Earth Science Learning Community

Lesson 1 - Condensation and Evaporation

Lesson Plan

State Standards:

Introductory Physics Standards - Grade 9

Physical Sciences (Chemistry and Physics), Grades 6–8
Heat Energy

  1. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
  2. Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase.
  3. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.

Essential Question:

How do phase changes occur?

Lesson Question:

What causes evaporation and condensation?

Introduction:

Look at the following pictures. Pick one picture and explain how the water came to be on the object.
Note: there was no rain prior to any of the pictures being taken.

Images of Condensation.  Click for larger images.

Have students share responses with each other and then as a class. Address all possible explanations of the condensation phenomena addressed in the images.

Ask students to write a paragraph about what they know already about condensation (perhaps a student may share this terminology in discussion of photos).

Task:

Lesson Experiences:

EXPLORE:

Part I Condensation

POSTS EXPLORE QUESTION # 1:

Where did the liquid that formed on the can come from? Please answer following Claims, Evidence, Reasoning Format

EXPLORE:

Part II Evaporation

Phase change competition

Teacher presents Prezi presentation about condensation and evaporation.
Click for Condensation Prezi.

ELABORATE

After short presentation about condensation and evaporation, students will be asked to in pairs create an online presentation about a real life example of an evaporation/ condensation event using (Prezi, Glogster, or PowerPoint). Students should have liberty to research and choose topic themselves though if need be the teacher could suggest topics such as:

Following the generation of the online presentation students should post their projects to class website and if time permits present to class. Students for homework following the generation of these presentations should have to view each others presentation and comment on presentations ideally in a blog format on the course site.


EVALUATE:

Students will have a final written assessment on condensation and precipitation. The assessment will contain some traditional vocabulary and multiple choice questions, but will also include 2- 3 open response application questions about topics such as cloud formation, precipitation on a can of soda, evaporation of moisture sweat after exercise…etc…

The open response questions will be written in CER format allowing students to cite information gathered in class lab experiences, elicit photo activity, teacher Prezi presentation, and other sources of information students may have had prior experience with (internet search, other students’ digital presentations)

Prezi Rubric
The rubric below can be made larger by clicking on it.

Prezi Rubric.  Click for a printable version of this rubric.

Conclusion:

EXTEND

Students will be given a design problem.
For example: condensation on windows while driving, condensation around drinks on a warm day that warps wood table, mirrors that cannot be used following hot shower, mold or mildew build-up in bathroom or basement.

Students need to discuss what causes the problem using a thorough explanation of condensation and/or evaporation and heat energy. Students then need to design a way to prevent this problem from occurring. The design plan also needs to detail how the design fix takes into account evaporation and condensation.

The design plan will be constructed using an online application (Prezi, PowerPoint) or students could create a pamphlet or poster. I personally feel like it is great for students to move to using 2.0 technologies, but feel that there is a still a place for incorporating traditional poster/ pen and paper options. In my experience some students learn and retain information phenomenally well when given a drawing activity. It is appropriate to continue to utilize 2.0 technologies as students need to have such skills to be prepared for college and be career ready.

Assessments:

CER RUBRIC

5/Superior

4/Advanced

3/Proficient

2/Needs Improvement

1/Claim is inaccurate


0/No response or irrelevant answer

Resources:

 

Teacher Notes:

Prior Knowledge: Prior lesson addressed how phase changes are due to adding or removing energy from a system.

In this lesson specific types of phase changes are going to be explored: specifically condensation and evaporation. This information should be reviewed prior to image investigation.