Water+and+Weather

 Taylor Sizer Attached is my Evaporation lesson in relevance to the Water Cycle. The students were engaged during the experiments conducted and explored their own ideas through science notebooks and their own experiments. The lesson worked out so well with my second grade classroom.

Subject(s): Science Science Concept: The process of evaporation in relevance to the water cycle. Driving Question: How does evaporation work? Grade/Level: 2 Learning Outcomes: The students will be able to accurately explain the evaporation process of the water cycle. Summary: I will start my lesson by looking over the cups of water within the classroom and talking about what has happened. I will then have the students give an overview of what they think happened and where the water has gone. After that discussion, I will do my hot plate experiment and explain that the steam in evaporation. Then, I will have them write down ideas in their science notebook of other ways to show evaporation in the classroom.

They will conduct experiments using their ideas and collect data then I will go over the scientific definition of evaporation. After all is explained, we will review our data and think about more ideas of evaporation.

STANDARDS & ASSESSMENT Standards: PA- Pennsylvania Academic Standards • Subject : Science and Technology • Area 3.5: Earth Sciences • Grade 3.5.4: Grade 4 Standard C.: Know basic weather elements. •Identify weather patterns from data charts (including temperature, wind direction and speed, and precipitation) and graphs of the data. •Explain how the different seasons effect plants, animals, food availability and daily human life.

Assessment/Rubrics: Before I begin teaching the lesson, I will have the students create a KWL chart. We will go over what they know and want to know then at the end of the lesson, it will be a good conclusion to go over what they have learned.

MATERIALS AND RESOURCES Science Materials: I will place a coffee cup full of water on a hot plate and wait for it to boil. Once the steam coming from the boiling water is greatly visible, there will be an explanation on how the steam is a way for the water to evaporate. I will also be making small science notebooks for each student to record our findings about the water cycle.

I will also use a sponge to smear water across the blackboard. While the students see the water visibly disappear, I will prompt them to acknowledge that this is evaporation.

Other Resources: Materials and resources: Hot Plate Coffee Cup Water Sponge Blackboard

ADDITIONAL INFORMATION Learning Context: My unit as a whole is the water cycle. I am taking three days to teach one lesson per day, evaporation, condensation, precipitation. Each day we will quickly review what the students have learned the day before then learn new lessons. On day three, after I have finished teaching about precipitation, the students will create a chart explaining the water cycle. I feel this will be a great way to wrap up the lesson and check for complete understanding.

Differentiated Instruction: I will be very clear in the explanation of the experiements that will be conducted. Directions, questions, and comments will be repeated and explained clearly. Everyone will have a chance to answer questions and talk about what is happening within the lesson.

Collaboration: Students will work collaboratively & individually.

Time Allotment: 1 class period. 40 Min. per class.

Author's Comments: Conducting experiments is a great way to get students engaged in the unit topic. They become involves and attentive. Also, I think the use of science notebooks gives the students a sense of importance and allows them to explore their ideas.

E’s Implementation Plan

ENGAGE: The day that I spent in the classroom before my lesson begins (Thursday before the full week) I had students fill clear cups with water. Using a black marker they marked where the water was stopped in each cup and we placed them in various places in the classroom. I asked, "What do you think will happen to the water?" After receiving multiple answers, I did not say which were right or wrong. I let the students ponder and we will go over the questions again after I teacher my lesson.

EXPLORE: As a class, the students will try to come up with other ways to show evaporation. "Just within our classroom, are there any other ways we can show evaporation?" "Could we splash or smear water somewhere and watch it dissappear?" After we conduct different experiments, the students will record their findings in their science journals.

EXPLAIN: After going over the scientific definition and process of evaporation, the students and I will go over their findings and data. We will review their science notebooks and go over the explanations of our experiements and if they fall under evaporation or not.

ELABORATE: This lesson will be expanded into the lesson of condensation. "How do you think evaporation can come back down to the ground?" "Do you think the after water evaporates it disappears?"

EVALUATE: I will break students into groups of three and have them review the process of evaporation and then re-explain it to myself and their classmates.

"What is evaporation?" "Where does the water go?" "What types of water evaporate?"

Jennifer Teger The water cycle- Focus on condensation, precipitation, evaporation, and a touch on collection First Grade

Experiments: The students really liked having their own water cycle bags to look at and record changes. It was also a great hands on experiment for the students because all the other experiments I performed were all observation. Precipitation: have a sponge and a bowl with water in it. Soak the sponge until it starts to drip, you can explain to your students the sponge represents a cloud, and when it gets really full it it begins to rain. Evaporation: The teapot experiment worked really well. The water vapor was visible and the students enjoyed talking about what they were observing. Condensation: I used a baking tray with ice on top and a teapot. The students thought the ice was melting rather than the ice cooling the water vapor down. (there are multiple experiments that could be used for condensation that would work better and the students could better understand)

First I will read the story //Drippy To the Mountains and Back// We will then discuss as a class about the story and the water cycle. I will also make sure to relate the water cycle to the life cycle because the students learned about the life cycle. After we have a class discussion I will send the students back to their seats to have them set up their own mini water cycle. I will hand out each student's notebook that they will be using through out the unit. I will have them put their names on the cover and then open to the first page where it will explain the directions of how to set up the mini water cycle. I will hand out plastic bags and a piece of tape to each student. Then I will put one small bucket of water with a beaker on each table. I will tell the students to take turns putting one beaker amount of water into each bag. The students will then close their bags and one by one we will tape them to the window. Once all the students have taped their bags to the window I will have them draw what they see. We will keep recordings of the changes through out the week. __Day 2__ I will have a class discussion about what we learned the previous day. We will just talk about some important key terms from the story. I will then introduce the small water droplet "Drippy" that we will be following on a larger scaled water cycle through out the mini unit. The first place we will start on the water cycle is precipitation. We will also place a large cut out of the word where precipitation is located. I will discuss with the students what precipitation is, and that there are different types of precipitation. I will then have the students fill out a page in their notebooks about precipitation. I will then have students help me read another page in their notebooks about precipitation. I will then move "Drippy" to the next spot on our water cycle and just touch on the idea of collection and that after it rains water goes in many different places. There is a hand out in the notebook that we will also read as a class. Next we will move "Drippy" to the evaporation area. The evaporation word will also be placed where evaporation will occur. I will have my experiment set up for the students to observe. I will bring the students to the carpet and have them sit back so no one gets too close to the hot plate. I will just perform the experiment and listen to what the students have to say about what is happening. After I the experiment is done we will discuss what was happening and what the students saw while the teapot was being heated. I will send the students back to their seats to record what they observed. Depending on the time I will have the students draw and record about any differences they notice in their mini water cycles. __Day 3__ I will have students help me review what we have done in the last couple of days by have one student move "Drippy" around the water cycle and tell me what is happening in each place. I will also allow for the chance of students to tape the vocabulary words on the larger scaled water cycle. The last stop is condensation. I will have my experiment set up and again I will bring the students to the carpet for them to observe what happens during condensation. We will discuss what is happening as we notice changes from water vapor to actual water droplets. After we have discussed what we observed as a class, students will write their own observations about condensation. We will also read a page in the notebook about condensation. The students will then record any changes that they see in their water cycle bags. If changes have occurred we will discuss what we think is happening inside the plastic bag. __Day 4__ I will hand out templates with a water cycle wheel. The students will have the science period to cut out and make their water cycle wheels. (This will be used as an assessment) After most of the students have finished their water cycle wheels we will water a short movie about the water cycle to wrap up the mini unit. If there is time we will listen to a song about the water cycle and do a small dance that involves the students being each stage of the water cycle. || Briana Beese Grade Level -> Kindergarten Topic -> The Water Cycle
 * ENGAGE: || __Day 1__
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 * EXPLORE: || Through out my unit students will get to observe what I am doing in the experiments with evaporation and condensation. Both of these experiments need to be done by me, so the students will just have to observe what is happening and we will discuss it as a class. The students have their own mini water cycle that they will set up in a bag that they will be able to constantly observe. Their own mini water cycle is where they will get to see all the changes happening at once. ||
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 * EXPLAIN: || The wheel at the end of the unit is the assessment. Students will be completing the wheel on their own and if they understand the water cycle and happens they will be able to complete the water cycle wheel. Through out the mini unit I have the students filling out pages in their notebooks about what they think is happening in each experiment and in their own mini water cycle. These pages in the notebooks are for the students to explain their understandings and what they think is happening. ||
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I added the link to my entire unit on the water cycle. I focused on evaporation, condensation, and precipitation and did a few small experiments for each! Hope this helps!

http://lesson.taskstream.com/lessonbuilder/v.asp?LID=auhvchf0hnh5chfk

Shannon Speca Grade Level:2 Topic: Evaporation

"During this story I want you to think about what might have happened to your cups of water over the weekend." I will read the story: "Down Comes The Rain" by Franklyn M. Branley.
 * ENGAGE: || I will tell students to pretend that they are scientists. I will say:

After I will have a class discussion about their cups of water and what they think may have happened. I also will ask where they think the water has gone and how did it get there? ||
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 * EXPLORE: || The children will explore the idea of evaporation in many ways. Mainly they will explore by filling a cup with water and checking the water level throughout the week. They will also be able to explore by their observations of the hot plate and chalk board. ||
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 * EXPLAIN: || The explaining will be done by effect questioning by me. The students will be able to figure out what is happening to the water by relating it back to the read aloud book. Questions that can be used: Where did the water go? How did the water get there? Can you think of any other times this may happen? What is the steam coming off of the pot? ||
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 * ELABORATE: || I will connect evaporation to many things other then just the experiments done in the class. I will ask to start the conversation: Where does the water go once it evaporates? How does the water get back to Earth? What happened to our cups we put in the window? Did the sun help the water evaporate faster? What was coming up from the pot on the hot plate? How is the hot plate and the sun alike? To make connections to evaporation outside of class I will tell the students water evaporates every where in the word. I will ask who can think of a different situation outside of our class where evaporation happens? ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/i/spacer.gif width="150" height="10"]] ||  ||
 * EVALUATE: || Students will have to write a letter to their teacher. This is how I will evaluate the students learning. By their writing I will be able to see if the students understand the idea. I will also be able to see if they understand that evaporation is part of a cycle. I will also be able to assess their understanding of letter writing. ||
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Janessa Wolff Grade Level: 1 Topic: Temperature

I added the links to my lesson plans. The first is the engage lesson, to get the students thinking about weather and temperature. Next, is the link to my explore/explain lesson. This lesson allows them to experiment and practice using a thermometer.

Engage: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=fnzkhqhnzdzkfhfa Explore/Explain http://lesson.taskstream.com/lessonbuilder/v.asp?LID=aohpzlznzsckf2ca

I hope this lesson will be used in your classrooms!! -Janessa Wolff

Janay Gaefke Grade Level: 1 Topic: The Water Cycle

I added the links below to get to my lesson plans on Taskstream. My first lesson is my engagement lesson, to get the students thinking about the water cycle, and how it works. The other links are to my experiments of evaporation, condensation, and precipitation, and finally my explore lesson. I hope these lesson plans are helpful to you!

http://www.taskstream.com/Main/main_frame.asp

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http://www.taskstream.com/Main/main_frame.asp

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Tyler Choura Grade Level: 1 Topic: The water cycle (weather)

Here is a link to my unit on taskstream. It is very similar to Janay's with minor differences. It worked out well.

http://lesson.taskstream.com/lessonbuilder/v.asp?LID=kdzrcdfef2c3c2ca

Lisa Young Grade Level: 2 Topic: The water cycle

This is my unit for weather including lessons an Engage lesson, 3 Explore lessons-on evaporation, condensation, and precipitation, and an Explain lesson that is actually more of an Evaluate lesson.

http://lesson.taskstream.com/lessonbuilder/v.asp?LID=f1cwhdfthwhxhwha

The evaporation lesson I would suggest only using the blackboard demonstration and using it in a group format rather than splitting up into separate groups. Overall, this lesson went very well and the students responded well to the questions. It also helps a lot to do a review on solids, liquids, and gases to get the students in the correct mindset.

Zach Garger Grade 4 How Water Flows Links to my lessons: http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=aTJ1Fd3G2ne7gN7REWO&LID=khz7emhsclfkfmzk http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=aTJ1Fd3G2ne7gN7REWO&LID=khz7emhsclfkfmzk

This lesson went extremely well in the classroom. Using the hands on activity, video engagement, and discussion that followed their curriculum, the students loved the lesson and seemed to get a great deal of understanding out of it.

Rachel Dunleavy Grade 4 Water Cycle Here are the links to my lesson plans: http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=aTJ1Fd3G2ne7gN7REWO&LID=khz7emhsclfkfmzk http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=aTJ1Fd3G2ne7gN7REWO&LID=unhrcdz7e6c5cwhu http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?qyz=aTJ1Fd3G2ne7gN7REWO&LID=a2ctc0hjf4cpzmzf

I thought the students wouldn't like the incredible journey lesson plan, but it ended up being one of their favorites.

Ryan Harbison and Joe Norton Grade Level: 6 Topic: What causes the wind to blow?

http://lesson.taskstream.com/lessonbuilder/v.asp?LID=udznzwh3c6c1hwhp