conservation through their artistic creations, inspiring awareness and action in viewers or audiences.
Lesson plan
Students will observe/investigate the movement of water through the different stages of the water cycle and determine what drives this cycle.
Explain the concept of the water cycle.
The water cycle is like a big, never-ending adventure that water embarks on. It's all about how water moves around our planet, from the sky to the ground and back up again. The water cycle is composed of these simple steps:
Evaporation: It all starts when the sun beams its bright and warm rays on water, like in lakes, rivers, and even puddles. When this happens, the water gets so warm that it turns into tiny, invisible pieces called water vapour. Think of it like steam rising from a hot pot of soup.
Condensation: Now, imagine those tiny water vapour pieces floating up into the sky. Way up there, it's cooler, and the vapour starts to come together and form tiny water droplets. These tiny droplets are so small that they make clouds. So, clouds are basically made of lots and lots of tiny water droplets huddled together.
Precipitation: When those cloud droplets join together and get heavy enough, they start falling from the sky as rain, snow, sleet, or hail. This is what we call precipitation. It's like the clouds are giving us a drink or a sprinkle of water from above.
Collection: Rain or snow doesn't just disappear. It goes into our rivers, lakes, oceans, and even into the ground. This is where plants and animals get their water too. All this water collects in different places and forms big water bodies.
Transpiration: Besides rain, plants also play a part in the water cycle. They take up water from the ground through their roots and release it into the air through tiny holes in their leaves. This process is called transpiration, and it adds more water vapour to the sky.
Repeat: And the cycle goes on and on. The sun keeps shining, making more water evaporate, and the whole adventure starts again.
So, remember, the water cycle is like a big circle, with water constantly moving from the ground to the sky and back again. It's how we get the water we need to drink, and it's what keeps our planet's water balanced and healthy. Water residence time is long - a drop of water will spend >3000 years in the ocean before eventually making its way to our drinking water!Create a zine book from A3 paper
Search for different forms of water in your surroundings, using the ZINE book to document the findings. Discuss how the the water effects us. Explain how we can use our senses in the exercise.
With older students exploring the water cycle capture sheet can be useful to integrate the new knowledge created.
Use different senses and report the experience in the zine book. Within these topics and practices, create settings for mindful moments of listening, smelling, breathing and drinking. Ask students to bring up different ways to explore water in their surroundings. Encourage creative writing and drawings about water.
Try to lie under a tree in the rain and draw what you see.
Work with relational art and socially engaged arts practices through performative, processual and participatory work. Explore ice cube movement inspired by Francis Alÿs. How does the ice cube change? Compare placing it on different surfaces. Document the experiments. Discuss water filtration in different substrates such as asphalt, wood mulch, soil, and potted plants.
Create works working with natural materials in combination with paper, pencils and water. Think about how different materials react to water. Disuss Water in the solar system – the rings of Saturn. Linking water near us and far away. Water filtration and urban biodiversity – movement of water in urban landscapes. How biodiversity and green infrastructures can help stormwater management. Water filtration in different substrates – filtration in asphalt, wood mulch, soil, and potted plants.
