Candidate: - California State University, Northridge



California State University, Northridge

Department of Elementary Education

Lesson Plan Format

|Candidate: |Date: |Grade level(s): |

|Janice Nardella |8/07/2008 |1 |

|Subject(s)/topic(s): |Single/multi-day lesson: |ELD levels of students: |

|Science/Condensation |Single day lesson |4 |

Objective(s): Students will be able to understand the concept of condensation, know that it exists in nature all around them, and how to create condensation through an experiment.

CA Content Standards: Science– Grade 1

Physical Sciences: 1. b. Students know the properties of substances can change when the substances are mixed, cooled, or heated.

Life Sciences: 2. b. Students know both plants and animals need water.

Earth Sciences: 3. b. Students know the sun warms the land, air, and water.

Investigation and Experimentation: 4. b. Record observation sand data with pictures, numbers or written statements.

Material and/or technology:

10 clear plastic cups

5 mugs

10 plastic bowls

Food coloring (2 colors)

Ice cubes

Hot water

Paper towels

Stirring sticks

Paper

Pencil

Science Journal

Overhead projector

Water Cycle overhead

Water Cycle handout for visually impaired students

Materials handout with pictures for English language learners and learning disabled students

Vocabulary:

Condensation

Evaporation

Gas

Vapor

Precipitation

Classroom management/Room Arrangements/Student Groupings:

Tables will be in their normal location and students will be grouped in 5 groups of 4.

Name of instructional model: Inquiry based

Procedure

Focus/Motivation (opening) (5 minutes)

Remind students about the lesson regarding evaporation. Ask them how water changed in those different stages of the cycle. Ask them if they’ve ever seen fog, clouds or ever had foggy windows.

Instructional activity/Development (lesson body) (20 minutes)

Discuss Key concepts: Water in its liquid state can turn into gas through evaporation; that gas can turn back into liquid under certain conditions. Therefore, condensation is the opposite of evaporation. Show water cycle picture on the overhead projector and hand out a copy of overhead transparency to visually impaired students.

Condensation is important because it makes clouds, and clouds make precipitation such as rain, and rain helps fruit and vegetables grow for us to eat. Condensation brings water back to the earth.

Inquiry question: How can we make condensation in our classroom?

Roles:

Materials Manager – gets supplies for the group, asks everyone to help clean up, but will dispose of remaining garbage. The materials manager will have a piece of paper with pictures and numbers next to the items to get. This will be a good job for the English Language Learner or the student with a learning disability, with the pictures and numbers to help them know what materials to get.

First Scientist – Sets up cups and mugs for the two different experiments. Puts the ice into cup for cold water, warns everyone to be safe from the hot water.

Second Scientist – drops food color into each cup of hot and cold water and stir.

Investigator – takes cold water cup to the counter for it to take time in condensation. Holds a clear plastic cup over the hot water to show instant condensation. Later the investigator will take cold water cup back to group for observation.

Procedure:

Experiment 1: The Materials Manager will obtain one clear plastic cup, one stirring stick, one plastic bowl, and paper towels from the teacher. The First Scientist sets up the station for cold water experiment. The First Scientist will place the plastic cup in the bowl and laid paper towels underneath the bowl. Once that has been done, the teacher will come around with a small cup of water and a few ice cubes for each group. The First Scientist will pour the water into the cup, and place the ice cubes into the water. The students will be asked to predict what will happen when the food coloring is added. Next, the Second Scientist will continue the experiment and will put in two drops of color and stir the ice water. Students will be asked to observe what happens. The Investigator will then carry the bowl over to the counter for condensation to happen.

Experiment 2: The Materials Manager will now fetch a plastic cup, a mug, a stirring stick, a bowl and more paper towels and return to the group. The First Scientist will set up the station as before, except this time the mug is inside the bowl not the cup. The teacher will come around with hot water and pour some into each mug. The Second Scientist will drop food color and stir carefully. The students will be asked to predict what will happen if an empty cup is placed over the hot water mug. The Investigator will hold up the empty plastic cup over the hot water mug. Students will observe what happens.

Experiment 1 continued: The students will be asked to predict what they will see when they look at the cold water cup. The Investigator will go to the counter and retrieve their cold water cup. Students will observe what happened to the outside of their cup and the ice that was in it.

Students will then receive a piece of paper and pencil and asked to write or draw about what they saw happened to their two experiments.

Special safety: Students will be told that the hot water cup is very hot and can burn, therefore they should not crowd when they look at the hot water condensation. Teacher will advise that food coloring may get on clothing so to be very careful when working with it.

Closure (7 minutes)

• Students will share their findings with their group members and see if anyone saw something different. When the class gets back together, each group can tell everyone what they saw in their experiment and if they predicted that would happen.

Assessment (5 minutes)

• The teacher will give the students an oral assessment and as them to describe condensation. The oral assessment will be good for the students with an auditory learning style.

• The student will write and draw in their journals about one thing they learned about condensation and where they can see it happening. For English language learners and students with learning disabilities, the students will just draw in their journals.

Lesson reflection: The teacher might be the best person to put the food coloring drops in the cups to prevent food coloring from getting in unwanted areas. The experiment can also be done without food coloring.

Science Websites:



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Reference Website:

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