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Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

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How to apply sticky bars to this activity?

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How to apply sticky bars to this activity?

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After having the class participate in the above activity you can have an assessment on fresh water vs salt water distribution on the earth. The teacher can have on their board two categories Fresh water and salt water the assessment will ask the students Which of these options makes up most of the water on the earth?  They can answer with F or S. Moving on to the other questions can be answered with A, B, C or D.
Other questions to promote developing minds are:
1. Where is most of the fresh water found on earth?
2. All of the following can be sources of fresh water except?
3.What is a example of a solid form of water?
4. What is a liquid form of salt water?

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Lesson Overview
Inquiry Based Instructional Model
To intertwine scientific knowledge and practices and to empower students to learn through exploration, it is essential for scientific inquiry to be embedded in science education. While there are many types of inquiry-based models, one model that I've grown to appreciate and use is called the FERA Learning Cycle, developed by the National Science Resources Center (NSRC):

1. Focus

2. Explore

3. Reflect

4. Apply

A framework for implementation can be found here.

I absolutely love how the Center for Inquiry Science at the Institute for Systems Biology explains that this is "not a locked-step method" but "rather a cyclical process," meaning that some lessons may start off at the focus phase while others may begin at the explore phase.

Finally, an amazing articlefound at Edudemic.com, How Inquiry-Based Learning Works with STEM, very clearly outlines how inquiry based learning "paves the way for effective learning in science" and supports College and Career Readiness, particularly in the area of STEM career choices.
Unit Explanation
In this unit, students will study each of Earth's major systems: biosphere, geosphere, hydrosphere, and atmosphere. In addition, students will investigate how these systems interact in multiple ways to affect Earth's materials and processes by conducting research, constructing graphs, creating models, carrying out scientific investigations, and analyzing real-world applications.
Summary of Lesson
Today, I open the lesson by showing a video on Earth's water. Students then explore the distribution of water on Earth by completing an investigation. At the end of the lesson, students reflect and apply their new understanding of the distribution of water by creating and analyzing a circle graph.
Next Generation Science Standards
This lesson will support the following NGSS Standard(s):'

5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Scientific & Engineering Practices
For this lesson, students are engaged in Science & Engineering Practice:

Science & Engineering Practice 4: Analyzing and Interpreting Data

Students construct a circle graph to analyze the distribution of water on Earth.

To relate ideas across disciplinary content, during this lesson I focus on the following Crosscutting Concept:

Crosscutting Concept 3: Scale, Proportion, and Quantity

Students use "standard units to measure physical quantities such as volume" in order to represent the amounts of salt and fresh water on Earth.
Disciplinary Core Ideas
In addition, this lesson also aligns with the following Disciplinary Core Ideas:

ESS2.C: The Roles of Water in Earth's Surface Processes
Choosing Science Teams
Nearly all of Earth's available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
Gathering Supplies & Assigning Roles
With science, it is often difficult to find a balance between providing students with as many hands-on experiences as possible, having plenty of science materials, and offering students a collaborative setting to solve problems. Any time groups have four or more students, the opportunities for individual students to speak and take part in the exploration process decreases. With groups of two, I often struggle to find enough science materials to go around. So this year, I chose to place students in teams of two or three! Picking science teams is always easy as I already have students placed in desk groups based upon behavior, abilities, and communication skills. Each desk group has about six kids, so I simply divide this larger group in half or thirds.

To encourage a smooth running classroom, I ask students to decide who is a 1, 2, or 3 in their groups of three students (without talking). In no time, each student has a number in the air. I'll then ask the "threes" to get certain supplies, "ones" to grab their computers, and "twos" to hand out papers (or whatever is needed for the lesson). This management strategy has proven to be effective when cleaning up and returning supplies as well!

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Hydrosphere: Water Distribution on Earth

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In this lesson, students explore the distribution of water on Earth by completing an investigation. Then students construct a circle graph to further analyze the Earth's water. Plan your 60-minute lesson in Science or fresh water with helpful tips from Kara Nelson

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Earth's oceans contain 97% of the planet's water, so just 3% is fresh water, water with low concentrations of salts. Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland. A storage location for water such as an ocean, glacier, pond, or even the atmosphere is known as a reservoir. A water molecule may pass through a reservoir very quickly or may remain for much longer. The amount of time a molecule stays in a reservoir is known as its residence time.Earth's oceans contain 97% of the planet's water, so just 3% is fresh water, water with low concentrations of salts. Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland. A storage location for water such as an ocean, glacier, pond, or even the atmosphere is known as a reservoir. A water molecule may pass through a reservoir very quickly or may remain for much longer. The amount of time a molecule stays in a reservoir is known as its residence time.

Three States of Water

Because of the unique properties of water, water molecules can cycle through almost anywhere on Earth. The water molecule found in your glass of water today could have erupted from a volcano early in Earth history. In the intervening billions of years, the molecule probably spent time in a glacier or far below the ground. The molecule surely was high up in the atmosphere and maybe deep in the belly of a dinosaur. Where will that water molecule go next?Water is the only substance on Earth that is present in all three states of matter - as a solid, liquid or gas. Along with that, Earth is the only planet where water is present in all three states. Because of the ranges in temperature in specific locations around the planet, all three phases may be present in a single location or in a region. The three phases are solid (ice or snow), liquid (water), and gas (water vapor).

The Water Cycle

Because Earth's water is present in all three states, it can get into a variety of environments around the planet. The movement of water around Earth's surface is the hydrologic (water) cycle.The Sun, many millions of kilometers away, provides the energy that drives the water cycle. Our nearest star directly impacts the water cycle by supplying the energy needed for evaporation.Most of Earth's water is stored in the oceans where it can remain for hundreds or thousands of years. The oceans are discussed in detail in the chapter Earth's Oceans.

Water changes from a liquid to a gas by evaporation to become water vapor. The Sun's energy can evaporate water from the ocean surface or from lakes, streams, or puddles on land. Only the water molecules evaporate; the salts remain in the ocean or a freshwater reservoir. The water vapor remains in the atmosphere until it undergoes condensation to become tiny droplets of liquid. The droplets gather in clouds, which are blown about the globe by wind. As the water droplets in the clouds collide and grow, they fall from the sky as precipitation. Precipitation can be rain, sleet, hail, or snow. Sometimes precipitation falls back into the ocean and sometimes it falls onto the land surface.

When water falls from the sky as rain it may enter streams and rivers that flow downward to oceans and lakes. Water that falls as snow may sit on a mountain for several months. Snow may become part of the ice in a glacier, where it may remain for hundreds or thousands of years. Snow and ice may go directly back into the air by sublimation, the process in which a solid changes directly into a gas without first becoming a liquid. Although you probably have not seen water vapor sublimating from a glacier, you may have seen dry ice sublimate in air.

Snow and ice slowly melt over time to become liquid water, which provides a steady flow of fresh water to streams, rivers, and lakes below. A water droplet falling as rain could also become part of a stream or a lake. At the surface, the water may eventually evaporate and reenter the atmosphere.

A significant amount of water infiltrates into the ground. Soil moisture is an important reservoir for water. Water trapped in soil is important for plants to grow. Water may seep through dirt and rock below the soil through pores infiltrating the ground to go into Earth's groundwater system. Groundwater enters aquifers that may store fresh water for centuries. Alternatively, the water may come to the surface through springs or find its way back to the oceans. Plants and animals depend on water to live and they also play a role in the water cycle. Plants take up water from the soil and release large amounts of water vapor into the air through their leaves, a process known as transpiration. NASA has an excellent online guide of the hydrologic cycle.People also depend on water as a natural resource. Not content to get water directly from streams or ponds, humans create canals, aqueducts, dams, and wells to collect water and direct it to where they want it.

The table above displays water use in the United States and globally (Estimated Use of Water in the United States in 2005, USGS). It is important to note that water molecules cycle around. If climate cools and glaciers and ice caps grow, there is less water for the oceans and sea level will fall. The reverse can also happen.

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Earth's oceans contain 97% of the planet's water, so just 3% is fresh water, water with low concentrations of salts. Most fresh water is trapped as ice in the vast glaciers and ice sheets of Greenland. A storage location for water such as an ocean, glacier, pond, or even the atmosphere is known as a reservoir.

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Sticky Bars: 
Stephanie Wall,  Maria Papas, Esra Usta, Abbie Royce

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Sticky Bars: 
Stephanie Wall,  Maria Papas, Esra Usta, Abbie Royce

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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Appropriate:
-Having a large group of students to participate in the assessment. You want your students to be able to visually see the sticky bar graph.
-Providing guided practice for the students
-Check for understanding of the content;  gather information about what your students are thinking and plan further activities that will address any student misconceptions.
-Allow the students to be anonymous when participating in the assessment.
Inappropriate:
-It would be inappropriate to use this assessment when you cannot keep the students anonymous when participating in the sticky note assessment.
- If there is not enough students in the classroom to participate in the assessment then a bar graph can not be made, and the application of this assessment would be inappropriate.
-No further instruction; no specific feedback is given and no invitation to engage with the results or material any further.

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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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Sticky bars are a way to make students thoughts public in an anonymous way . Using sticky bars allows students to visually see that everyone thinks differently. The students will be asked multiple choice questions and will write their answer on the sticky note. They then will give their answer to the teacher who will make a bar graph on a wall or board. This allows the students to see the different responses their classmates have.

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After participating in classroom activity, the students will demonstrate an understanding that salt water and fresh water are not evenly distributed on the earth by participating in a sticky bar assessment.

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Water is found almost everywhere on Earth in storage locations known as a reservoir. These locations include mountain snowcaps and glaciers to running liquid water on the land, ocean, and underground. About 97 percent of Earth’s water is in the ocean, and most fresh water is contained in glaciers or underground aquifers. Only 2.5% Earth’s  fresh water is found in streams, lakes, and rivers. The relative availability of water is a major factor in habitats for different living organisms.

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Students will fill 1 liter bottle with water to represent all the water in the world. I will describe to the students that 1 liter is equal to 1000 mL. Students will follow the directions and measure out 30 mL of water to represent all the fresh water. The 1 liter bottle will be set aside while students focus on separating the fresh water into 2 plastic cups. One cup will represent the frozen fresh water which is 21 mL and liquid fresh water which is 9 mL. Students will then determine how much water is left in the 1 liter bottle and label it as salt water.