Science

Tuesday
October 5, 2010

I. Title of Lesson: Where did the Water go?

II. Michigan Curriculum Framework:
• E.FE.E.1 Water- Water is a natural resource and is found under the ground, on
the surface of the Earth, and in the sky. It exists in three states (liquid, solid, gas)
and can go back and forth from one form to another.
III. Lesson Objective:
Students will:
• set up an investigation of evaporation and condensation
• Read about changes in the state of water.
• Make water cycle wheel.
IV. Materials Needed:
• Journal
• Copy of "A Snowman in July!"
• 12 paper tray
• 12 small clear plastic cup with lid (1 oz), filled with cool or room temperature
water
• 12 empty small clear plastic cup (1 oz)
• 24 large clear plastic cups (9 0z)
• 24 index cards
• Water Cycle Wheel
V. Anticipatory Set:
• Mind Capture:
• Bridge to Previous Learning:
• Statement of Purpose
VI. Instructional Input:
• Ask the students if they have heard of the water cycle.
• Have a discussion about the water cycle.
o As a part of the water cycle, water on earth continually changes from a
liquid to a gas state and back again. Each day, energy from the sun warms
the water on earth. As water heats up, some of it escapes into the air as
water vapor. This change of water from liquid to gas, which requires the
addition of heat energy, is called evaporation. Evaporation occurs more
quickly when the temperature is high, the air is dry, or wind it present.
Explain to the students that they have experienced evaporation if they
have dried their hands with an electric blower in the bathroom or watched
a steaming kettle on the stove. When water vapor cools, it can change
back to a liquid. Scientists call this process condensation, and it is likely to
occur when warm, moist air cools rapidly. Ask students if they have
witnessed dew form on blades of grass on a cool, sunny morning.
• Put students into pairs.
• Have all of the students get out their journals and ask them to draw a line down
 the center of one page in their science journals. Ask them to label one column
"Cool" and the other "Warm"
• Pass out two index cards to each group. Have them write "Cool" on one and
"Warm" on the other.
• Have the students collect their materials.
• Guide students to complete following steps
Place the two small cups (one with cool water, one empty) side by side. The cups
should be seperated by about the width of your hand.
When you are ready to begin the investigation, remove the lid from the cup with
water in it. The teacher or a helper will quickly fill your empty cup with very warm water.
Put one finger in each cup of water. What do you observe?
Use the index cards to label the cups of water "Cool" or "Warm"
Immediately place a large cup upside down over each small cup or water. Observe
what happens. Discuss your observation with your partner. Compare the two large cups.
• Have students draw in their journal, in the appropriate column, what they observe
in the cups. They should also record their observations in writing. Remind them to
date their observations.
• After students record their observations, encourage them to pick up the large cups
and feel the inner surfaces. What observations can they make about these cups?
Has the inside of each cup changed? If so, how?
• Ask the students to share with the class what changes they observed during their
investigation. Encourage them to think of situations in their own lives when they
have observed droplets as they did in this lesson (e.g. a "foggy" bathroom
mirror; a wet, cold, soft drink can; a steaming teakettle.)
VII. Opportunity to Practice:
• Guided Practice: Investigation
• Independent Practice: Drawing what they observed in their journals
VIII. Closure: Ask the students to clean up. Remind them to empty their cups and dry them out.
Students will use them in later lessons. Read "A Snowman in July" to the class.
IX. Domains:
• Comprehension: Remembering a time when they have witnessed evaporation in
their own lives
• Application: Observing what is happening to the cup with warm water.
• Synthesis: Water Cycle Wheel
• Evaluation: Discussing why the warm water was different then the cool water
X. Learning Modes:
• Visual: Video/ Investigation
• Kinesthetic/ Tactile: Making their own water cycle. Investigation
XI. Multiple Intelligences:
• Verbal/Linguistic: writing down in their journal what happened
• Visual: video
• Interpersonal: Talking with their partner about what they saw happening during
the investigation
• Naturalist: Instigation with evaporation.