Science // Earth's Systems

Where water is found on Earth

Identify where water is found on Earth and understand that water can exist as solid (ice) or liquid, recognising water in oceans, rivers, glaciers, and underground

Ages
7 to 8
Type
Concept
Builds on
2 topics
Leads to
4 topics
Standards
1 code

Quick check

Can the learner name the different places water is found on Earth — in oceans, rivers, ice caps, and even underground — and explain that ice is just frozen water?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • List where water is found on Earth: oceans, rivers, lakes, glaciers, underground, atmosphere
  • Explain that water exists as liquid (rivers, oceans) and solid (ice, glaciers, snow)
  • Recognise that most of Earth's water is in the oceans

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

2 topics
  • Earth's Systems // Ages 7 to 8

    Must know land and water features before learning where water is found on Earth

  • Matter & Materials // Ages 7 to 9

    Understanding state changes supports knowing water as solid (ice) and liquid

You are here

Where water is found on Earth

Ages 7 to 8 // Concept

Leads to

4 topics
  • Earth's Systems // Ages 10 to 11

    Must know water distribution before modelling hydrosphere interactions

  • Earth's Systems // Ages 10 to 11

    Must know where water is found before graphing salt water vs fresh water distribution

  • Ocean Life // Ages 7 to 9

    Five oceans builds on curriculum concept of where water is found on Earth

  • Weather & Climate // Ages 7 to 9

    Water cycle benefits from knowing where water is found on Earth

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

For children aged 7–8, build a mental map of where water is found on Earth — oceans, rivers, lakes, glaciers/snow/ice, and underground (and, for readier children, the atmosphere) — and tag each store as liquid or solid. Two big ideas carry the weight: water is found in many places (seen and unseen), and most of Earth's water is in the oceans. Connect frozen forms (glaciers, snow, ice) back to prior state-of-matter work: they are the same water, just solid. Keep it observational and vocabulary-rich; save proportions/percentages for a later salt-vs-fresh graphing topic.

Common misconceptions

  • 'Most water is in rivers and lakes' — not realising oceans hold the vast majority.
  • 'Ice/snow isn't water' — not connecting frozen forms to liquid water.
  • 'There's no water underground' — missing groundwater as a real, large store.
  • 'All water is drinkable/fresh' — not yet distinguishing salt ocean water from fresh water (addressed fully in the later salt-vs-fresh topic).
  • 'Water is only where you can see it' — overlooking hidden stores (groundwater, atmospheric vapour).

Useful representations

  • A globe / world map showing oceans dominating Earth's surface.
  • A labelled 'water stores' picture: ocean, river, lake, glacier, groundwater, (atmosphere).
  • A solid-vs-liquid sorting mat for water examples.
  • Photo cards of each water store for classification.

Teaching practices

  • Start from a globe or world map so the dominance of ocean water is seen, not just told ('most of Earth's water is in the oceans').
  • Use real photographs of each store — glacier, river, lake, spring/well, snow — to make abstract locations (especially 'underground') concrete.
  • Explicitly tag each store as solid or liquid, linking to prior heating/cooling state-change work (ice and snow are frozen water).
  • Have children generate and sort their own examples ('where have YOU seen water?') into liquid/solid and into named stores.
  • Keep it observational and vocabulary-rich at this age; save proportions/percentages for the later salt-vs-fresh graphing topic.

Activities to try

  1. 1

    Survey the cutaway Earth: tap-to-reveal water stores

    Why it works: Water is found in many different places — seen and unseen, solid and liquid — and the oceans hold far more than everything else combined.

    1. Look at a globe or world map and describe how much of Earth's surface is blue (ocean).
    2. Explore a cutaway Earth scene — globe above, ground cross-section below — with water stores to discover: ocean, river, lake, mountain glacier, snowfield, and hidden groundwater below the surface.
    3. For each store, reveal a short fact and name the store aloud: e.g. ocean → 'oceans hold most of Earth's water, and it is salty'; glacier/snowfield → 'frozen water — the same water, just solid'; below ground → 'groundwater — hidden liquid water you can't see from the surface'.
    4. For each store, answer a lift-the-flap 'solid or liquid?' prompt before the answer is shown.
    5. Point to or name a store you would never have guessed held water (e.g. underground).
  2. 2

    Generate and sort your own water examples

    Why it works: Every example of water belongs both to a place (store) and to a state (solid or liquid), and learners can classify their own examples, not just supplied ones.

    1. Answer 'Where have YOU seen water?' and list as many places as you can (e.g. sea, puddle, tap, snow, pond, ice lolly, river).
    2. Sort each example onto a solid-vs-liquid mat: glacier/snow/ice → solid; ocean/river/lake/puddle → liquid.
    3. Group examples under named stores: ocean, river, lake, glacier/ice, underground, (atmosphere/clouds for readier children).
    4. Match a store name to a photograph of that store (e.g. 'glacier' → photo of ice sheet; 'spring/well' → photo of groundwater source).
  3. 3

    The jar demonstration: how much water is where

    Why it works: Most of Earth's water is in the oceans by a large margin; rivers and lakes are a small share; and ice is water too (solid), as is underground water.

    1. Use a hands-on model where a big jar of water = the oceans, an ice cube = glaciers/ice, a spoonful = underground water, and just a drop or two = rivers and lakes.
    2. Compare the amounts by eye and say which store holds the most.
    3. State in your own words: 'Most of Earth's water is in the oceans; rivers and lakes are only a tiny part.'
    4. Answer the diagnostic: 'If you gathered up ALL the water on Earth, where is most of it? And does ice count as water too?'

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
Next Generation Science Standards (NGSS) K-5
2-ESS2-3

Science // Earth's Systems