1. Topic-
Different States of Water; ice, liquid, steam
 
2. Content-
Pennsylvania Learning Standard: 3. 3. 2. A4: Explore and describe that water exists in solid (ice) and liquid (water) form. Explain and illustrate evaporation and condensation.
Vocabulary:
Water cycle
Matter
Solid
Liquid
Gas
Heat
Steam
Evaporation
Condensation
 
3. Goals: Aims/Outcomes-
1. Students will understand the states of water
2. Students will understand evaporation and condensation of water
3. Students will be introduced to the water cycle
 
4. Objectives-
1. Students will create and observe condensation on a soda can
2. Students will observe water turn into steam and explain how it happens
3. Students will demonstrate knowledge by creating a group project on poster board or other creative media
 
5. Materials and Aids-
Cold soda can
Hot plate
Large glass beaker (to observe boiling)
Water
Ice
Cooler or freezer (for ice)
Small piece of sheet metal, approximately 12"x12"
Candy thermometer
Safety materials: goggles, gloves, aprons
 
6. Procedures/Methods-

A. Introduction-

1. Students will be introduced to the states of water by a demonstration of the steam from boiling water collecting on a piece of metal above the beaker.
2. Students will observe the process of water beginning to boil, then turning to steam, then condensing on the metal plate, then the drippings returning to another beaker as water again.
3. Students will be asked to state their hypothesis as to how/why the water was transferred from one beaker to the other.
 

B. Development-

1. Ask students what their hypotheses are and discuss as a class.
2. Ask the class if they know or have heard of the water cycle.
3. Demonstrate the concept of the water cycle by drawing a diagram on the whiteboard.
4. Ask students if they see any correlation between the boiling water demonstration and the concept of the water cycle.
5. Relate each part of the boiling water demonstration to the water cycle.
6. Explain the role of heat/cold in changing the state of water
 

C. Practice-

1. To demonstrate the effect of heat on water, set up the hot plate at the front of the class, making sure to point out that you are wearing appropriate safety equipment.
2. Pour a small amount of room temperature water into a beaker and measure the temperature of the water before putting it on the hot plate.
3. Tell the class the temperature of the water, then place the beaker on the hot plate with the thermometer still inside.
4. Ask the class what they observe as the water begins to heat up.
5. When the water reaches boiling point, tell the students the temperature on the thermometer.
6. Ask the students to discuss why they think the water began to boil.
7. Discuss with the class that the heat energy from the hot plate excited the water molecules making it boil.
8. Have students draw the demonstration in sequence, and include their thoughts on each stage of the demonstration.
9. To demonstrate the effect of cold temperatures, discuss with students their prior knowledge of making ice cubes at home.
10. What do they believe causes the water to freeze?
11. Discuss the temperature that water freezes and the effect on the water molecules.
 

D. Independent Practice-

1. In pairs or small groups, students will observe and document an activity involving a very cold (not frozen) unopened can of soda.
2. Students will observe and document any changes in the appearance of the soda can, with the aim of observing the formation of condensation on the outside of the can.
3. Ask students to write down their hypotheses.
4. Students will answer questions as to what they observed, why do they think it is happening?
5. The pairs/groups will share their findings in front of the class, and discuss their findings with the class.
6. Students will then observe ice cubes in a glass beaker or bowl
7. Students will document their observations as the ice melts
8. Students will answer questions as to why they think the ice was melting
9. This will also be discussed as a class
 

E. Accommodations (Differentiated Instruction)-

1. For students with visual impairments, they can be assigned an "observation buddy" who will verbally describe what is being observed during activities
2. Students with visual impairments will also benefit from the classroom discussions of their findings during the activities
3. More time for observing the activities can be allowed for students with special needs
 

F. Checking for understanding-

1. Students will have an "Observation Journal" that they will use to document their observations. These will be used for each observation activity
2. Constant questioning and classroom discussions allow me to assess student understanding of material
 

G. Closure-

1. Ask students how they will remember the water cycle and the different states of water
2. Ask the students if they will watch a rainstorm the same way after what the have learned. Do they think of the water cycle and where that rain water came from?
3. Explain that temperature affects all matter in varying degrees (no pun intended), setting up for future lessons
 
7. Evaluation-
1. Students will complete a summative assessment in the form of a lesson quiz about the states of water, temperature when water freezes/boils, what is the water cycle.
2. This quiz will contain true/false, multiple choice, and matching questions.
 
8. Teacher Reflection-
Gauge the students level of understanding throughout the lessons. Were the students able to follow the material? Were there any teaching gaps in the lesson content? Were the students interested and engaged? Did the students learn the material?
 

This Lesson Plan is available at (www. teacherjet. com)