NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT BY:STACYCARPENTER JANUARY22,2012

Lesson Topic: Unit Plan on Water Vapor

Concepts Being Taught: Evaporation is the process by which liquid water changes into water vapor, temperature affects the rate of evaporation, condensation occurs when water vapor contacts a cool surface and changes into a liquid, and evaporation and condensation contribute to the movement of water through the water cycle.

Description of Classroom:
Grade Level: Age Range: Classroom Ratios: Fourth (4th) Grade 9-10 Years Old 34 Students:1 LicensedTeacher:1Student Teacher 70 % Female:30% Male Type of Class: Inclusion: 1% IEP; 1% 504 Plan; 1 ELL; 0 Behavior Modification Plan

Background:
Learners are proficient in the knowledge of water existing in different forms (solid, liquid, gas depending on its temperature) and that changing temperature may change the properties of water. They are also emergent in the knowledge that water temperature affect its density (cold is more dense than warm). This new science unit on water vapor will continue to add depth of knowledge to the water cycle. In this unit, learners will investigate the effect of surface area and air temperature on evaporation, observe condensation, investigate the effect of temperature on condensation, and use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and organizing.

Content Objective(s):
1. Given two paper towels that are equally soaked in water and left to evaporate, one in a cup with a lid and the other in an open cup, students will observe and consider this demonstration as it relates to their prior knowledge to water with 100% accuracy. (Day 2) 2. Given same materials in #1, learners will observe investigation of previous days investigation to record (Contd Day 2) 3. Given equal amounts of water in four cups placed in 4 different locations, small groups of students will investigate the effect of location/air temperature on the rate of evaporation by measuring and comparing the amount of water remaining in the cups over 4 days time with 80% recorded accuracy to determine that temperature affects the rate of evaporation. (Day 3) 4. Given non-fiction/expository text, groups will jigsaw read for comprehension.

Language Objective(s):

Students will be able to: 1. Listen to directions in order to conduct a scientific investigation. (Listen) 2. Recognize, understand, and verbally use key vocabulary using a Whole Group interactive KWL and a personal Science Journal. (Reading, Writing, and Speaking) 3. Work within heterogeneous Table Groups to share predictions and observations (Speaking) 4. Demonstrate understanding through a written response in their journal with 80% accuracy (Writing) 5. Listen, comprehend, compare and contrast their observations with another students observations using their Science Journals with 80% accuracy. (Listen & Speak) 6. Read a leveled non-fiction reader during independent reading with 80% accuracy. (Read)

CCSD / Nevada State Standards:

Nature of Science (4)1.1 Generate investigative questions based on observations and interactions with objects, organisms, and phenomena. [N.5.A.5] (4)1.2 Use science notebook entries to develop, communicate, and justify descriptions, explanations, and predictions. [N.5.A.1, N.5.A.3, N.5.A.4, N.5.A.7] (4)1.3 Create and use labeled illustrations, graphs (number lines, pictographs, bar graphs, frequency tables) and charts to convey ideas, record observations, and make predictions. [N.5.A.1, N.5.A.4, N.5.A.7] (4)1.4 Conduct safe investigations with a partner or small group. [N.5.A.5, N.5.B.3] (4)1.5 Identify, gather, and safely use tools (magnet, thermometer, lens) and materials needed in investigations. [N.5.A.5] (4)1.8 Explain that many people have contributed to scientific knowledge and invention. [N.5.B.1] (4)1.10 Cooperate and contribute ideas within a group. [N.5.B.3] Earth and Space Science (4)3.1 Investigate and describe the properties of water [E.5.A.2, E.5.A.4, P.5.A.3] (4)3.2 Investigate and describe the water cycle, including the role of the sun. [E.5.A.2] (4)3.3 Investigate and describe the factors that affect the processes of evaporation and condensation. [E.5.A.2] (4)3.4 Investigate and explain that water can be a liquid, a gas, or a solid and can go back and forth from one from to another. [e.5.A.2, P.5.A.1, P.5.A.2]

Key Vocabulary:
Evaporation The process in which a wet object becomes dry. Water Vapor Water changing into a gas and goes into the air.

Best Practices: (put an X next to those that you address in your lesson)
Preparation X_Adaptation of content X_Links to background X_Links to past learning X_Strategies incorporated Scaffolding X_Modeling X_Guided practice X _Independent practice X_Verbal scaffolds X_Procedural scaffolds Grouping Options X_Whole Class X_Small groups X_Partners X_Independent

Integration of Processes X_Listening X_Speaking X_Reading X_Writing

Application X_Hands-on X_Authentic (Meaningful) X_Linked to objectives X_Promotes engagement

Assessment X_Individual X_Group X_Written X_Oral

Teaching Strategies:
Discovery/Inquiry Based Learning Cooperative Learning Whole Group Discussion Kagan Strategies/Pair Share/Team Leader/Shoulder Partner Modeling/Gradual Release Method Journaled Responses Interactive (Sticky Notes) KWL Chart

Warm Up Activity:
(5 Minutes/Day): DAY 1: Evaporation, Pt. 1 Teacher will engage learners in a discussion on what they now know about water. Say: Based on Investigation 2, tell me some things you now know about water. Ask: Show me non-verbally, can water temperature change the state of water? (yes) Ask: Who give me an example of how waters temperature affects its physical state? Say: Yes, if you recall, when you put 40 ml of water into a syringe, froze it overnight, the water changed to a solid form. When we made our observations the next day, some of your syringes showed more mls than you put in them. Ask: Who can tell me what happened? (Water molecules expanded causing an increase in volume) Say: We also learned that cold water is more dense than warm water. Ask: What did we observe that demonstrated that to us? (An ice cube melting in a cup of warm water. When we took the temperature of the water at the top and bottom, we saw that the colder water was at the bottom.) Say: Over the next two weeks, well be learning more about water in its gas form called water vapor. Lets get started. DAY 2: Evaporation, Pt. 1 Contd after Breakpoint (p.11 FOSS) Teacher displays KWL chart and asks students to record on sticky notes what they are wondering after we set up our investigation yesterday. SW share/display stickies on large, class KWL on Chart Paper. Teacher says, Lets see if our investigation results will answer those questions for us! Discuss Wet and Dry with students. Ask: So to begin, I have a question for you, When it rains and the pavement gets wet, who dries it? (Nobody. The water dries and goes into the air. Students may have the misconception that it soaks into the pavement. Inquiry-based, do not correct answers). This is called Evaporation. Record answers on SmartBoard KWL. *save

DAY 3 Evaporation Pt. 2: Evaporation Locations (Monday, January 30) Say: Were back thinking about our Science Investigations again. Think back to our wet paper towels we used for Part 1. Ask: Where might we put the towel so it would dry quickly? Slowly? (Exposed to air and sun/ In the dark and not exposed to air.) Say: Lets keep that information in mind as we set up our next investigation. DAY 3 CONTD Evaporation Pt. 2: Evaporation Locations Tuesday, January 31 Say: Welcome back, Scientists! So over the last week weve been studying how water works. Weve already learned some important concepts such as evaporation and water vapor. Yesterday, we set up a new investigation that we are hoping will help us with our Ws or Wonderings on our KWL. Ask: Who can tell me why we are using a KWL chart during our science investigations? (To monitor our learning) Wednesday, February 1 **Send PM Temperature Taker Say: Do you think Scientists just conduct experiments/investigations? What other activities do you think are part of their jobs? Ask: Write on board what some of those answers are..(speak, listen, write, READ). Say: So, since we are scientists, today were going to read about evaporation.

Lesson Sequence:
DAY 1 : Evaporation, Pt. 1 (Tuesday, January 27th) 1. Teacher Models KWL Interactive Chart and explains that we remember more if we monitor our learning. This chart will help us see that weve learned new information by the time we finish our Investigation. 2. Individuals record what they already know about water based on Investigation #2 on a Sticky Note. Table Groups share their Ks and eliminate duplicates and decide on which one best represents their tables knowledge (prior knowledge connection). 3. Teacher asks Table Leaders to come up one by one to share their Ks and place the Sticky Note on our Whole Class KWL. 4. Tomorrow well begin Investigation #3 to learn more about water and how it works. DAY 2: Pt. 1 Evaporation after Breakpoint (P. 11 FOSS) (Wednesday, Jan 26th) 1. Say: Today were going to add to our KWL Chart that we began yesterday. Well begin by doing an investigation to learn where the water goes.

2. Students watch, teacher plunges 2 paper towels into water, squeezes out most of the water. Places each paper towel in a cup of its own. Puts the 2 cups on a balance. Add a little water to the lighter towel to ensure balance is achieved. Say: Paper towels get when people use them to soak up spills. They can be used again if they are dried out and clean. Ask: Show me non-verbally, Do we agree that these two towels are equally wet? How do you know? Say: Lets watch them for a day to see how fast they dray. To make things a little more interesting, I am going to cover one cup with a lid. 3. Teacher puts a dome lid on 1 cup and a dome lid under the other cup on the balance, ensuring balance is still achieved. Ask: What is different about the two towels? (One is exposed to air; the other is closed off from air). 4. Teacher and students find a warm, sunny place in the school to place the cups. Return to classroom. Say: Today, weve reviewed what weve learned about water up to this point and weve begun an investigation that will help us to know more about how water works. Ask: What do you want to know? Share with your group something you are wondering about now. Table leaders be prepared to give me your groups best question. Teacher asks Supply Managers to come up and share their groups Ws and place the Sticky Notes on our Whole Class Chart. 5. Teacher reminds class that were monitoring our learning with our KWL and well see what questions we answer tomorrow. Say: I cant wait to see what happens! Day 2 Contd (Thursday, January 27) 1. Teacher pulls up class KWL chart.

Say: Lets recall what we already know about water vapor and what we were wondering when we started our investigation yesterday. 2. Draw learners attention to the balance and ask what they observe.

Say: Take one minute to share your observations with your shoulder partner. Ask: What do you think caused the open cup to go up? (It weighs less because the paper towel dried out; the water escaped.) 3. Teacher takes the paper towel out of the open cup and shows students that it is dry. Learners discuss in table groups what happened to the paper towel. Table Leaders report their ideas, then confirm: Say: The paper towel exposed to air dried out. The water that used to be in the towel went into the air in a process called evaporation. The water that evaporated changed into an invisible gas called water vapor.

Water vapor is still water, but it is in the form of a gas instead of a liquid. The tiny particles of water are so small that they become part of the air. Ask: Do you think evaporation occurred in the cup with the lid? (Inquiry based-Do NOT answer) 4. We need to add our new words to our word bank (chart paper on board). Why do we do that? (Recall important words/concepts) Evaporate & Water Vapor 5. We also want to add these new concepts to our Science Journals and KWLWhat do we now know? Table Groups share then write an individual Sticky Note with a complete sentence to demonstrate one thing they learned about evaporation. Students are instructed to make a Journal Entry using labeled pictures of Before and After the investigation and to record the information we put on our Word Bank. Prompts for teacher as she walks around: Ask: What happened to the wet paper towel in the cup without a lid? (Wet materials become dry when exposed to air. The drying process is evaporation.) Ask: What happened to the water in the paper towel that dried out? (Water changes into a gas called water vapor, and goes into the air). Ask: What they think caused the open cup to go up. [It weighs less because the paper towel dried out; the water escaped.] Ask: Do you have any questions? 6. Teacher informs learners that they can read Wet and Dry Places as a Fast Finisher tomorrow.

7. Wrap Up: Teacher says, Today we observed evaporation and how water turns from a liquid to a gas state. Tomorrow, we will learn even more about evaporation. DAY 3 Evaporation Pt. 2: Evaporation Location (Monday, January 30) 1. Each group will label 4 cups of water and place one in each of four different locations for several days. Whole group will brainstorm a list of fast evaporation locations and a list of slow evaporation locations while teacher makes list on SmartBoard. Decide on 2 fast evaporation locations (outdoors and a sunny windowsill) and 2 slow evaporation locations (closet or refrigerator). Assign a letter to each location. 2. Ask Supply Managers to get 4 plastic cups and 4 sticky notes. Have the Supply Managers label the cups A, B, C, and D for the four locations and their Table Number. Tape those stickies to the cups. 3. Each group places 50 ml of water in each labeled cup. Supply Manager should get water/syringe. The Quiet Captain makes sure everyone gets to use the syringe. (Math Integration) When water is in the cup, Supply Manager returns supplies. 4. Using 4 trays, collect all of the A cups on one tray, Bs on another, etc. One letter at a time. 5. Place prepared class temperature chart on DocCam (or Chart Paper on White Board) Say: You will be monitoring the *air* temperature at each evaporation location twice a day, once in the morning and once in the afternoon, for 4 days. This chart will be at each location so groups will take turns monitoring the temperatures. The schedule will be: (or at Cooperating Teachers discretion/advice)

Day 1: Table 1 AM / Table 2 PM Day 2: Table 3 AM / Table 4 PM Day 3: Table 5 AM / Table 6 PM Day 4: Table 7 AM / Table 8 PM 6. Place a thermometer on each tray. Choose 4 students to carry the trays to the evaporation locations. 7. Group with most Table Points, visits the locations, checks temperatures, and records them on class temperature chart on SmartBoard. This process will continue in the morning and afternoon for 4 days. 8. Wrap Up: Who can give me a wrap up of what were going to be checking through todays investigation? Say: Thats right, we are going to find out if temperature affects the rate of evaporation. ***REMEMBER TO BRING CUPS INSIDE BEFORE GOING HOME EACH DAY** DAY 3/@ Breakpoint Evaporation Pt. 2: Evaporation Location (Tuesday, January 31) (OBSERVATION by Ms. Durham) ***Send Temperature Recorder out with Sticky*** ***Objective on Board/Our Goal Today Is To I will investigate and describe the factors that affect the process of evaporation. 1. Say: Using one voice at a time, talk at your tables about how we set up yesterdays investigation and what factors are different between the evaporation locations? ***I noticed Table ___ using one voice at a time, please take 2 points**. Table ___ can you share with us what is different between the 4 evaporation locations? 2. Say: Yes, we have differing amounts of light and air exposure and were going to record the room temperature to see if that has effect on the evaporation rates. Who can remind us what evaporation is? 3. As you can see, were going to be using a Class Temperature Chart, talk with your shoulder partner about why scientists use charts like this? 4. Whod like to share why they think scientists use these types of charts? (Organize information, take accurate notes, easily make comparisons) 5. Ask: Who took our Morning temperatures today? Could you please come record the temperatures on our Class Temperature Chart? 6. Teacher distributes W Sticky Notes to each group to discuss what they are wondering about this investigation. Class shares and puts Sticky Notes on KWL Chart (8) 7. Please make a non-verbal prediction about what you think the Afternoon temperatures might do? Go up? Go down? Lets find out! 8. Have PM Recorder come up to record the afternoon temperatures.

9. Talk at your tables about what you are observing. 5, 4, 3, 2, 1.My turn. Can we assume that what we are noticing right now is completely accurate? Why/Why not? Daily observations will give us more information, could reveal a pattern. Then we can make an assumption that has data to support it.

10. In your science journal, write a sentence or 2 about the beginning of this investigation, how is it set up? Make sure to include a labeled illustration to support your statement. **Doc Cam student=Zack** 11. Wrap Up=Show me non-verbally if we met our goal today? Yes, we are right in the middle of investigating and learning to describe the factors that affect the processes of evaporation. Tomorrow, well have more information to work with based on our observations! Wednesday, February 1 1. AM/PM Temperature Recorders place data on Classroom Temperature Chart. 2. Notice if Ws are being addressed, observe patterns. 3. Jigsaw Read (8 Groups) Non-Fiction reader, Wet and Dry Places. 4. Kagan Method of Professor/Teacher to share read information with the Whole Group. 5. Surface Area Investigation (P. 19 Foss) 6. Today we did what scientists do, which is read about what they are studying to better understand the concepts and conducted another investigation. Thursday, February 2 **AM/PM Temperature Takers 1. Complete Temperature Chart. 2. Retrieve all 4 Trays from Evaporation Locations and have Quiet Captain retrieve their groups labeled cups. 3. Students order cups (SERIATE) by the amount of water left in cups (can use balance to verify). The cup with the most MASS will be the heaviest. Order them from least to most. 4. Have Students create their own Evaporation Location Chart in their Science Journal and add a section for AMOUNT OF EVAPORATION. Record Least Evaporation, More Evaporation than A, More Evaporation than C, Most Evaporation or Number 1-4 Least to Most 5. Supply Manager returns all materials to equipment station. 6. Draw attention to Class Temperature Chart. WG SERIATES locations by TEMPERATURE. 7. WG Discusses results: ASK: In which cup did the MOST evaporation occur? [The lightest cup; the one with least water] ASK: In which cup did the LEAST evaporation occur? [The heaviest cup; the one with the most water] 8. Check Ws on KWLDid we find the answers to any of our questions? 9. Compare EVAPORATION to TEMPERATURE. Say: Look at your air temperatures and amounts of evaporation. ASK: Use this information to determine where you would put a paper towel to dry out fastest? Talk in your Table Groups ASK: Where did the most evaporation happen? [The cups placed in the warmest locations had the most evaporation] ASK: Where did the least evaporation happen? [Cups placed in the coolest locations had the least evaporation] **Write on Chart Paper for Content*** **SERIATE: Put objects in order by one property, like amount of water left. **THERMOMETER: Tool used to measure temperature. Science Journal Entry using Vocabulary words, diagram, and content statement. **Check for Grade**

10.

Accommodations:
One student with an IEP will be accommodated as the IEP dictates with extra time to complete written work, using laptop as needed, strategically placed in a heterogeneous small group where students with differing abilities can learn from other students to improve social, language, and academic skills. English Language Learners will have access peer shoulder buddy to clarify concepts and can use computer resource if access to L1 is needed to clarify a concept. English Language Learners will be accommodated with slower speaking, access to a dictionary in their L1, and verbal scaffolds as determined by their SLP/LEP. Student with 504 plan will be allowed to wear open toe shoes on PE days as a plan accommodation and monitored for educational interruptions pertaining to a mental health issue. Such interruptions may require a visit with counselor.

Supplementary Materials:
FOSS Kit (all materials included) Day 1: FOSS Balance, 2 Small Plastic Cups, 2 Dome Lids, Liter Container, Paper Towels, Water, Charts 2 Pieces Chart Paper Word Bank and Content/Inquiry Day 3: EACH GROUP: 4 Small Plastic Cups, 4 Sticky Notes, 1 Syringe (50 ml), Balance, Liter Container, 4 (32 total) Evaporation Location Charts (no.10) / CLASS: 4 trays, 4 Thermometers, Tape, Water, Large sheet of paper / ASSESSMENT: Water Vapor Response sheet (no. 11) on Doc Cam, Investigation Chart for Investigation 3 Pencil Science Journals Expository Science Stories on Water Vapor (FOSS Kit) Cup of Name Sticks (each student represented) Smart Board and Smart Board Pens Microphone

Review/Assessment:
Informal/Performance assessment will be constant throughout the lesson, monitoring students understanding and gauging the need for further explicit instruction or scaffolding. Instructor will make notes about students who need further clarification, have misconceptions, etc. Instructor will monitor learners Science Journals as a formative assessment to help guide instruction. As a summative assessment, students will write a Response Sheet that will be graded for content and understanding in Science Journal (use of vocabulary required).

Reflection: