Unit Topic: The Water Cycle
Lesson Topic: Evaporation
Grade: 4
Lesson Objectives: Students will be able to label and identify the three steps of evaporation on diagram worksheet. On a website, the student will be able to predict what container of water will evaporate faster when given the shape of the container, temperature, and weather. After they will be able to state why certain containers of water evaporated faster than others.
Instructional Techniques: Discussion, Interactive Website, Group Work
Instructional Materials: Evaporation fill in the blank worksheet, guiding worksheet to go with the website, interactive website http://archive.fossweb.com/modules3-6/Water/activities/evaporation.html
Theoretical Perspective: It is important to understand evaporation because water is one of the most important compounds for all life to survive and without evaporation, water could not be recycled and earth would run out of usable water very quickly.
Procedure:
Tell the class that we will be talking about evaporation and have them talk with each other about what they already know about evaporation.
Teacher explains what evaporation is in the terms that students are expected to know (evaporation is a process where liquid water turns into water vapor because of heat from the sun). The teacher hands out a worksheet to go along with the interactive website. Students are now expected to follow the guideline worksheet and go on the interactive website. After students are done, the teacher will hand out an evaporation diagram worksheet for each student to fill out, which will evaluate and determine what they now know.
The teacher will review the worksheet with students, going over each question, and focusing on specific questions that students struggled with. After students will hand in their worksheets to the teacher to evaluate what they learned.
While explaining evaporation the teacher will draw on the board for students who benefit from visual learning. The fill in the blank worksheet will be pictures with little writing for ELL students.
Evaluation: Students will be able to label and identify the three steps of evaporation on a diagram worksheet. Students will hand this worksheet in for the teacher to look at, if they filled it out correctly the objective is met.
On a website, the student will be able to predict what container of water will evaporate faster when given the shape of the container, temperature, and weather. After they will be able to state why certain containers of water evaporated faster than others. Students will complete a worksheet to guide them through their time on the website, the worksheet will include predicting which container will evaporate faster, explaining why they chose that side, and if they predict incorrectly, explaining why they think the other side evaporated faster. If they demonstrate understanding of why each evaporates faster, the objective is met.