Water Cycle Lesson Plan 2

Springfield College
Lesson Plan Template

Teacher: Kaitlin Ames
Subject: Science
Title of Lesson: Water Cycle Evaporation and
Date: January 20, 2016

Grade Level: 3
Lesson Length: 30 mins
Condensation Demonstration
Overview of the Lesson

Lesson Summary: In this lesson, students will learn about evaporation and
condensation and what causes them during the water cycle.
Massachusetts Framework Standards: Earth and Space Science, Grades
3-5: The Water Cycle 10 Describe how water on earth cycles in different
forms and in different locations, including underground and in the atmosphere.
Lesson Objectives: The students will be able to explain what happens
during the evaporation and condensation parts of the water cycle.
Materials/Equipment to be Used in Teaching the Lesson: Tea kettle to
show evaporation, pie plate to show condensation, smart board to show
definitions, handout to record student observations.
Enduring Understandings:
Big Ideas: The students will understand 2 different parts to the water
cycle (evaporation and condensation).
The sun is the energy that keeps the water cycle in motion.
When water is warmed up by the sun, it evaporates into the atmosphere
where it then turns into water vapor
As the water vapor cools, it condenses in and forms clouds
When the clouds get heavy, the water falls in the form of precipitation
Concepts:
Evaporation
Condensation
Essential Questions: How does a tea kettle help us understand the water
cycle more? How does using a tea kettle help us understand what happens to
water outside?
Content
Factual Content: The students will learn about what happens during
evaporation and condensation.
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Vocabulary:
Tier 1: water, sun, rain, clouds
Tier 2: cycle, pie plate, tea kettle, steam, explain, water vapor
Tier 3: evaporation, condensation, precipitation
Critical Thinking Skills (Reading, Writing, Speech, Listening)
Students will examine what happens to the tea kettle and the pie plate during
the demonstrations. They will evaluate what is happening and why it is
happening. They will write down on their handouts what is happening. They
will share their ideas and listen to the ideas of their peers.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Informal assessment While listening to students talk about what is
happening and why, I will be able to tell whether they got it or not. At the
end, I will ask them what evaporation and condensation are to check for
understanding.
Action/Instructional Procedures
Procedures:
Anticipatory Set: (hook) I will tell the students that today they get to see two more
demonstrations. We will quickly review what we learned yesterday. The students will
take out their observation sheets from yesterday. (3 mins)
The tea kettle will already be set up in front of the room on a desk. I will turn it on and
the students will stay in their seats to observe what is happening. The tea kettle will
eventually start to steam. The students will write down what is happening to the tea
kettle. E.g. As the tea kettle starts to heat up, it is creating steam. The students will also
draw a picture of what they are observing. (8 mins)
I will then take a cool pie plate and hold it in front of the steam for about 30 seconds. The
students will stay in their seats and observe. When I take the plate away, there will be
water droplets on it. The students will once again write down what the observed. E.g. The
steam hit the pie plate and formed water droplets. They will also draw another picture to
match their explanation. While the students are writing and drawing, I will walk around
and show the students a closer look at the pie plate. They may touch the water droplets. I
will ask them how the water feels. Is it hot or cold? (8 mins)
I will than start a class discussion about what we just saw and what was actually
happening. I will ask the students many questions to get them critically thinking. What
happened to the water in the tea kettle? (turned to steam) Why did it turn to steam? (the
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water heated up causing it to evaporate) How is this similar to what happens outside? (the
sun heats water and causes it to evaporate) What happened when I held the cool pie plate
up to the tea kettle? (water droplets formed on it) Why did this happen? (the steam was
hot and the pie plate was cool) Do you know what its called when the water vapor starts
to cool down and clump together? (condensation) How is this similar to what happens
outside? (the water vapor goes up into the atmosphere and cools down and condenses)
What do you think would happen if I turned the pie plate over and kept tapping on it? (the
water droplets would fall) We mentioned a word for that yesterday, does anyone
remember what it is? (precipitation) Do you know what is form of precipitation is called?
(rain) (8 mins)
Closure: I will ask them if anyone remembers our definition from yesterday about
evaporation. I will display the definition on the smart board. I will then ask them what
they think the definition for condensation is. I will then display the definition on the
board. I will tell them that tomorrow we are going to learn about precipitation and the last
part of the water cycle. (3 mins)
Homework/Extension Activities: None
Reflection on Lesson
a. The Lesson Plan:
b. Teaching Skills:
c. The Students:

Water Cycle Lesson Plan 2

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What is the lesson about?

What are evaporation and condensation?

Springfield College

Lesson Plan Template

Date: January 20, 2016

Overview of the Lesson

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