Lesson Title: Pool Water Evaporation

Grade Level: 1

Quarter: 1

Standards:

Science:
S1E2d Water in Open and Closed Containers
Determine that water in an open container disappears into the air over time, but water in a closed container
does not.
Math:
MCC1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of
a shorter object (the length unit) end to end; understand that the length measurement of an object is the
number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object
being measured is spanned by a whole number of length units with no gaps or overlaps.
MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category and how many more or less are in one
category than in another.
Lesson Essential Question:

Vocabulary:

How is water affected by the weather?

How do I measure objects without overlaps?
How can I organize, represent and interpret
data?

evaporation
gaps
overlaps
portable

Lesson Materials

Lesson Assessment:

water, 1 tub/group, bubble wrap, foil, plastic

squares, strong tape, carpet squares, foam pads
(you can use any material you have access to)

Student journals

STEM Challenge Overview:

You have been hired by the AAA Pool Company to design a cover for their pools. Their clients have been
having a problem with evaporation. They are spending a lot of money having to add water to the pool daily.
You must design a portable cover that can be easily stored and used by their clients.
Teacher Background:

A few days prior to beginning this lesson, fill a clear tub with water. Mark the water level with a permanent
marker. Measure the water height using a non-standard unit (unifix cubes, paper clips, etc.). Measure and
organize the results on a chart. After recording the measurements place the tub outside in the sun. Each day

measure, record, and add water back to water line you marked on the first day. Students can observe the work
it takes to keep a pool filled daily and the amount of water that is used.
Students will be asked to design a pool cover. The materials students use can be cut and then taped to create a
seam to make the material foldable for storage.
INSTRUCTION
1. Ask/Engage
Day 1: 30 minutes

Share the results of the previous activity. Create an anchor chart with results of evaporation and introduce the
word evaporation.
Watch and have students sing along: https://www.youtube.com/watch?v=Yw275056JtA
Discuss with students how this can become a problem for pool owners and the expense of keeping a pool
filled all summer long. Ask: What can be done to prevent evaporation? Have students think, pair, share their
ideas. Share the challenge.
Challenge:
You have been hired by the AAA Pool Company to design a cover for their pools. Their clients have been
having a problem with evaporation. They are spending a lot of money having to add water to the pool daily.
You must design a portable cover that can be easily stored and used by their clients.
2. Imagine/Brainstorm
Day 2: 45 minutes

Introduce the constraints of the design plan. Define the criteria for success. Make sure to explain what
portable means. Students must understand that it has to be easy for clients to use. Ask each student to work
independently to come up with 1-2 possible design solutions. Students should draw/label their designs.
The criteria and constraints can be added to the anchor chart.
Criteria:
1. Pool cover must be portable.
2. Pool cover must be easy to use.
3. Pool cover must minimize evaporation as much as possible.
Constraints:
1. Students may only use the materials provided.
2. Students must work in a group.
3. Plan/Design
Continued: Day 2

Each student presents their ideas to their team. Student teams collaborate to come up with final design plan.
Students draw final design plan and make a list of needed supplies.
4. Create / Test
Day 3: 45 minutes (extend three or four more days to allow time to collect data)

Student teams build their design according to their design plan. Students test their design plan and record
data. Student groups should be given the same size tub with the same amount of water. They may cover their
pool and place tub outside in the sun. The tubs water level can be measured (same unit that you used prior)
the next morning when students arrive. Student groups will graph their results daily and refill the water tubs
to the line marked. Be sure to add a control group water tub, with no cover for results comparison.
5. Evaluate/Improve and repeat Steps 1-5

Day 6 or 7: 45 minutes

Students evaluate their design for success. Did it meet the established criteria? Did their final design match
their planned design? How would students improve their design?
Discuss results from the tub with no cover to the each groups tub with cover results.

Name__________________

Pool Water Evaporation STEM Challenge

1st Grade
Description of STEM Challenge
Challenge: You have been hired by the AAA Pool Company to design a cover
for their pools. Their clients have been having a problem with evaporation.
They are spending a lot of money having to add water to the pool daily. You
must design a portable cover that can be easily stored and used by their
clients.

Criteria:
1. Pool cover must be portable.
2. Pool cover must be easy to use.
3. Pool cover must minimize evaporation as much as possible.
Constraints:
1. Students may only use the materials provided.
2. Students must work in a group.

Materials:
water, 1 tub/group, bubble wrap, foil, plastic squares, strong tape, carpet
squares, foam pads