Main Curriculum Tie:
Background For Teachers:
Condensation is the change of water from its gaseous form (water vapor) into liquid water. Condensation generally occurs in the atmosphere when warm air rises, cools and looses its capacity to hold water vapor.
It is important to remember that condensation and evaporation are both types of a process in the water cycle.
Student Prior Knowledge:
Intended Learning Outcomes:
Engage the students by having a large bowl of soapy water in the front of the room and washing your face in front of them and toweling off or wash your hands.
Invite students to talk about what use they had for water today. Students can write these down in the front of the room, each student can come up with one use. Also allow students to ask questions such as "did my orange juice have water" at this time when thinking about uses for water today.
Ask students in small groups to discuss ideas from where all the water comes from, give them 4 minutes to brainstorm in a journal.
Discuss their ideas into a diagram of the water cycle (some of their answers will say the water came from the sky for example).
Provide three easy demonstrations for vocabulary reviews, evaporation with a tea kettle or electric kettle and condensation with that same kettle and a hand mirror or a plate or clear glass pyrex brownie tray. Also pull out an icy cold soda can from your cooler and talk about any locations of water droplets on it.
Explain to students which equipment is in the classroom today on the equipment table. Each group will need 1 of each thing listed in the materials except the sharing of the hair dryer (since you probably have only one).
Explain to the students for the 2nd part of their experiment they are free to use different types of water (temperature) and the cups.
Challenge the students to start an evaporation experiment. Students should create a hypothesis of what could evaporate water the MOST. They are to put this in their journals. Have them choose 4 locations for water around the room. (Inside cabinets are ok!). Students will be reminded that in order to make measurements in two days, they will need to make initial measurements. This can be demonstrated with the teacher jar at the beginning of class.
After students have cleaned up, save one of the jars with ice. Use the hair dryer to evaporate the water droplets on the jar and have a discussion about evaporation again.
Students the next day or two days later or 1 week later should collect their cups and record their data. Students should have a conclusion written down.
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