Name: _______________________________

Date: ________________

Evaporation Experiment Prediction Sheet

My prediction is:
______________________________________________________________
______________________________________________________________
I believe that this will be happen BECAUSE:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Provide a brief description of each one of your environments:
Container #1:
______________________________________________________________
Container #2:
______________________________________________________________
Provide a simple drawing of the condition each one of your containers is
under:
Container #1

Container #2

Evaporation Experiment Data Collection Sheet

Record the height of the water within each container for each time
written. When writing in each water height be sure to provide it in both
mL and L.
Container #1
Day #1
9:00 AM
2:00 PM
Day #2
9:00 AM
2:00 PM

Day #3
9:00 AM

2:00 PM

Day #4
9:00 AM

2:00 PM

Container #2

Name: _______________________________

Date: ________________

Evaporation Experiment Conclusion Questions

Using your experiment results, data, and observations please answer the
following questions:
1. What variable did we change throughout this experiment?

2. What variable did we keep the same throughout this experiment?

3. Which one of your groups containers evaporated the most

successfully? Where was this container located in the room? Did this
correspond with your original prediction?

4. Why do you think this container evaporated water the most

successfully?

5. What could we have done differently to improve this experiment?

Rubric for Evaporation Experiment Prediction Sheet/Data Table:

Target/Exemplary Performance (3): Student provides a clear prediction and a

thorough explanation to support that prediction. Data chart is filled out accurately
in accordance with the times the teacher told them to collect their data; the
measurements are provided in both mL and L and are converted correctly.
Proficient/Satisfactory Performance (2): Student provides a clear prediction but it
is not supported thoroughly by an explanation. Data chart is completed but there
are some incorrect data measurements but the student mostly understands how to
measure, record data and convert from mL to L.
Progressing/Needs Focus (1): Prediction and/or explanation for their prediction are
not provided. Data chart is not filled out completely or has several errors. Student
demonstrates difficulty with the topic overall.
Rubric for Evaporation Experiment Conclusion Questions:
Target/Exemplary Performance (3): Student demonstrates a complete
understanding of the topic/experiment through their responses to each question.
Student is able to use the data they collected throughout an experiment to provide
predictions about why something has happened. Student demonstrates the ability
to contemplate what they could have done to improve the experiments outcomes.
Proficient/Satisfactory Performance (2): Student demonstrates a general
understanding of the topic/experiment through their responses to each question.
Student can use the data they collected throughout their experiments to retell the
events that took place but has difficulty predicting why this outcome happened.
Student has difficulty providing things that their group or teacher could have done
to make the experiment more efficient.
Progressing/Needs Focus (1): Student demonstrates little or no understanding of
the topic/experiment through their responses to each question. Student has
difficulty using their data to demonstrate what events occurred throughout the
experiment. Student does not provide ways that the experiment could be improved
upon.

Partners Names: ________________________________________________

Date: ________________
Line Graph Criteria Sheet
Using Kid Zone you and your partner must provide two separate line graphs that
show the changes in the water levels of both your containers throughout our 4-day
experiment.
Dont forget:
1.
2.
3.
4.

A graph title
X & Y axes labels
To input all of the data you collected
To be sure that the class can tell your two lines on the graph apart (try using
different color lines, different point symbols)
5. Provide a legend
6. To make sure that your X & Y axes increase by the same interval
7. Be creative!

Sample of Student line graph on Kid Zone:

Rubric for Kid Zone Line Graphs

Target/Exemplary Performance (3): Student demonstrates a clear understanding of
how to create a line graph. Student input all of their data from the 4-day
experiment into the generator correctly. Student was sure to include all of the
following: graph and axes titles, two lines were distinguishable (different color
lines, different point shapes, etc), x and y axes increase by the same interval, and
legend is provided.
Proficient/Satisfactory Performance (2): Student demonstrates general
understanding of how to create a line graph. Student input all of their data from
the 4-day experiment into the generator with minimal error. Student included most
if not all of the following: graph and axes titles, two lines were distinguishable
(different color lines, different point shapes, etc), x and y axes increase by the same
interval, and legend is provided.
Progressing/Needs Focus (1): Student demonstrates little or no understanding of
how to create a line graph. Student input all of their data from the 4-day
experiment into the generator with error. Student failed to include several of the
following: graph and axes titles, two lines were distinguishable (different color
lines, different point shapes, etc), x and y axes increase by the same interval, and
legend is provided.

Name: _______________________________

Date: ________________

Condensation Activity Exit Slip

1) What surprised you about this activity?

2) Did you think that the discrepant event would have anything to do with
the water cycle? Why or why not?

3) Describe to me the most interesting think you learned today:

Rubric for Condensation Activity Exit Slip

Target/Exemplary Performance (3): Student demonstrates clear understanding of

the lessons objective through their answers to each question. Each question is
answered with accuracy and thoughtfulness, addressing each part of the question.
Student is able to retell in detail the events that took place during the activity.
Proficient/Satisfactory Performance (2): Student demonstrates general
understanding of the lessons objective through their answers to each question.
Each question is answered with accuracy and thoughtfulness, but may not address
each part of the question. Student is able to retell the events that took place during
the activity, but not in great detail.
Progressing/Needs Focus (1): Student demonstrates little or no understanding of
the lessons objective through their answers to each question. Each question is
answered but lacks accuracy and may not address each part of the question.
Student is able unable to accurately retell the events that took place during the
activity.