1. Topic-
Evaporation and Condensation
 
2. Content-
Evaporation and condensation take place when a change in temperature causes water to change form between gas and liquid.
 
3. Goals: Aims/Outcomes-
1. Students will know that evaporation takes place when liquid water increases in temperature and becomes water vapor in the form of a gas.
2. Students will know that condensation takes place when water vapor (gas) cools and becomes liquid water.
3. Students will connect condensation and evaporation with commonly occurring events.
 
4. Objectives-
1. After observing a demonstration of evaporation and a demonstration of condensation students will be able to accurately complete a graphic organizer about the two processes.
2. Given pictures and descriptions of commonly occurring examples of evaporation and condensation students will be able to accurately match the examples with the correct process.
3. Given one list of commonly occurring examples of evaporation and another list of commonly occurring examples of condensation student will choose one example from each list and draw and write a description of how evaporation or condensation took place.
 
5. Materials and Aids-
A small saucepan, a hot plate, a drinking glass, food dye, ice cubes, note cards with pictures and descriptions of commonly occurring examples of evaporation and condensation, Evaporation and Condensation graphic organizer
 
6. Procedures/Methods-

A. Introduction-

1. Ask the students if they have ever helped make macaroni or spaghetti on the stove. Ask them what the first step was. Tell them that you are going to boil some water for science class today. Pour some water into a pan (you can ask a student to help with this part if you would like). Then, walk around the room and make sure all of the students have seen how much water is in the pan. As you show the students the pan, ask them how full the pan is. "Carl, would you say the pan is about half full?" Once all students have seen the pan, place it on the hot plate. As the water begins to heat up allow the students to take turns coming to the front of the room to observe more closely what is happening. (Be sure to monitor students closely so no one gets burnt.) As you are waiting for the water to boil, ask the students to make predictions about what they think will happen to the water. Discuss the students observations as a class. When the water has boiled and significantly decreased in volume take the pan around the room again (be careful that students do not touch the hot pan) so students can see how much water has less water there is in the pan. Say, "Where did the water go? Before we answer that question I want to show you something else."�
2. Place a glass of water that has been dyed on a table at the front of the room. Ask the students what is in the glass. Then, take the glass around the room and encourage each student to look closely at and touch the glass and describe what they observe. Take the glass back to the front of the room and add many ice cubes. As you wait for the water to cool, allow students to take turns coming to the front of the room to make observations. Once drops of water form on the outside of the glass take it around the room again and allow students to both see and touch the drops of water on the outside of the glass. Say, "Where did the water on the outside of the glass come from?"�
 

B. Development-

1. Say, "Before we talk about our ideas I would like you to write and draw what you observed from both demonstrations in your science journals."� Give the students time to write and draw their observations.
2. Ask the students what happened to the water in the pan. Where did it go? Allow them to answer and discuss as a class. Then talk to the students about evaporation. Explain that liquid water become a gas, we call water vapor, when it is heated. Ask the students if they can think if other examples of evaporation they have seen. At the end of the discussion give the students an opportunity to add the new information they learned about evaporation to their science journal.
3. Now, ask the students where the water on the outside of the glass came from. Allow them to discuss possibilities. Then, introduce the students to condensation. Discuss with students that there is water vapor in the air. Remind them that water vapor is water in the form of gas. When the water vapor cools it becomes liquid water that forms on the outside of the glass. Ask students if they can think of other examples of condensation they have observed. Allow students to add new information to their science journals.
 

C. Practice-

1. Assign students partners. Give each student a copy of the Evaporation and Condensation graphic organizer. Each group should discuss and decide what words to fill in the blanks to correctly complete the graphic organizer. Then, review the graphic organizer as a class.
2. Divide the class into small groups. Give each group a set of note cards that include pictures and descriptions of examples of evaporation and condensation that occur in everyday life. Ask the students to divide the note cards into two piles. One pile should include only examples of condensation. The other pile should include only examples of evaporation. Once all of the students have completed the activity, review the correct answers as a class and correct any misunderstandings.
 

D. Independent Practice-

1. Provide each student with a list of examples of condensation and a list of examples of evaporation. They must pick one example from each list. Students should:
-name the process that occurs in the examples
-describe what is occurring with the water
-create a drawing to support their explanation.

List One:
Puddles disappear after the rain stops
There is less water in the pan after the water boils
A wet sidewalk dries
Wet clothes dry in the sun
The water level goes down every day in a glass of water left by the window

List Two
Drops of water fall off of an air conditioner
Drops of water form on a window pane when it is cold outside
Water drops appear on the outside of a glass of cold water
Drops of dew form on the grass in the morning
Clouds made of water drops form in the sky
 

E. Accommodations (Differentiated Instruction)-

1. Cooperative learning groups during the graphic organizer and matching activity will help to support students with disabilities and English Language Learners.
2. Students with disabilities will be provided with a guided journaling page to record their observations of the demonstrations instead of a blank journal page. They will also be given a sample response for the Independent Practice written response and drawing activity to help guide their own response.
3. Gifted student will be assigned a problem based project in place of the typical Independent Practice activity.
The soil in Mrs. Thompson's classroom plants dries out quickly over the weekend when no one is around to water them. Design a solution to the problem that addresses evaporation. What other impacts do you think your solution will have on the plants?
Pat loves cold drinks but he hates that his hand always gets wet from the condensation on the outside of the class. Design a solution that prevents condensation from forming on the outside of the glass.
 

F. Checking for understanding-

Checking for understanding will occur throughout the lesson.
1. The teacher will check student's writing and drawings in their science journals to see that it demonstrates understanding of the newly introduced concepts.
2. Teacher questioning will be an integral part of the whole class discussions about the evaporation and condensation demonstrations.
3. The teacher will also monitor group discussions and provide feedback to students as they complete the graphic organizer and note card matching activity.
 

G. Closure-

Ask students, "What caused the water to change from a gas to a liquid or from a liquid to a gas?"� Respond to the correct answer by saying, "That's right the temperature changed. What do you think would happen if we make the water even colder? We will get to talk more about that next time!"�
 
7. Evaluation-
See rubric.
 
8. Teacher Reflection-
Did the demonstrations go smoothly? In what areas did students have trouble making connections? Did the journals and activities demonstrate that students developed an understanding of evaporation and condensation? Were all students able to participate in the activities? What changes to the lesson would be helpful?
 

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