KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher: Group Size: 25

Ashley Swier

Date: Coop. Initials 60 Grade Level Third Grade Section

Allotted Time

Subject or Topic: __Condensation and Evaporation

STANDARD: 3.3.3.A4 Explore and describe that water exists in solid (ice) and liquid (water) form. Explain and illustrate evaporation and condensation S3.C.1.1.4: Recognize and identify how water goes through phase changes (i.e., evaporation, condensation, freezing, and melting). 4.2.1.A Explain the path water takes as it moves through the water cycle. I. Performance Objectives (Learning Outcomes): The students will be able to use their knowledge of the water cycle to describing the events happening in the inquiry. II. Instructional Materials - Hand sanitizer worksheet (one per student) - Hand sanitizer - 5 Glass jars - Water - 5 Plates - Ice cubes - Inquiry sheet (one per student) III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills 1. Fine motor skills 2. Previous Knowledge on the water cycle B. Key Vocabulary - Condensation - The process by which water vapor in the air is changed into liquid water - Evaporation - The process of a liquid becoming vaporized. - Humidity - The amount of moisture in the air. - Liquid Freely flowing.

- Precipitation - Water released from clouds in the form of rain, freezing rain, sleet, snow, or hail. - Solid Firm and stable in shape; not hollow. - Water cycle - The continuous movement of water on, above, and below the surface of the Earth. - Water vapor Water in a gaseous state C. Big Idea - Know how the how the water cycle works and its components. IV. Implementation A. Introduction - The teacher will say Yesterday we learned all about water! Can anyone tell me something that they remember? - After the students answer the first question they will be doing the worksheet on hand sanitizer to introduce them to the topic. - The teacher will ask if anyone can describe what happened. B. Development - The class will start off the lesson by watching a video on YouTube about the water cycle. http://www.youtube.com/watch?v=ZzY5-NZSzVw (Stop at 2:54) - The teacher will be showing a PowerPoint about condensation and evaporation and precipitation. - The teacher will say When the sun is hot and shining over the water it causes the water to turn into water vapor and move up into the sky. Water vapor is water in the form of a gas. Water can take the shape of a solid, liquid or gas. The process where when water is released into the air it is called evaporation. - The teacher will ask the students Have you ever wondered where a puddle goes after it rains? - Another key word is humidity. The teacher will say the definition which is the moisture in the air. - The teacher will tell the students that another process similar to evaporation is transpiration. Transpiration is when plants lose their water. - The teacher will say, When air is heated, it rises. This is because the molecules are more spread out when hot which causes these molecules to rise above the cooler air. As the air rises it begins to cool. - What happens when you take a cool liquid out into the hot air? - Can anyone guess what will happen next? Allow the students to think and answer the question. - Next, the teacher will say As the wind blows the vapor will begin to cool. As the vapor cools the clouds will begin to form and this process is called condensation. Condensation occurs when a gas changes back into the liquid form. Water vapor turns into tiny drops of water when reaches cold air. - Then the teacher will say. As the water vapor rises it begins to cool and lose its heat. This is the process that forms clouds in the sky. - The teacher will say The next process is call precipitation. This is when the water falls from the clouds. It can fall in many forms such as rain, snow, sleet

and hail. Once the clouds form if the air below is warm rain will fall from the clouds. The students will now be completing an inquiry called Make it Rain One student from each table will bring the glass jar to the front of the room and poor about two inches of water into the jar. The students will follow instructions from their inquiry sheet. This process may take 15 minutes. As the students are waiting for their inquirythe teacher will call students to come to the board to help put together the water cycle. http://exchange.smarttech.com/search.html?q=water+cycle&subject=Science&gr ade=Grade+2&region=en_US

C. Closure - As a group the class will discuss what they noticed happening in the jar? - Students will turn in an exit slip telling the teacher one thing that they learned today that they did not know before. - The teacher will say Tomorrow we will be taking a look at solids, liquids and gases. D. Accommodations/Differentiation - John (mild visual impairment) Printed out notes from the PowerPoint will be provided. E. Assessment/Evaluation Plan 1. Formative Collect hand sanitizer activity and mark completion on checklist. - Collect inquiry sheet. 1. Summative No summative assessment for this lesson.

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan 1. What can I do different to better the students? 2. Did my activity work? 3. Did the Make it Rain activity work. B. Personal Reflection

VI. Resources Bays, L. (2011, August 28). Water Cycle. SMART Exchange. Retrieved March 10, 2014, from http://exchange.smarttech.com/search.html?q=water+cycle&subject= Science&grade=Grade+2ion=en_US Perlman, H. (2014, March 29). Precipitation: The Water Cycle. Precipitation -The Water Cycle. USGS Water Science School. Retrieved April 5, 2014, from http://ga.water.usgs.gov/edu/watercycleprecipitation.html

Make it Rain
Materials: Procedure: Glass jar Hot water Plate Ice cubes Inquiry sheet

One student from each table will bring the glass jar to the front of the room and poor about two inches of water into the jar. Quickly place the plate on top of the jar. After a minute place ice cubes on top of the jar. Watch and see what happens.

What do you see happening after you place the plate on the jar?

What do you think will happen when you place the ice cubes on the plate?

What happened after you placed the ice cubes on the plate?

Explain the process that was happening inside the jar.