1. Topic-
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Evaporation and Condensation |
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2. Content-
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Evaporation and condensation take place when a change in temperature
causes water to change form between gas and liquid. |
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3. Goals: Aims/Outcomes-
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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.
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4. Objectives-
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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.
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5. Materials and Aids-
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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 |
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6. Procedures/Methods-
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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?"�
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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.
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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.
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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
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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.
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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.
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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!"� |
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7. Evaluation-
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8. Teacher Reflection-
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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? |
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