Wilson EDUC 353 Name: Michelle Joyce Target Grade Level: 3rd Grade Date: 12/6/13 Curriculum Topic:

Science/ Literacy

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals:

Science 3-ESS21. Represent data in tables and geographical displays to describe typical weather conditions expected during a particular season. Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1) Patterns of change can be used to make predictions. (3-ESS21),(3-ESS2-2)

Literacy W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS22)

Understandings: Students will understand that

Essential Question(s):

Condensation is part of the water cycle. Condensation happens in a pattern over time. Predictions can be used to observe patterns of change

What is condensation? When does condensation occur? What predictions can you make

about the condensation experiment? What did you see happening in the experiment? What was the outcome of the condensation experiment?

Students will know.

Condensation: the opposite of evaporation. It takes place when water vapor in the air condenses from a gas, back into a liquid form. o Condensation is part of the water cycle. o Water cycle: the journey the water takes to circulate from the land to the sky. Dew Point: is the temperature the air has to reach for condensation to take place. Evaporation: the primary pathway that water moves from the liquid state back into the water cycle as atmospheric water vapor. Water vapor: gas phase of water

Students will be able to..

Identify what condensation is. Make predictions about the condensation experiment. Observe patterns of change in condensation. Record what they saw in the experiment and then compare to their predictions. Draw pictures about what they saw during the experiment. Draw conclusions

about the condensation experiment.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence:

The importance of this lesson is for students to learn about the condensation period in the water cycle. The assessment is a Condensation Experiment. Students will be able to make predictions about what will happen in the condensation experiment. Once the students review and take notes about condensation, the teacher will distribute the Experiment Packet to the students. The students will answer the left side of the prediction chart in the experiment packet (Attached). When they are finished, the teacher will ask the students to share their predictions. The teacher will conduct the experiment in front of the class for all of the students to see. The teacher will explain each object and step process for the students to understand (See attached directions). The students will watch the experiment and takes notes on what they see is happening to the glass. Once the experiment is done the students will answer the questions on the right side of the table worksheet in the experiment packet. The students will draw what they saw during the experiment on the last page in the experiment packet. The teacher will lead a discussion with the students and have the students share what they saw and their pictures. The teacher will ask questions during the discussion using vocabulary from the climate unit such as water cycle, evaporation, dew point, gas and liquid. The teacher will also ask if their predictions were true or close to the outcome of the experiment. The students will be evaluated on their performance during discussions and their completion of the experiment packet. It must be clear that the predictions are related to condensation and the water cycle. (See attached rubric for more details.)

Stage 3: Learning Plan

Learning Activities:

The teacher will need to have the materials ready for the experiment before the lesson. Set Induction This is a lesson based on a unit for Weather and Climate. The teacher will explain to the students that they will continue learning about the water cycle and will review what the water cycle is. The teacher will also say that they will focus on condensation and conduct an experiment to observe the process of condensation. Students should have knowledge on what the water cycle is and the different parts. The teacher will direct the students to come to the carpet in front of the SMART board. The teacher will have the presentation set up on the board about Condensation. The teacher will say to the students, Did you ever wake up early in the morning over the summer or when weather is a little warm and notice that the ground is wet with dew? o The teacher will tell the students to raise their hands if they have noticed the dew on the ground. The teacher will explain to the students that the dew on the ground is not rain, but from water vapor. During the night the temperature drops colder and the water vapor is warm. The water vapor turns into a liquid dew that is on the surfaces in the grass. The teacher will ask the students, What is water vapor? o The teacher will let the students raise their hands. o One or two students will answer the question. o The teacher will correct the students answers. The teacher will display the next slide of the presentation. o The picture will be of the water cycle. The teacher will ask the students to look at the water cycle and to determine which part of the water cycle do they think that the dew is formed. o The teacher will then say, Lets review the parts of the water cycle to figure out when the dew is formed. o The teacher will review each part of the water cycle to the students. o The teacher may ask the students for the definition or what happens in each part of the water cycle.

The class will conclude that the dew is an example of condensation. The teacher will display the third slide on why condensation is formed and how it is formed. o The teacher will ask a student to read the slide, which says: Condensation turns water vapor into a liquid. If heat is taken away from water vapor, it changes form to become a liquid. o There will also be pictures of condensation shown for different examples. The teacher will explain to the students that they will see condensation take place through an experiment. Procedure The teacher will distribute the experiment packets to the students. o The students will still be sitting at the carpet. On the packet there is a description of the experiment, picture and directions. The teacher will ask a student to read out loud the description. o The teacher will direct the students to look at the picture in the packet. o The teacher will also ask a student to read out loud the directions. The teacher will tell the students to look at the second page, which has the table. The teacher will tell the students to answer the questions that are asking about their predictions about the experiment. (On the left side of the table). o The teacher will tell the students that they can discuss their predictions with a partner. o The teacher will give the students about 5 minutes to fill out and answer the questions. o The teacher will tell the students to put their pencils down when they are done. The teacher will ask the students, Who would like to share their predictions first to the class? o The teacher will have as many students share their predictions. The teacher will then tell the students, Lets see if our predictions are true. We will begin the condensation

experiment. The teacher will tell the students to pay attention to what happens during the experiment and the important details because they will write and draw about it later. o The teacher will conduct the experiment. o The teacher will tell the students to follow the directions in the packet and to observe the experiment. The teacher will conduct the experiment and follow the directions on the sheet (See attached directions for more details) o The teacher will direct the students to take notes at certain points and point out the water forming on the side of the cup. o The teacher should describe what is happening in the experiment during the procedure. When the experiment is finished, the teacher will direct the students to take a look at the outcome of the experiment. The teacher will then direct the students to return to their seats with the experiment packet. The teacher will tell the students that they will be filling out the rest of the packet. The teacher will do an example for the class on what to do. o The teacher will answer the first question on the right side of the table. o The teacher will do one drawing, which includes the cup and the stages of what happened during the experiment and to describe the details in their picture. The teacher will tell the students to work in groups to fill out the right side of the table and draw a picture on the last page of the packet. The teacher will walk around the classroom to guide the students work and to note their progress on the packet. o The teacher will give the students about 15-20 minutes to finish their work. When most of the students are finished, the teacher will ask a few students to present their pictures and explain in detail on what they saw during the experiment. (This is the information that will be on the last page of the packet.) o The teacher might want to ask the students questions like, What made you come to that conclusion? and

How did you realize the change of pattern in the experiment? o The teacher will also ask the students if their predictions were true. The teacher will close the lesson with, Condensation happens in a pattern of change. In order for condensation to happen there needs to be water vapor from evaporation, which comes before condensation in the water cycle. Condensation is an important process to keep the water cycle in motion. Differentiation: Above grade level: Students will be asked to provide more detail and sentences in their descriptions and predictions. They will also be asked to work with students who are below grade level when they are working in groups. Below Grade Level: Students will be able to draw pictures for their predictions instead of writing. They can also only draw the pictures for the stages and the teacher will direct them by labeling the picture. The teacher will also have the students spend more time to look at the experiment and ask them what they see. ESL- The definitions of the vocabulary terms and directions can be given in their language. The definitions and directions can be given separately on a sheet of paper in their language. IEPs- All IEPs are accepted for this lesson. Multiple Intelligences Visual learners will have the experiment and worksheets and SMART board to display the information about the lesson and experiment. The experiment is a good visual for their learning on condensation. Bodily-Kinesthetic learners will sit on the carpet and work in groups at their table. Verbal listeners will listen to the directions of the experiment and talk to their group about their predictions and the outcome of the experiment. Interpersonal learners will be able to work in groups or with a partner.

Intrapersonal learners will be able to share their predictions and drawings with the class and their group or partner. Follow-up Activity/ Assignment: Students will have to read in their textbook about precipitation, which is the next stage in the water cycle after condensation. The students will perform an experiment about precipitation the following day in class. This experiment involves a cup of water, shaving cream and food dye. The students will see the process of precipitation through an experiment. They will complete a similar activity to todays experiment about making predictions.

Resources
Itemized Attachments:

Teacher materials Experiment Packet (Attached) o Background and Directions o Chart o Cup Drawing SMART board Presentation Directions for experiment (Attached) Materials for experiment o Thermometer o Water o Glass o Ice Student materials: Pencil Experiment Packet (provided by teacher) Resources: Next Generation Science Standards http://www.nextgenscience.org/next-generation-science-standards

(1st page of Packet)

Background for Experiment Condensation is part of the water cycle after evaporation. Evaporation turns water into water vapor, which is needed for condensation. Condensation turns water vapor back into a liquid. In this experiment you will see water vapor that is a gas turn into a liquid. You will observe the change in the experiment and notice the temperature of how this experiment is conducted.

Directions for Condensation Experiment Materials:

Metal or glass cup Bowl full of water and ice cubes (even a big jar works well) Thermometer Warm water Syringe (any kind as long as it can deliver liquids 3-5 cc amounts)

Procedure: 1. Fill the metal or glass cup one third of the way with water that is approximately 85 degrees Fahrenheit. 2. Place the thermometer into the water. 3. Using the syringe, slowly add small amounts (roughly 2 tablespoons or so) of ice water and watch the thermometer. 4. Continue adding small amounts of water until the temperature of the water drops a degree or two each time the ice water is added. 5. Continue adding ice water until condensation begins to appear on the outside of the metal or glass cup.

(2nd page of packet)

Answer the questions in the boxes before the experiment and then after the experiment.

Predictions (Before Experiment)

What do you think will happen in the experiment?

After Experiment

What happened in the experiment?

What do you think you will see in the experiment?

What did you see in the experiment?

What do you think will be the outcome of the experiment?

What was the outcome of the experiment?

(3rd page of packet)

Draw the stages of the experiment based on what happened in the cup.
First Stage (What happened first):

Second Stage:

Third Stage (Outcome):

Rubric