KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Nicole Talarico

Date: Day 2

Cooperating Teacher: Dr. Varano

Coop. Initials

Group Size: 20 students Allotted Time 40 minutes Grade Level 3

Subject or Topic: Water Cycle: Evaporation and Condensation

Section

STANDARD: Standard - 3.2.3.A1

Differentiate between properties of objects such as size, shape, and weight and properties
of materials that make up the objects such as color, texture, and hardness.
Differentiate between the three states of matter, classifying a substance as a solid, liquid,
or gas.
I. Performance Objectives (Learning Outcomes): The students will be able to define and
explain the processes of evaporation and condensation in the water cycle by completing
the exit slip.
II. Instructional Materials
A. Frozen water bottle
B. White board/Chalk board
C. Dry erase marker/ chalk
D. SMART Board
E. Evaporation and Condensation PowerPoint
F. Guided notes for each student
G. One glass jar with a lid for each group
H. 50 mL boiled water for each group
I. Hairspray can for each group
J. A few ice cubes in a bag for each group
K. One inquiry sheet per student
L. Exit slips
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students can explain how precipitation occurs.
2. Students have observed clouds in the sky.

3. The students know the difference between a solid, gas, and liquid.
B. Key Vocabulary
1. Condensation- The changing of gas into a liquid
2. Evaporation- The changing of a liquid to a gas
3. Water vapor- Water in the form of gas in the air
4. Humidity- the amount of water in the air
C. Big Idea
1. Students will understand the process of evaporation and
condensation and where they can see it in everyday life.
D. Content
1. Condensation is the changing of a gas into a liquid.
2. Evaporation is the changing of a liquid to a gas.
3. Heat and cold is needed for these processes to work.
4. Condensation and evaporations are opposites.
IV. Implementation
A. Introduction
1. The teacher will have a frozen water bottle sitting out on the desk.
2. The teacher will ask the students what is happening to the water
bottle.
a. Some students may say that the water bottle is sweating.
b. The teacher will explain to the students that what is occurring
is called condensation.
c. The teacher will write and define the word condensation on the
board (the changing of gas into a liquid).
3. The teacher will ask the students if they have ever gotten out of the
shower or pool and not dried themselves with a towel.
a. The teacher will choose a student who raises their hand and ask
the student if they stayed wet for the rest of the day or
eventually they dried off.
b. When the student says they dried off, the teacher will tell the
class that this is an example of evaporation.
c. The teacher will write and define the word evaporation on the
board (the changing of a liquid to a gas).
4. The teacher will tell the student that today, we will be talking about
evaporation and condensation.
a. The teacher will bring up slide one of the PowerPoint.
B. Development
1. The teacher will provide the students with a guided notes sheet to
complete during the PowerPoint (see attached).
2. The teacher will switch to slide 2 of the PowerPoint and point out
that yesterday, we talked about precipitation. The teacher will say
that after the water collects in streams, oceans, lakes, etc., the next
parts of the water cycle is evaporation and condensation.

3. The teacher will switch to slide 3 and go over and further explain the
notes evaporation and condensation until slide 6.
a. On slide 6, the teacher will have the students answer the
question at the bottom (review question from the day before).
a. The answer is precipitation. Have the students remind
the teacher what saturated means (unable to hold or
contain more water).
4. On slide 7, the teacher will explain how evaporation and
condensation are opposites.
5. The students will watch the How to Make a Cloud Video
(http://www.kidspot.com.au/things-to-do/activities/how-to-make-acloud-in-a-jar).
6. The teacher will tell the students that today, we will form a cloud in a
jar like the boy did in the video. The students will be told that they
have to see if they can figure out how to make the cloud bigger or
smaller based on the items they are given.
7. The students will be given one glass jar with a lid, boiled water,
hairspray can, and ice. The students will be told the expectations to
not do anything without instructions, and not to touch the boiling
water. The students will be given an inquiry sheet to complete during
the investigation.
8. The teacher will pour the boiled water into the students jars for them
and the students will be told to swirl the hot water in the jar so that it
heats up the sides of the jar.
9. The teacher will keep replaying the video so they can see how the
boy did it and what they would like to change to make the cloud
bigger or smaller.
10. The teacher will explain that the hairspray provided a place for the
water vapor to cool on.
11. After the investigation, the groups will share their process, what they
found, and what each material represents. The teacher will remind
the students that when clouds are formed, it is from condensation.
a. Review condensation during this part one more time.
12. The teacher will remind the students that yesterday, we put Kool-Aid
powder and water on the windowsill. The teacher will ask the
students what do they think happened to it based on what we learned
today and why.
a. The students should say the water evaporated and only powder
was left.
b. If the students do not get this, the teacher should show the
result and then ask the students why this happened.
c. Review evaporation one more time.
C. Closure

1. The students will watch the evaporation and condensation video.

(https://www.tes.com/teaching-resource/teachers-tv-evaporationand-condensation-crusoe-6085195)
2. The students will be asked how the drinking water was formed for
the man who was thirsty.
a. The students will be reminded to use evaporation and
condensation in their explanation.
b. The explanation should include that the water he poured into
the hole evaporated and condensed when it hit the plastic.
3. Students will be given the exit slip to complete individually
D. Accommodations/Differentiation
1. E.M. has a hearing impairment and will have preferential seating to
watch the videos and listen to the PowerPoint.
2. The lesson will be differentiated by having hands on learning,
videos, and guided notes.
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will walk around with a checklist to make sure the
student is filling out the guided notes.
b. The teacher will also check with a checklist to see how they are
filling out the inquiry sheet.
c. The teacher will give students an exit slip and it will be graded
out of 6 based on correctness.
2. Summative
a. At the end of this unit, there will be a unit test.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Were the students engaged in the variety of ways the information
was presented?
VI. Resources (in APA format)

Earth Science: Condensation and Evaporation. (n.d.). Retrieved November 18, 2016,
from http://www.csun.edu/~llk01050/powerpoint_folder/earthscience.ppt
How to make a cloud in a jar. (n.d.). Retrieved November 18, 2016, from
http://www.kidspot.com.au/things-to-do/activities/how-to-make-a-cloud-in-a-jar
Standards Aligned System. (n.d.). Retrieved November 18, 2016, from https://pdesas.org/
TV, T. (n.d.). Teachers TV: Evaporation and Condensation :Crusoe. Retrieved November
18, 2016, from https://www.tes.com/teaching-resource/teachers-tv-evaporationand-condensation-crusoe-6085195

Name ______________________________
Evaporation and Condensation
1. Fill in the missing parts of the water cycle.

Condensation

Evaporation

Evaporation
2. Evaporation- The changing of liquid into a gas
3. In order for evaporation to occur, the water needs the suns heat to
raise the temperature and turn it into a gas.
4. Water is warmed by the sun when the water heats, it turns into a
gas water particles rise as water vapor.
5. Water vapor is when water is in the form of gas in the air.
Condensation
6. Condensation- The changing of gas into a liquid
7. When the air gets cold, the water vapor condenses to form clouds.
8. Humidity- the amount of water in the air.
9. Water vapor rises into the sky to form groups water particles form
clouds that hold water.

Name ______________________________
Evaporation and Condensation
1. Fill in the missing parts of the water cycle.

Evaporation
2. ______________________- The changing of liquid into a gas
3. In order for evaporation to occur, the water needs the suns
_____________ to raise the temperature and turn it into a
_____________.
4. Water is warmed by the _____________ when the water heats, it
turns into a ______________ water particles rise as water
________________.
5. Water vapor is when water is in the form of ______________ in the
air.
Condensation
6. _______________________- The changing of gas into a liquid
7. When the air gets ______________, the water vapor condenses to
form ________________.
8. Humidity- the amount of _________________ in the air.
9. Water vapor ______________ into the sky to form groups water
particles form _____________________ that hold water.

Name __________________________
Inquiry Sheet
Draw and/or write your plan here.
(Include how much of each product you are using)

What were your results?

Does this represent condensation or evaporation?

What did pouring hot water into the jar and trapping it create?

What did the ice on the top of the jar do?

Name ______________________________
Exit Slip

Condensation

Word Bank
Water Vapor
Humidity

Evaporation

1. Match the definition to the word.

___________________- the changing of liquid to gas
____________________- water in the form of gas in the air
____________________- the changing of gas to liquid
____________________- the amount of water in the air
2. Complete the chart